Amber L. Farrington

529 total citations · 1 hit paper
8 papers, 400 citations indexed

About

Amber L. Farrington is a scholar working on Education, Developmental and Educational Psychology and Pediatrics, Perinatology and Child Health. According to data from OpenAlex, Amber L. Farrington has authored 8 papers receiving a total of 400 indexed citations (citations by other indexed papers that have themselves been cited), including 8 papers in Education, 5 papers in Developmental and Educational Psychology and 2 papers in Pediatrics, Perinatology and Child Health. Recurrent topics in Amber L. Farrington's work include Early Childhood Education and Development (7 papers), Reading and Literacy Development (5 papers) and Attention Deficit Hyperactivity Disorder (2 papers). Amber L. Farrington is often cited by papers focused on Early Childhood Education and Development (7 papers), Reading and Literacy Development (5 papers) and Attention Deficit Hyperactivity Disorder (2 papers). Amber L. Farrington collaborates with scholars based in United States. Amber L. Farrington's co-authors include Christopher J. Lonigan, Darcey M. Allan, Nicholas P. Allan, Laura E. Hume, J. Marc Goodrich, Matthew D. Lerner, Beth M. Phillips and JoAnn M. Farver and has published in prestigious journals such as Developmental Psychology, Journal of Experimental Child Psychology and Journal of Learning Disabilities.

In The Last Decade

Amber L. Farrington

8 papers receiving 389 citations

Hit Papers

align trajectories sort by overperformance

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Relations between inhibitory control and the development of academic skills in preschool and kindergarten: A meta-analysis.

2014 279 citations Nicholas P. Allan, Laura E. Hume et al. Developmental Psychology profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Amber L. Farrington United States	8	242	209	129	87	65	8	400
Derek R. Becker United States	8	185 0.8×	225 1.1×	69 0.5×	98 1.1×	37 0.6×	13	364
María Julia Hermida Argentina	10	193 0.8×	133 0.6×	68 0.5×	49 0.6×	113 1.7×	29	410
Elizabeth A. Cottone United States	10	273 1.1×	297 1.4×	106 0.8×	105 1.2×	21 0.3×	11	474
Katharina Galuschka Germany	8	196 0.8×	329 1.6×	78 0.6×	101 1.2×	27 0.4×	11	460
Réka Kassai Hungary	4	126 0.5×	157 0.8×	120 0.9×	45 0.5×	129 2.0×	6	391
Marieke Peeters Netherlands	11	369 1.5×	241 1.2×	76 0.6×	151 1.7×	15 0.2×	12	566
Sandra Schmiedeler Germany	12	155 0.6×	158 0.8×	84 0.7×	22 0.3×	52 0.8×	22	373
Gregg M. Macmann United States	15	122 0.5×	299 1.4×	199 1.5×	69 0.8×	100 1.5×	25	457
Marina Leite Puglisi Brazil	9	160 0.7×	296 1.4×	46 0.4×	46 0.5×	29 0.4×	24	402
Robin L. Hojnoski United States	15	425 1.8×	289 1.4×	127 1.0×	315 3.6×	23 0.4×	36	627

Countries citing papers authored by Amber L. Farrington

Since Specialization

Citations

This map shows the geographic impact of Amber L. Farrington'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 Amber L. Farrington with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Amber L. Farrington more than expected).

Fields of papers citing papers by Amber L. Farrington

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Amber L. Farrington. 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 Amber L. Farrington. The network helps show where Amber L. Farrington may publish in the future.

Co-authorship network of co-authors of Amber L. Farrington

This figure shows the co-authorship network connecting the top 25 collaborators of Amber L. Farrington. A scholar is included among the top collaborators of Amber L. Farrington 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 Amber L. Farrington. Amber L. Farrington is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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8 of 8 papers shown

Allan, Darcey M., et al.. (2018). The influences of multiple informants' ratings of inattention on preschoolers' emergent literacy skills growth. Learning and Individual Differences. 65. 90–99. 11 indexed citations

Lonigan, Christopher J., Matthew D. Lerner, J. Marc Goodrich, Amber L. Farrington, & Darcey M. Allan. (2015). Executive function of Spanish-speaking language-minority preschoolers: Structure and relations with early literacy skills and behavioral outcomes. Journal of Experimental Child Psychology. 144. 46–65. 40 indexed citations

Lonigan, Christopher J., Darcey M. Allan, J. Marc Goodrich, Amber L. Farrington, & Beth M. Phillips. (2015). Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills. Journal of Learning Disabilities. 50(4). 373–385. 26 indexed citations

Allan, Darcey M., Nicholas P. Allan, Matthew D. Lerner, Amber L. Farrington, & Christopher J. Lonigan. (2015). Identifying unique components of preschool children's self-regulatory skills using executive function tasks and continuous performance tests. Early Childhood Research Quarterly. 32. 40–50. 21 indexed citations

Goodrich, J. Marc, Amber L. Farrington, & Christopher J. Lonigan. (2015). Relations between early reading and writing skills among Spanish-speaking language minority children. Reading and Writing. 29(2). 297–319. 9 indexed citations

Farrington, Amber L., et al.. (2015). Evaluation of the Utility of the Revised Get Ready to Read! for Spanish-Speaking English-Language Learners Through Differential Item Functioning Analysis. Assessment for Effective Intervention. 40(4). 216–227. 7 indexed citations

Allan, Nicholas P., Laura E. Hume, Darcey M. Allan, Amber L. Farrington, & Christopher J. Lonigan. (2014). Relations between inhibitory control and the development of academic skills in preschool and kindergarten: A meta-analysis.. Developmental Psychology. 50(10). 2368–2379. 279 indexed citations breakdown →

Farrington, Amber L. & Christopher J. Lonigan. (2013). Examining the Measurement Precision and Invariance of the Revised Get Ready to Read!. Journal of Learning Disabilities. 48(3). 227–238. 7 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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