Austin, J. (1962). How to do things with words. Oxford: Clarendon Press.
Beck, I. & McKeown, M. (2007). Increasing young low-income children's oral vocabulary repertoires through rich and focused instruction. Elementary School Journal 107, 251–71.
Biemiller, A. & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology 98, 44–62.
Brown, R. & Bellugi, U. (1964). Three processes in the child's acquisition of syntax. Harvard Educational Review 34, 133–51.
Camarata, S., Nelson, K. & Camarata, M. (1994). Comparison of conversational-recasting and imitative procedures for training grammatical structures in children with Specific Language Impairment. Journal of Speech, Language, and Hearing Research 37, 1414–23.
Campbell, F. A. & Ramey, C. T. (1994). Effects of early intervention on intellectual and academic achievement: a follow-up study of children from low-income families. Child Development 65, 684–98.
Carter, A. (1975). The transformation of sensorimotor morphemes into words: a case study of the development of 'more’ and 'mine’. Journal of Child Language 2, 233–50.
Coyne, M., McCoach, B., Loftus, S., Zipoli, R. & Kapp, S. (2009). Direct vocabulary instruction in kindergarten: teaching for breadth versus depth. Elementary School Journal 110, 1–18.
Cross, T. (1977). Mothers’ speech adjustments: the contribution of selected child listener variables. In Snow, C. E. & Ferguson, C. A. (eds), Talking to children: language input and acquisition, 151–88. London: Cambridge University Press.
Hart, B. & Risley, T. (1995). Meaningful differences in the everyday experiences of young American children. Baltimore, MD: Brookes.
Hauser-Cram, P., Pierson, D., Klein Walker, D. & Tivnan, T. (1991). Early education in the public schools: lessons from a comprehensive birth to kindergarten program. San Francisco: Jossey-Bass.
Henrichs, L. F. (2010). Academic language in early childhood interactions: a longitudinal study of 3- to 6-year-old Dutch monolingual children. (Doctoral dissertation) University of Amsterdam, Boxpress.nl.
Hoff, E. (2003). The specificity of environmental influence: socioeconomic status affects early vocabulary development via maternal speech. Child Development 74, 1368–78.
Huttenlocher, J., Vasilyeva, M., Cymerman, E. & Levine, S. (2002). Language input and child syntax. Cognitive Psychology 45, 337–74.
Hymes, D. H. (1972). On communicative competence. In Pride, J. B. & Holmes, J. (eds), Sociolinguistics: selected readings, 269–93. Harmondsworth: Penguin.
Kurland, B. F. & Snow, C. E. (1997). Longitudinal measurement of growth in definitional skill. Journal of Child Language 24, 603–25.
Leffel, K. & Suskind, D. (2013). Parent-directed approaches to enrich the early language environments of children living in poverty. Seminars in Speech and Language 34, 267–78.
Leseman, P., Scheele, A., Mayo, A. & Messer, M. (2007). Home literacy as a special language environment to prepare children for school. Zeitschrift fur Erziehungswissenschaft 10, 334–55.
Lieven, E., Pine, J. & Baldwin, G. (1997). Lexically-based learning and early grammatical development. Journal of Child Language 24, 187–219.
Litowitz, B. (1977). Learning to make definitions. Journal of Child Language 4, 289–304.
Nelson, K. E., Carskaddon, G. & Bonvillian, J. (1973). Syntax acquisition: impact of experimental variation in adult verbal Interaction with the child. Child Development 44, 497–504.
Ninio, A. & Snow, C. E. (1996). Pragmatic development. Boulder: Westview Press.
Olds, D. L., Holmberg, J., Donelan-McCall, N., Luckey, D., Knudtson, M. & Robinson, J. (2014). Effects of home visits by paraprofessionals and by nurses on children: follow-up of a randomized trial at ages 6 and 9 years. JAMA Pediatrics 168, 114–21.
