Allison Brooks

1.5k total citations
16 papers, 1.1k citations indexed

About

Allison Brooks is a scholar working on Education, Developmental and Educational Psychology and Pediatrics, Perinatology and Child Health. According to data from OpenAlex, Allison Brooks has authored 16 papers receiving a total of 1.1k indexed citations (citations by other indexed papers that have themselves been cited), including 9 papers in Education, 8 papers in Developmental and Educational Psychology and 6 papers in Pediatrics, Perinatology and Child Health. Recurrent topics in Allison Brooks's work include Writing and Handwriting Education (9 papers), Reading and Literacy Development (8 papers) and Prenatal Substance Exposure Effects (6 papers). Allison Brooks is often cited by papers focused on Writing and Handwriting Education (9 papers), Reading and Literacy Development (8 papers) and Prenatal Substance Exposure Effects (6 papers). Allison Brooks collaborates with scholars based in United States and Canada. Allison Brooks's co-authors include Virginia W. Berninger, Robert D. Abbott, Katherine Vaughan, Steve Graham, Sylvia P. Abbott, Elizabeth Reed, Julian K Davies, Tracy Jirikowic, Elizabeth Aylward and Heather Carmichael Olson and has published in prestigious journals such as CHEST Journal, Journal of Educational Psychology and Alcoholism Clinical and Experimental Research.

In The Last Decade

Allison Brooks

15 papers receiving 1.0k citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Allison Brooks United States 13 651 582 390 168 133 16 1.1k
Truman E. Coggins United States 19 116 0.2× 398 0.7× 576 1.5× 72 0.4× 154 1.2× 36 1.1k
Geralyn Timler United States 16 89 0.1× 336 0.6× 200 0.5× 20 0.1× 12 0.1× 28 625
Sylvia Maria Ciasca Brazil 14 216 0.3× 406 0.7× 59 0.2× 12 0.1× 10 0.1× 109 694
Cláudia Cardoso‐Martins Brazil 22 489 0.8× 1.0k 1.8× 22 0.1× 35 0.2× 8 0.1× 54 1.2k
Arnaud Roy France 16 55 0.1× 241 0.4× 75 0.2× 11 0.1× 15 0.1× 69 680
C. Melanie Schuele United States 19 266 0.4× 866 1.5× 44 0.1× 51 0.3× 2 0.0× 60 1.0k
Saskia Kohnen Australia 19 371 0.6× 750 1.3× 11 0.0× 40 0.2× 2 0.0× 54 905
Kelly Burgoyne United Kingdom 16 227 0.3× 470 0.8× 247 0.6× 18 0.1× 33 850
Thomas E. Allen United States 17 43 0.1× 556 1.0× 26 0.1× 173 1.0× 2 0.0× 53 739
Alison Holm Australia 21 141 0.2× 1.4k 2.5× 87 0.2× 66 0.4× 1 0.0× 45 1.7k

Countries citing papers authored by Allison Brooks

Since Specialization
Citations

This map shows the geographic impact of Allison Brooks's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Allison Brooks with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Allison Brooks more than expected).

Fields of papers citing papers by Allison Brooks

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Allison Brooks. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Allison Brooks. The network helps show where Allison Brooks may publish in the future.

Co-authorship network of co-authors of Allison Brooks

This figure shows the co-authorship network connecting the top 25 collaborators of Allison Brooks. A scholar is included among the top collaborators of Allison Brooks based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Allison Brooks. Allison Brooks is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

16 of 16 papers shown
1.
Brooks, Allison, et al.. (2021). PRES RELATED TO HYPERTENSION OR CHEMOTHERAPY?. CHEST Journal. 160(4). A801–A801.
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Brooks, Allison, Virginia W. Berninger, & Robert D. Abbott. (2011). Letter Naming and Letter Writing Reversals in Children With Dyslexia: Momentary Inefficiency in the Phonological and Orthographic Loops of Working Memory. Developmental Neuropsychology. 36(7). 847–868. 30 indexed citations
5.
Astley, Susan J., Todd L. Richards, Elizabeth Aylward, et al.. (2009). Magnetic resonance spectroscopy outcomes from a comprehensive magnetic resonance study of children with fetal alcohol spectrum disorders. Magnetic Resonance Imaging. 27(6). 760–778. 53 indexed citations
6.
Astley, Susan J., Elizabeth Aylward, Heather Carmichael Olson, et al.. (2009). Functional magnetic resonance imaging outcomes from a comprehensive magnetic resonance study of children with fetal alcohol spectrum disorders. Journal of Neurodevelopmental Disorders. 1(1). 61–80. 51 indexed citations
7.
Astley, Susan J., Elizabeth Aylward, Heather Carmichael Olson, et al.. (2009). Magnetic Resonance Imaging Outcomes From a Comprehensive Magnetic Resonance Study of Children With Fetal Alcohol Spectrum Disorders. Alcoholism Clinical and Experimental Research. 33(10). 1671–1689. 185 indexed citations
8.
Astley, Susan J., Heather Carmichael Olson, Kimberly A. Kerns, et al.. (2009). Neuropyschological and behavioral outcomes from a comprehensive magnetic resonance study of children with fetal alcohol spectrum disorders.. PubMed. 16(1). e178–201. 72 indexed citations
9.
Berninger, Virginia W., et al.. (2006). Tier 1 and Tier 2 early intervention for handwriting and composing. Journal of School Psychology. 44(1). 3–30. 120 indexed citations
10.
Berninger, Virginia W., Katherine Vaughan, Robert D. Abbott, et al.. (2000). Language-Based Spelling Instruction: Teaching Children to Make Multiple Connections between Spoken and Written Words. Learning Disability Quarterly. 23(2). 117–135. 36 indexed citations
11.
Brooks, Allison, Katherine Vaughan, & Virginia W. Berninger. (1999). Tutorial Interventions for Writing Disabilities: Comparison of Transcription and Text Generation Processes. Learning Disability Quarterly. 22(3). 183–190. 17 indexed citations
12.
Berninger, Virginia W., Katherine Vaughan, Robert D. Abbott, et al.. (1998). Early intervention for spelling problems: Teaching functional spelling units of varying size with a multiple-connections framework.. Journal of Educational Psychology. 90(4). 587–605. 127 indexed citations
13.
Berninger, Virginia W., Robert D. Abbott, Elizabeth Reed, et al.. (1998). Teaching Spelling to Children with Specific Learning Disabilities: The Mind's Ear and Eye Beat the Computer or Pencil. Learning Disability Quarterly. 21(2). 106–122. 60 indexed citations
14.
Berninger, Virginia W., Katherine Vaughan, Robert D. Abbott, et al.. (1998). Early intervention for spelling problems: Teaching functional spelling units of varying size with a multiple-connections framework.. Journal of Educational Psychology. 90(4). 587–605. 9 indexed citations
15.
Vaughan, Katherine, Robert D. Abbott, Sylvia P. Abbott, et al.. (1997). Treatment of handwriting problems in beginning writers: Transfer from handwriting to composition.. Journal of Educational Psychology. 89(4). 652–666. 8 indexed citations
16.
Berninger, Virginia W., Katherine Vaughan, Robert D. Abbott, et al.. (1997). Treatment of handwriting problems in beginning writers: Transfer from handwriting to composition.. Journal of Educational Psychology. 89(4). 652–666. 313 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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