van der Klis, A., Junge, C., Adriaans, F., & Kager, R. (2024). The role of dyadic combinations of infants’ behaviors and caregivers’ verbal and multimodal responses in predicting vocabulary outcomes. Infancy, 1–25. https://doi.org/10.1111/infa.12626

van der Klis, A., Junge, C., Adriaans, F., & Kager, R. (2024). Examining Dutch children’s vocabularies across infancy and toddlerhood: Demographic effects are age-specific and task-specific. Journal of Child Language, 1–20.  https://doi.org/10.1017/S0305000924000199

Tribushinina, E., Boz, B., Aalbers, V., & Blom, E. (2024). Revisiting bilingual foreign language learning advantages: The role of extramural exposure. International Journal of Bilingualism. Online first. https://doi-org.proxy.library.uu.nl/10.1177/13670069231224542

Stolvoort, J., Mackaaij, M., & Tribushinina, E. (2024). Age of onset, motivation, and anxiety as predictors of grammar and vocabulary outcomes in English as a foreign language learners with developmental language disorder. Journal of Communication Disorders, 108, 106407, https://doi.org/10.1016/j.jcomdis.2024.106407

Tribushinina, E. & Mackaaij, M. (2023). Bilingual advantages in foreign language learning: evidence from primary-school pupils with developmental language disorder. Frontiers in Education, 8, 1–20. https://doi.org/10.3389/feduc.2023.1264120

Tribushinina, E., Niemann, G., & Meuwissen, J. (2023). Explicit cognate instruction facilitates vocabulary learning by foreign language learners with developmental language disorder. Child Language Teaching and Therapy, 39(3), 248–265. https://doi.org/10.1177/02656590231202177

Stolvoort, J., Meuwissen, J., Mackaaij, M., Boekel, T., & Tribushinina, E. (2023). Het leren van het Engels als vreemde taal door kinderen met een taalontwikkelingsstoornis (TOS): Een meertalige CodeTaal-interventie. Levende Talen Tijdschrift, 24(2), 29–39.

Boerma, T., Everaert, E., Vlieger, D., Steggink, M., Selten, I., Houben, M., … & Wijnen, F. (2023). Grammatical skills of Dutch children with 22q11. 2 Deletion Syndrome in comparison with children with Developmental Language Disorder: evidence from spontaneous language and standardized assessment. Frontiers in Communication, 8, 1111584. https://doi.org/10.3389/fcomm.2023.1111584

van der Klis, A., Adriaans, F., Han, M., & Kager, R. (2023). Using Open-Source Automatic Speech Recognition Tools for the Annotation of Dutch Infant-Directed Speech. Multimodal Technologies and Interaction, 7(7), 68. https://doi.org/10.3390/mti7070068.

Terband, H., & van Brenk, F. (2023). Modeling Responses to Auditory Feedback Perturbations in Adults, Children, and Children With Complex Speech Sound Disorders: Evidence for Impaired Auditory Self-Monitoring? Journal of Speech, Language, and Hearing Research, 66(5), 1563-587. https://doi.org/10.1044/2023_JSLHR-22-00379