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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Linking Quality and Quantity of Parental Linguistic Input to Child Language Skills: A Meta‐Analysis
Nina Anderson, Susan A. Graham, Heather Prime, et al.
Child Development (2021) Vol. 92, Iss. 2, pp. 484-501
Closed Access | Times Cited: 176

Showing 76-100 of 176 citing articles:

What else will I do when I start school? Preschoolers’ wh-questions in dinnertime conversations and their language development
Junyi Yang, Joshua F. Lawrence, Vibeke Grøver
First Language (2024) Vol. 44, Iss. 3, pp. 301-323
Open Access | Times Cited: 1
Background TV and infant‐family interactions: Insights from home observations
Berna A. Uzundağ, Sümeyye Koşkulu‐Sancar, Ayli̇n C. Küntay
Infancy (2024) Vol. 29, Iss. 4, pp. 590-607
Closed Access | Times Cited: 1
Non-Native Parents Raising a Bilingual Child in Turkey
Sezgin Ballıdağ, Kenan Dikilitaş
Sustainable Multilingualism (2024) Vol. 24, Iss. 1, pp. 136-173
Open Access | Times Cited: 1
Parents' mental state language and child gender: A scoping review of developmental evidence
Callyn Farrell, Ellen Sanderson, Aisling Mulvihill, et al.
British Journal of Developmental Psychology (2024)
Open Access | Times Cited: 1
Connecting learning environments to learning: Two examples from children’s mathematics
Robert S. Siegler
Developmental Review (2024) Vol. 73, pp. 101138-101138
Closed Access | Times Cited: 1
Home literacy environment, digital media and vocabulary development in preschool children
Annette Sundqvist, Nikola Majerle, Mikael Heimann, et al.
Journal of Early Childhood Research (2024)
Open Access | Times Cited: 1
“Speech Is Golden”: The Importance of Colloquial Arabic for Reading Standard Arabic for Beginning Readers
Natalia Rakhlin, Nan Li, Abdullah Aljughaiman, et al.
Journal of Speech Language and Hearing Research (2024), pp. 1-27
Closed Access | Times Cited: 1
Exploring cross‐linguistic differences in parental input and their associations with child expressive language in ASD: Bulgarian versus English comparison
Mihaela Barokova, Helen Tager‐Flusberg
International Journal of Language & Communication Disorders (2024) Vol. 59, Iss. 6, pp. 2397-2411
Closed Access | Times Cited: 1
Quality of educator-toddler conversations varies across activity settings in centre-based ECEC
Isabelle Swearingen, Samantha Moros, Elizabeth Schaughency, et al.
International Journal of Early Years Education (2024), pp. 1-24
Open Access | Times Cited: 1
Dimensions of parenting during infancy: Testing a latent bifactor model
Julia Martini, Mark Wade, Heather Prime, et al.
Social Development (2024) Vol. 33, Iss. 4
Open Access | Times Cited: 1
COVID-19 lockdown and early vocabulary development: insights from Saudi households
Haifa Alroqi, Khadeejah Alaslani, Alaa Almohammadi, et al.
Applied Developmental Science (2024), pp. 1-24
Open Access | Times Cited: 1
Playful activities mitigate relations between parental mental health difficulties and child verbal outcomes
Paige M. Nelson, Francesca Scheiber, Haley M. Laughlin, et al.
Child Development (2024)
Open Access | Times Cited: 1
What role does the environment play in language development? Exploring the associations among socioeconomic status, parent language input, and language skills in school‐aged children with autism
Meredith Pecukonis, Lindsay K. Butler, Helen Tager‐Flusberg
Autism Research (2024)
Open Access | Times Cited: 1
Maternal underestimations and overestimations of their infants’ word comprehension: effects on mothers’ verbal input and infants’ receptive vocabulary
Sura Ertaş, Ayli̇n C. Küntay, Aslı Aktan‐Erciyes
Journal of Child Language (2024), pp. 1-23
Open Access | Times Cited: 1
Brief Interventions Influence the Quantity and Quality of Caregiver-Child Conversations in an Everyday Context
Apoorva Shivaram, Yaritza Chavez, Erin Anderson, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 9
Shared Multimodal Input Through Social Coordination: Infants With Monolingual and Bilingual Learning Experiences
Lichao Sun, Christina D. Griep, Hanako Yoshida
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 6
Qualitative and quantitative aspects of child‐directed parental talk and the relation to 2‐year‐old's developing vocabulary
Annette Sundqvist, Felix Koch, Mimmi Söderberg, et al.
Infancy (2022) Vol. 27, Iss. 4, pp. 682-699
Open Access | Times Cited: 6
Revisiting the simplification of adult language input in the context of naturalistic developmental behavioral interventions: A commentary
Kyle M. Frost, Brooke Ingersoll, Courtney E. Venker
Autism Research (2022) Vol. 15, Iss. 10, pp. 1799-1809
Open Access | Times Cited: 6
Effects of multilingualism on Australian infants’ language environments in early childhood education centers
Zhijun Zheng, Sheila Degotardi, Naomi Sweller, et al.
Infant Behavior and Development (2022) Vol. 70, pp. 101799-101799
Open Access | Times Cited: 6
Profiles of Quality in Three Distinct Early Childhood Programs Using the Brief Early Childhood Quality Inventory (BEQI)
Abbie Raikes, Rebecca Sayre Mojgani, Jem Heinzel-Nelson Alvarenga Lima, et al.
International Journal of Early Childhood (2023) Vol. 56, Iss. 2, pp. 211-236
Open Access | Times Cited: 3
Surveying Parents of Preschool Children about Digital and Analogue Play and Parent–Child Interaction
Andreja Istenič Starčič, Violeta Rosanda, Mateja Gačnik
Children (2023) Vol. 10, Iss. 2, pp. 251-251
Open Access | Times Cited: 3
Literacy and early language development: Insights from computational modelling
Padraic Monaghan
Journal of Child Language (2023) Vol. 50, Iss. 6, pp. 1394-1410
Open Access | Times Cited: 3
Early childhood education language environments: considerations for research and practice
Jennifer Finders, Ella Wilson, Robert J. Duncan
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 3
Features of communication in Norwegian parent–child play interactions
Hanne Røe‐Indregård, Meredith L. Rowe, Veslemøy Rydland, et al.
First Language (2022) Vol. 42, Iss. 3, pp. 383-404
Open Access | Times Cited: 5
Face-to-face contact during infancy: How the development of gaze to faces feeds into infants’ vocabulary outcomes
Zsofia Belteki, Carlijn van den Boomen, Caroline Junge
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 5

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