First Language

Papers
(The TQCC of First Language is 3. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2022-05-01 to 2026-05-01.)
ArticleCitations
What else will I do when I start school? Preschoolers’ wh -questions in dinnertime conversations and their language development33
Book Review: Veronica Mattes, Sabine Sommer-Lolei, Katharina Korecky-Kröll and Wolfgang U. Dressler (Eds.), The acquisition of derivational morphology: A cross-linguistic perspe26
Cross-Cultural Exploration of Growth in Expressive Communication Between English and Portuguese-Speaking Infants and Toddlers15
From green to turquoise: Exploring age and socioeconomic status in the acquisition of color terms13
Acquisition during normative code-mixing: Trinidadian children’s varilingual pronoun usage11
Silent Finns and Talkative Italians? An investigation of communicative differences and similarities as perceived by parents in typically developing children11
Examining the relations between early language skills and environmental variables and literacy skills: A longitudinal study from 2 to 9 years10
Speech Reduction in Middle Childhood: the Case of Child–Caregiver Interactions10
The road to negation: A comparative study of five typologically and culturally diverse languages9
Parents as the first teachers: An exploratory study of parent perceptions and use of an online instructional vocabulary module for parents8
The Influence of Prenatal Language Exposure on the Use of Pitch in Newborns’ Vocalisations: A Systematic Review8
How to implement a unified multimodal framework of first language acquisition: A commentary on Karadöller, Sümer, and Özyürek7
Mommy and Mama: Parental Language Input from Mother-Mother Couples6
Promoting a multimodal first language acquisition framework: A commentary on Karadöller, Sümer, and Özyürek6
Investigating pragmatic abilities in 5- to 7-year-old Norwegian children: A study using the Pragma test6
Shared book reading among Mexican and Dominican parent-child dyads6
The effect of tone hyperarticulation in Cantonese infant-directed speech on toddlers’ word recognition in the second year of life5
Book Review: Saiegh-Haddad, E., Laks, L., & McBride, C. (Eds.). Handbook of literacy in diglossia and in dialectal contexts: Psycholinguistic, neurolinguistic, and education5
The development of basic word order in child Emirati Arabic5
Capturing what remains: A commentary on Kidd and Garcia (2022)5
A Crosslinguistic Study of Gesture and Lexical Development in South African Infants5
Comprehension of Relative Clauses in Chinese Children: Comparing Developmental Dyslexia, Attention-Deficit/Hyperactivity Disorder, and their Comorbidity5
The production of preverbal and postverbal subjects by Italian heritage children: Timing of acquisition matters5
Prompting heritage-language engagement in English-speaking Maltese families, via a family language programme intervention5
A Response to the Commentaries on Riches (2026)4
Classroom conversations: What will it take? A commentary on Abbot-Smith et al., 20234
Developmental Pathway of the Three-Way Contrasts of Word-Initial Stops in Young Korean-Acquiring Children4
Development of Narrative Competence in Mano, Mande4
Corrigendum to “Establishing Guidelines for MLU measurement in an agglutinating language: An illustration of Georgian”4
Word characteristics of late talkers’ early lexicon4
Using cognitive measures from linguistic relativity research to assess thinking in Yucatec Maya-Spanish bilingual children4
What bilingualism can tell us about the Semantic Subset Principle: The case of disjunction under negation4
Examining Noun Bias in the Vocabulary Development of Xitsonga-Speaking Children Aged 16 to 32 Months4
The acquisition of directionals in Q’anjob’al4
A longitudinal study of Estonian mothers’ self-reported language teaching practices and children’s language skills3
Putting multiparty interactions back into multimodal language development studies: A commentary on Karadöller, Sümer, and Özyürek3
Examining the psychometric properties of the ELLECCT: A commentary on Weadman, Serry and Snow (2022)3
Situating multimodal language acquisition in the real-world: A commentary on Karadöller, Sümer and Özyürek3
Associations of paternal factors and child’s sex with early vocabulary development – The STEPS study3
Thought and language: association of groupmindedness with young English-speaking children’s production of pronouns3
Investigating conversational patterns: Self-repetition and response complexity in English school-age children with a history of late talking3
A language documentation perspective: A commentary on Kidd and Garcia (2022)3
What ‘diversity’ means depends on your perspective: A commentary on Kidd and Garcia (2022)3
Unifying Language, Reading, and Handwriting Impairments in Dyslexia: The Inefficient Anticipatory Planning Hypothesis3
What do parents really think? Knowledge, beliefs, and self-awareness of parentese in relation to its use in daylong recordings3
Giving oranges and puppies: Children’s production of directional verbs in an emerging sign language from Oaxaca3
Language-Based Social Preferences of Language Minority Children in Hong Kong3
Fine motor skills and their link to receptive vocabulary, expressive vocabulary, and narrative language skills3
The Acquisition of Noun Class Morphology in Eegimaa: Early Signs of System Building3
Language diversity and bilingual first language acquisition: A commentary on Kidd and Garcia (2022)3
Introduction to the special section on the Emergent Literacy and Language Early Childhood Checklist for Teachers (ELLECCT)3
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