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Cited by

• 2012The Efficacy of a Vocabulary Intervention for Dual-Language Learners With Language Impairment169 cited
• 2005Conceptual Versus Monolingual Scoring163 cited
• 2012Discriminating Children With Language Impairment Among English-Language Learners From Diverse First-Language Backgrounds149 cited
• 2012Dynamic Assessment of Word Learning Skills: Identifying Language Impairment in Bilingual Children142 cited
• 2013Effects of early education programs and practices on the development and learning of dual language learners: A review of the literature137 cited
• 2010Relations among language exposure, phonological memory, and language development in Spanish–English bilingually developing 2-year-olds126 cited
• 2014Specific Language Impairment and Early Second Language Acquisition: The Risk of Over- and Underdiagnosis120 cited
• 2007Spontaneous language markers of Spanish language impairment118 cited
• 2011The receptive–expressive gap in the vocabulary of young second-language learners: Robustness and possible mechanisms112 cited
• 2015Disentangling SLI and bilingualism using sentence repetition tasks: the impact of L1 and L2 properties106 cited
• 2008Fast mapping by bilingual preschool children105 cited
• 2005English Past Tense Use in Bilingual Children With Language Impairment104 cited
• 2015Vocabulary size, translation equivalents, and efficiency in word recognition in very young bilinguals