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Cited by

• 2005Are Specific Language Impairment and Dyslexia Distinct Disorders?685 cited
• 2009Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language634 cited
• 1999Young children's phonological awareness and nonword repetition as a function of vocabulary development.615 cited
• 2003The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children.541 cited
• 2008Does input influence uptake? Links between maternal talk, processing speed and vocabulary size in Spanish‐learning children539 cited
• 2001The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition.471 cited
• 2007Vocabulary Is Important for Some, but Not All Reading Skills469 cited
• 2002Infants' Ability to Learn Phonetically Similar Words: Effects of Age and Vocabulary Size429 cited
• 2005Why is letter-name knowledge such a good predictor of learning to read?412 cited
• 2008Uses and interpretations of non‐word repetition tasks in children with and without specific language impairments (SLI)404 cited
• 2010Relationships between lexical and phonological development in young children*391 cited
• 2002Lexical Neighborhoods and the Word-Form Representations of 14-Month-Olds383 cited
• 2003