2025. “Life is a rollercoaster”: A cognitive discourse analysis of school-agers’ understanding of meaning in life. Discourse Studies
Rupp, Stephanie & Birgit Ehl
2025. Physiologische Wortschatzentwicklung. In Semantisch-lexikalische Störungen bei Kindern [Praxiswissen Logopädie, ], ► pp. 47 ff.
Segundo‐Marcos, Rafael, Verónica López Fernández & María Teresa Daza González
2025. Creative Thinking and Lexical Richness Development and the Impact of Cooperative Learning Over Time. The Journal of Creative Behavior 59:4
Zwilling, Racheli & Dorit Ravid
2025. Later lexical development in Hebrew peer talk. Frontiers in Language Sciences 4
Kawar, Khaloob, Joel Walters & Sveta Fichman
2024. Evaluation devices in the narratives of deaf/hard of hearing and hearing Arabic‐speaking adolescents. International Journal of Language & Communication Disorders 59:1 ► pp. 180 ff.
Correa, Jane
2023. Learning to Spell in Brazilian Portuguese: Children’s Patterns of Spelling Errors and Unconventional Word Segmentation. In Development of Writing Skills in Children in Diverse Cultural Contexts, ► pp. 21 ff.
Drljan, Bojana, Nevena R. Ječmenica & Ivana P. Arsenić
2023. Vocabulary Breadth and Depth in Early School-Aged Children with Developmental Language Disorder – Evidence from Serbian Speaking Children. Journal of Language and Education 9:2 ► pp. 57 ff.
Babayiğit, Selma, Graham J. Hitch, Swathi Kandru-Pothineni, Annie Clarke & Meesha Warmington
2022. Vocabulary limitations undermine bilingual children’s reading comprehension despite bilingual cognitive strengths. Reading and Writing 35:7 ► pp. 1651 ff.
Grilli Silva, Javier & Pablo Cardozo Fernández
2022. Sondeo de niveles de lectura en evaluación diagnóstica inicial. Importancia de su realización en la práctica docente pre-profesional . Revista Andina de Educación 5:1 ► pp. 000519 ff.
Lowe, Hilary, Lucy Henry, Josephine Wallinger & Victoria Joffe
2022. Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists. Child Language Teaching and Therapy 38:1 ► pp. 95 ff.
Tzuriel, David
2021. The Bright Start Program: Research Perspective. In Mediated Learning and Cognitive Modifiability [Social Interaction in Learning and Development, ], ► pp. 461 ff.
Pritchard, Verena E., Michelle Heron‐Delaney, Stephanie A. Malone & Colin M. MacLeod
2020. The Production Effect Improves Memory in 7‐ to 10‐Year‐Old Children. Child Development 91:3 ► pp. 901 ff.
Hess Zimmermann, Karina
2019. Pensar sobre la Morfología de las Palabras: un Proyecto Didáctico para el Desarrollo de Vocabulario en la Escuela Secundaria. Revista Iberoamericana de Evaluación Educativa 12:2 ► pp. 193 ff.
Shivabasappa, Prarthana, Elizabeth D. Peña & Lisa M. Bedore
2018. Core vocabulary in the narratives of bilingual children with and without language impairment. International Journal of Speech-Language Pathology 20:7 ► pp. 790 ff.
Uchikoshi, Yuuko, Lu Yang & Siwei Liu
2018. Role of narrative skills on reading comprehension: Spanish–English and Cantonese–English dual language learners. Reading and Writing 31:2 ► pp. 381 ff.
Fitneva, Stanka A. & Morten H. Christiansen
2017. Developmental Changes in Cross‐Situational Word Learning: The Inverse Effect of Initial Accuracy. Cognitive Science 41:S1 ► pp. 141 ff.
Murphy, Aoife, Sue Franklin, Annemarie Breen, Molly Hanlon, Aoife McNamara, Aine Bogue & Emily James
2017. A whole class teaching approach to improve the vocabulary skills of adolescents attending mainstream secondary school, in areas of socioeconomic disadvantage. Child Language Teaching and Therapy 33:2 ► pp. 129 ff.
Uchikoshi, Yuuko, Lu Yang, Brandi Lohr & Genevieve Leung
2016. Role of Oral Proficiency on Reading Comprehension. Literacy Research: Theory, Method, and Practice 65:1 ► pp. 236 ff.
Dockrell, Julie E. & Chloë R. Marshall
2015. Measurement Issues: Assessing language skills in young children. Child and Adolescent Mental Health 20:2 ► pp. 116 ff.
Grimm, Angela & Petra Schulz
2014. Specific Language Impairment and Early Second Language Acquisition: The Risk of Over- and Underdiagnosis. Child Indicators Research 7:4 ► pp. 821 ff.
Kucirkova, Natalia, David Messer & Kieron Sheehy
2014. Reading personalized books with preschool children enhances their word acquisition. First Language 34:3 ► pp. 227 ff.
Llauradó, Anna & Liliana Tolchinsky
2013. Growth of text-embedded lexicon in Catalan: From childhood to adolescence. First Language 33:6 ► pp. 628 ff.
McGregor, Karla K., Jacob Oleson, Alison Bahnsen & Dawna Duff
2013. Children with developmental language impairment have vocabulary deficits characterized by limited breadth and depth. International Journal of Language & Communication Disorders 48:3 ► pp. 307 ff.
Bogliotti, Caroline
2012. Les troubles de la dénomination. Langue française n°174:2 ► pp. 95 ff.
McGregor, Karla K., Amanda J. Berns, Amanda J. Owen, Sarah A. Michels, Dawna Duff, Alison J. Bahnsen & Melissa Lloyd
2012. Associations Between Syntax and the Lexicon Among Children With or Without ASD and Language Impairment. Journal of Autism and Developmental Disorders 42:1 ► pp. 35 ff.
BERMAN, RUTH A.
2008. The psycholinguistics of developing text construction. Journal of Child Language 35:4 ► pp. 735 ff.
Correa, Jane & Julie E. Dockrell
2007. Unconventional word segmentation in Brazilian children’s early text production. Reading and Writing 20:8 ► pp. 815 ff.
Dockrell, Julie E., Geoff Lindsay, Vincent Connelly & Clare Mackie
2007. Constraints in the Production of Written Text in Children with Specific Language Impairments. Exceptional Children 73:2 ► pp. 147 ff.
Best, Rachel M., Julie E. Dockrell & Nick R. Braisby
2006. Real‐world word learning: Exploring children's developing semantic representations of a science term. British Journal of Developmental Psychology 24:2 ► pp. 265 ff.
Miller, Jon F., John Heilmann, Ann Nockerts, Aquiles Iglesias, Leah Fabiano & David J. Francis
2006. Oral Language and Reading in Bilingual Children. Learning Disabilities Research & Practice 21:1 ► pp. 30 ff.
This list is based on CrossRef data as of 6 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.