Pan, B., Rowe, M., Singer, J. & Snow, C. (2005). Maternal correlates of growth in toddler vocabulary production in low-income families. Child Development 76(4), 763–82.
Pine, J. & Lieven, E. (1997). Slot and frame patterns and the development of the determiner category. Applied Psycholinguistics 18, 123–38.
Remick, H. (1971). The maternal environment of language acquisition. (Unpublished doctoral dissertation) University of California, Davis.
Rowe, M. L. (2008). Child-directed speech: relation to socioeconomic status, knowledge of child development, and child vocabulary skill. Journal of Child Language 35, 185–205.
Rowe, M. L. (2012). A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development. Child Development 83, 1762–74.
Rowe, M. L., Pan, B. A. & Ayoub, C. (2005). Predictors of variation in maternal talk to children: a longitudinal study of low-income families. Parenting: Science and Practice 5(3), 285–310.
Rowe, M. L., Raudenbush, S. & Goldin-Meadow, S. (2012). The pace of vocabulary growth helps predict later vocabulary skill. Child Development 83, 508–25.
Sanders, M. R. (1999). Triple P-Positive Parenting Program: towards an empirically validated multilevel parenting and family support strategy for the prevention of behavior and emotional problems in children. Clinical Child and Family Psychology Review 2, 71–90.
Schleppegrell, M. J. (2004). The language of schooling: a functional linguistics perspective. Mahwah, NJ: Erlbaum.
Searle, J. (1969). Speech acts: an essay in the philosophy of language. Cambridge: Cambridge University Press.
Silverman, R. D. (2007). Vocabulary development of English-language and English-only learners in kindergarten. Elementary School Journal 107, 365–83.
Snow, C. E. (1972). Mothers’ speech to children learning language. Child Development 43, 549–65.
Snow, C. E. (1977). Mothers’ speech research: from input to interaction. In Snow, C. E. & Ferguson, C. A. (eds), Talking to children: language input and acquisition, 31–49. Cambridge: Cambridge University Press.
Snow, C. E. (1990). The development of definitional skill. Journal of Child Language 17, 697–710.
Snow, C. E. (2010). Academic language and the challenge of reading for learning. Science 328, 450–2.
Snow, C. E., Arlman-Rupp, A., Hassing, Y., Jobse, J., Joosten, J. & Vorster, J. (1976). Mothers’ speech in three social classes. Journal of Psycholinguistic Research 31, 424–44.
Snow, C. E. & Ferguson, C. A. (eds) (1977). Talking to children: language input and acquisition. Cambridge: Cambridge University Press.
Snow, C. E., Lawrence, J. & White, C. (2009). Generating knowledge of academic language among urban middle school students. Journal of Research on Educational Effectiveness 2, 325–44.
Snow, C. E. & Uccelli, P. (2008). The challenge of academic language. In Olson, D. & Torrance, N. (eds), The Cambridge handbook of literacy, 112–33. New York: Cambridge University Press.
Theakston, A., Lieven, E. & Tomasello, M. (2003). The role of input in the acquisition of third person singular verbs in English. Journal of Speech, Language, and Hearing Research 46, 863–77.
Uccelli, P., Barr, C. D., Dobbs, C. L., Phillips Galloway, E., Meneses, A. & Sanchez, E. (2014). Core academic language skills (CALS): a proposed construct and a novel instrument to chart school-relevant language proficiency in pre-adolescent and adolescent learners. Applied Psycholinguistics online: CJO2014. doi:10.1017/S014271641400006X.
Uccelli, P., Meneses, A., Phillips Galloway, E. & Barr, C. (2012). To define nouns: an academic challenge that reveals later-language development in adolescent students. Paper presented at the Society for Text and Discourse Conference, Montreal, July.
Wasik, B., Ramey, C., Bryant, D. & Sparling, J. (1990). Longitudinal study of two early intervention projects: project CARE. Child Development 61, 1682–96.