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 2021-09-01 to 2025-09-01.)
ArticleCitations
Book Review: Veronica Mattes, Sabine Sommer-Lolei, Katharina Korecky-Kröll and Wolfgang U. Dressler (Eds.), The acquisition of derivational morphology: A cross-linguistic perspective166
What else will I do when I start school? Preschoolers’ wh-questions in dinnertime conversations and their language development17
How diverse is child language acquisition research?17
From green to turquoise: Exploring age and socioeconomic status in the acquisition of color terms15
Silent Finns and Talkative Italians? An investigation of communicative differences and similarities as perceived by parents in typically developing children9
Examining the relations between early language skills and environmental variables and literacy skills: A longitudinal study from 2 to 9 years9
Acquisition during normative code-mixing: Trinidadian children’s varilingual pronoun usage9
The road to negation: A comparative study of five typologically and culturally diverse languages8
Parents as the first teachers: An exploratory study of parent perceptions and use of an online instructional vocabulary module for parents7
Shared book reading among Mexican and Dominican parent-child dyads7
Speech Reduction in Middle Childhood: the Case of Child–Caregiver Interactions7
The acquisition of argument structures of intransitive and transitive verbs in Japanese: The role of parental input7
The effect of tone hyperarticulation in Cantonese infant-directed speech on toddlers’ word recognition in the second year of life6
Promoting a multimodal first language acquisition framework: A commentary on Karadöller, Sümer, and Özyürek6
Prompting heritage-language engagement in English-speaking Maltese families, via a family language programme intervention6
Investigating pragmatic abilities in 5- to 7-year-old Norwegian children: A study using the Pragma test6
Book Review: Saiegh-Haddad, E., Laks, L., & McBride, C. (Eds.). Handbook of literacy in diglossia and in dialectal contexts: Psycholinguistic, neurolinguistic, and educational perspectives6
How to implement a unified multimodal framework of first language acquisition: A commentary on Karadöller, Sümer, and Özyürek6
Capturing what remains: A commentary on Kidd and Garcia (2022)5
Classroom conversations: What will it take? A commentary on Abbot-Smith et al., 20235
The development of basic word order in child Emirati Arabic5
Corrigendum to “Establishing Guidelines for MLU measurement in an agglutinating language: An illustration of Georgian”5
The production of preverbal and postverbal subjects by Italian heritage children: Timing of acquisition matters5
How do 3-year-olds use relevance inferencing to interpret indirect speech?5
Word characteristics of late talkers’ early lexicon4
What about broader impacts for child language acquisition research? A commentary on Kidd and Garcia (2022)4
What bilingualism can tell us about the Semantic Subset Principle: The case of disjunction under negation4
Language diversity and bilingual first language acquisition: A commentary on Kidd and Garcia (2022)4
Features of communication in Norwegian parent–child play interactions4
The acquisition of directionals in Q’anjob’al4
Toddlers use functional morphemes for backward syntactic categorization3
Fine motor skills and their link to receptive vocabulary, expressive vocabulary, and narrative language skills3
What do parents really think? Knowledge, beliefs, and self-awareness of parentese in relation to its use in daylong recordings3
Feature generalization in Dutch–German bilingual and monolingual children’s speech production3
A longitudinal study of Estonian mothers’ self-reported language teaching practices and children’s language skills3
Postverbal subjects in child Italian: Argument structure, discourse and the definiteness effect3
A language documentation perspective: 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
Using cognitive measures from linguistic relativity research to assess thinking in Yucatec Maya-Spanish bilingual children3
Developmental Pathway of the Three-Way Contrasts of Word-Initial Stops in Young Korean-Acquiring Children3
Thought and language: association of groupmindedness with young English-speaking children’s production of pronouns3
Examining the psychometric properties of the ELLECCT: A commentary on Weadman, Serry and Snow (2022)3
What ‘diversity’ means depends on your perspective: A commentary on Kidd and Garcia (2022)3
Putting multiparty interactions back into multimodal language development studies: A commentary on Karadöller, Sümer, and Özyürek3
Giving oranges and puppies: Children’s production of directional verbs in an emerging sign language from Oaxaca3
Associations of paternal factors and child’s sex with early vocabulary development – The STEPS study3
Unifying Language, Reading, and Handwriting Impairments in Dyslexia: The Inefficient Anticipatory Planning Hypothesis3
Situating multimodal language acquisition in the real-world: A commentary on Karadöller, Sümer and Özyürek3
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