| The effects of feature‐label‐order and their implications for symbolic learning M Ramscar, D Yarlett, M Dye, K Denny, K Thorpe Cognitive Science 34 (6), 909-957, 2010 | 376 | 2010 |
| One frog, two frog, red frog, blue frog: Factors affecting children's syntactic choices in production and comprehension F Hurewitz, S Brown-Schmidt, K Thorpe, LR Gleitman, JC Trueswell Journal of psycholinguistic research 29, 597-626, 2000 | 182 | 2000 |
| Blue car, red car: Developing efficiency in online interpretation of adjective–noun phrases A Fernald, K Thorpe, VA Marchman Cognitive psychology 60 (3), 190-217, 2010 | 136 | 2010 |
| The Seuss boost: Rhyme helps children retain words from shared storybook reading K Read, M Macauley, E Furay First Language 34 (4), 354-371, 2014 | 75 | 2014 |
| Knowing what a novel word is not: Two-year-olds ‘listen through’ambiguous adjectives in fluent speech K Thorpe, A Fernald Elsevier, 2006 | 64 | 2006 |
| Clues cue the smooze: rhyme, pausing, and prediction help children learn new words from storybooks K Read Frontiers in psychology 5, 149, 2014 | 40 | 2014 |
| On choosing the parse with the scene: The role of visual context and verb bias in ambiguity resolution J Snedeker, K Thorpe, J Trueswell Proceedings of the Annual Meeting of the Cognitive Science Society 23 (23), 2001 | 36 | 2001 |
| The Impact of COVID-19 on Families’ Home Literacy Practices with Young Children K Read, A Gaffney, Grace, Chen, A Imran Early Childhood Education Journal, 2021 | 35 | 2021 |
| ¿Read Conmigo?: The Effect of Code-switching Storybooks on Dual-Language Learners’ Retention of New Vocabulary K Read, PD Contreras, B Rodriguez, J Jara Early Education and Development, 1-18, 2020 | 28 | 2020 |
| Can reading personalized storybooks to children increase their prosocial behavior? E Kruse, I Faller, K Read Early Childhood Education Journal 49 (2), 273-282, 2021 | 16 | 2021 |
| Using strategic pauses during shared reading with preschoolers: Time for prediction is better than time for reflection when learning new words K Read, E Furay, D Zylstra First Language 39 (5), 508-526, 2019 | 16 | 2019 |
| Rhyme and word placement in storybooks support high-level verb mapping in 3-to 5-year-olds K Read, J Quirke Frontiers in psychology 9, 889, 2018 | 12 | 2018 |
| Pie, fry, why: Language play in 3-to 5-year-old children K Read, S James, A Weaver Journal of Early Childhood Research 16 (2), 121-135, 2018 | 12 | 2018 |
| Children’s developing ability to interpret adjective-noun combinations K Thorpe, H Baumgartner, A Fernald Proceedings of the 30th Annual Boston University Conference on Language …, 2006 | 12 | 2006 |
| It’s the talk that counts: a review of how the extra-textual talk of caregivers during shared book reading with young children has been categorized and measured K Read, S Rabinowitz, H Harrison Journal of Early Childhood Literacy, 14687984231202968, 2022 | 9* | 2022 |
| E-books for children with autism: Best read alone or with a therapist? E Soares, T Miller, K Ciffone, K Read Child Language Teaching and Therapy 36 (1), 19-32, 2020 | 8 | 2020 |
| The cat has a…: Children’s use of rhyme to guide sentence completion K Read, M Regan Cognitive Development 47, 97-106, 2018 | 8 | 2018 |
| Rhyme over time: Vocabulary learning through daily reading aloud at home with children K Read, A Rogojina, O Hauer-Richard First Language 42 (3), 426-447, 2022 | 7 | 2022 |
| Tres formas: Shared reading practices with three types of Spanish and English dual-language learning preschoolers K Read, P Contreras, H Martinez Bilingual Research Journal, 2021 | 7 | 2021 |
| The third voice: Do enhanced e-books enhance the benefits of shared story reading with preschoolers? K Ciffone, A Weaver, K Read University of Sheffield, 2016 | 7 | 2016 |
Anne FernaldStanford UniversityVerified email at stanford.edu
