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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:

How Early Maternal Language Input Varies by Race and Education and Predicts Later Child Language
Lynne Vernon‐Feagans, Mary Bratsch‐Hines, Elizabeth Reynolds, et al.
Child Development (2019) Vol. 91, Iss. 4, pp. 1098-1115
Open Access | Times Cited: 64

Showing 1-25 of 64 citing articles:

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: 170
A unified approach to demographic data collection for research with young children across diverse cultures.
Leher Singh, Mihaela Barokova, Heidi A. Baumgartner, et al.
Developmental Psychology (2023) Vol. 60, Iss. 2, pp. 211-227
Open Access | Times Cited: 21
A meta-analysis of teacher language practices in early childhood classrooms
Elizabeth Burke Hadley, Erica M. Barnes, Brenton M. Wiernik, et al.
Early Childhood Research Quarterly (2022) Vol. 59, pp. 186-202
Closed Access | Times Cited: 26
Page and screen: Storybook features that promote parent-child talk during shared reading
Gabrielle A. Strouse, Georgene L. Troseth, Zachary D. Stuckelman
Journal of Applied Developmental Psychology (2023) Vol. 86, pp. 101522-101522
Closed Access | Times Cited: 14
Exploring differential impacts of a parent intervention on reading and toy play across ethnic and linguistic groups
Sarah Surrain, Susan H. Landry, Tricia A. Zucker, et al.
Early Childhood Research Quarterly (2025) Vol. 72, pp. 13-24
Closed Access
Conversational Length and Balance in Mother-Child Discussions about Sibling Conflicts: The Roles of Culture and Gender
Jennifer G. Bohanek, Jean M. Ispa, Joy Roos, et al.
Parenting (2025), pp. 1-27
Closed Access
Parents’ implicit theories of intelligence and children’s responses to academic challenge
Eleanor D. Brown, Dawn K. Kriebel
Early Child Development and Care (2025), pp. 1-16
Closed Access
Using machine learning to investigate the influence of the prenatal chemical exposome on neurodevelopment of young children
Gillian England-Mason, Sarah J. MacEachern, Kimberly Amador, et al.
NeuroToxicology (2025)
Open Access
‘Books Together’, a Dialogic Book Sharing Programme: Adaptation and Feasibility Testing of Online Delivery
Judy Hutchings, Claire Owen, Anwen Jones, et al.
Early Childhood Education Journal (2025)
Open Access
Socioeconomic Status and Children’s English Language and Literacy Outcomes: The Mediating Role of Home Literacy Environment
Yushan Jiang, Carrie Lau, Cheng Yong Tan
Early Education and Development (2023) Vol. 35, Iss. 3, pp. 588-614
Closed Access | Times Cited: 10
Language development, linguistic input, and linguistic racism
Megan Figueroa
Wiley Interdisciplinary Reviews Cognitive Science (2024) Vol. 15, Iss. 3
Open Access | Times Cited: 3
Becoming fictional storytellers: African American children's oral narrative development in early elementary school
Nicole Gardner‐Neblett
Child Development (2024) Vol. 95, Iss. 4, pp. 1218-1236
Open Access | Times Cited: 3
Language and socioemotional development in early childhood: The role of conversational turns
Esteban Gómez, Katherine Strasser
Developmental Science (2021) Vol. 24, Iss. 5
Closed Access | Times Cited: 23
Lexical diversity and lexical skills in children who stutter
Courtney Renee Luckman, Stacy A. Wagovich, Christine Weber, et al.
Journal of Fluency Disorders (2020) Vol. 63, pp. 105747-105747
Open Access | Times Cited: 22
Towards a model of language neurobiology in early development
Sara Sánchez-Alonso, Richard Ν. Aslin
Brain and Language (2021) Vol. 224, pp. 105047-105047
Closed Access | Times Cited: 18
Maternal question use and child language outcomes: The moderating role of children's vocabulary skills and socioeconomic status
Rufan Luo, Lillian R. Masek, Rebecca M. Alper, et al.
Early Childhood Research Quarterly (2021) Vol. 59, pp. 109-120
Closed Access | Times Cited: 17
Infants who experience more adult‐initiated conversations have better expressive language in toddlerhood
Virginia C. Salo, Lucy S. King, Ian H. Gotlib, et al.
Infancy (2022) Vol. 27, Iss. 5, pp. 916-936
Open Access | Times Cited: 11
Capturing the quantity and location of adult wh-words in the preschool classroom using a sensing tool system
Yagmur Seven, Dwight Irvin, Prasanna V. Kothalkar, et al.
Early Childhood Research Quarterly (2023) Vol. 66, pp. 168-177
Closed Access | Times Cited: 6
Effects of attending preschool on adolescents’ reading literacy: Evidence from the ethnic minority children in China
Ling Li, Xu Chen, Dandan Wu, et al.
Children and Youth Services Review (2020) Vol. 116, pp. 105211-105211
Closed Access | Times Cited: 15
Early maternal language input and classroom instructional quality in relation to children’s literacy trajectories from pre-kindergarten through fifth grade.
Lynne Vernon‐Feagans, Robert C. Carr, Mary Bratsch‐Hines, et al.
Developmental Psychology (2022) Vol. 58, Iss. 6, pp. 1066-1082
Open Access | Times Cited: 8
Number of words at age 2.5 years is associated with intellectual functioning at age 7 years in the SELMA study
Maria Marinopoulou, Eva Billstedt, Ping‐I Lin, et al.
Acta Paediatrica (2021) Vol. 110, Iss. 7, pp. 2134-2141
Open Access | Times Cited: 11
Language exposure during infancy is negatively associated with white matter microstructure in the arcuate fasciculus
Katiana A. Estrada, Sharnya Govindaraj, Hervé Abdi, et al.
Developmental Cognitive Neuroscience (2023) Vol. 61, pp. 101240-101240
Open Access | Times Cited: 4
Linking Language Skills and Social Competence in Children With Developmental Language Disorder: A Systematic Review and Meta-Analysis
Karolina Wieczorek, Megan DeGroot, Sheri Madigan, et al.
American Journal of Speech-Language Pathology (2023) Vol. 33, Iss. 1, pp. 505-526
Closed Access | Times Cited: 4
School-based delivery of a dialogic book sharing intervention: a feasibility study of Books Together
Margiad Williams, Claire Owen, Judy Hutchings
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 1
Infant attention and maternal education are associated with childhood receptive vocabulary development.
Madeleine Bruce, Yasuo Miyazaki, Martha Ann Bell
Developmental Psychology (2022) Vol. 58, Iss. 7, pp. 1207-1220
Open Access | Times Cited: 7
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