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Cited by

• 1994Frequency of Input Effects on Word Comprehension of Children With Specific Language Impairment330 cited
• 1990Fast Mapping Word-Learning Abilities of Language-Delayed Preschoolers299 cited
• 1993Where does knowledge come from? Specific associations between print exposure and information acquisition.290 cited
• 2004Word Learning by Preschoolers With Specific Language Impairment268 cited
• 2004Sampling children's spontaneous speech: how much is enough?249 cited
• 1999Morphological Productivity in Children With Normal Language and SLI233 cited
• 2003Word-Learning by Preschoolers With Specific Language Impairment230 cited
• 2006Mealtime talk that supports literacy development229 cited
• 2000Explaining social class differences in growth of reading skills from beginning kindergarten through fourth-grade: The role of phonological awareness, rate of access, and print knowledge219 cited
• 1997Past-Tense Marking by Children With and Without Specific Language Impairment210 cited
• 2007Acquisition of English Grammatical Morphology by Native Mandarin-Speaking Children and Adolescents: Age-Related Differences194 cited
• 2004Grammatical Tense Deficits in Children With SLI and Nonspecific Language Impairment191 cited
• 1993Plural Acquisition in Children With Specific Language Impairment184 cited