Ana Taboada Barber

592 total citations
23 papers, 335 citations indexed

About

Ana Taboada Barber is a scholar working on Developmental and Educational Psychology, Education and Statistics and Probability. According to data from OpenAlex, Ana Taboada Barber has authored 23 papers receiving a total of 335 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Developmental and Educational Psychology, 9 papers in Education and 5 papers in Statistics and Probability. Recurrent topics in Ana Taboada Barber's work include Reading and Literacy Development (17 papers), Educational Strategies and Epistemologies (8 papers) and Cognitive and developmental aspects of mathematical skills (5 papers). Ana Taboada Barber is often cited by papers focused on Reading and Literacy Development (17 papers), Educational Strategies and Epistemologies (8 papers) and Cognitive and developmental aspects of mathematical skills (5 papers). Ana Taboada Barber collaborates with scholars based in United States, Chile and China. Ana Taboada Barber's co-authors include Susan Lutz Klauda, Michelle M. Buehl, Kelly B. Cartwright, Jori S. Beck, Gregory R. Hancock, Laura M. Stapleton, Melissa A. Gallagher, Laura A. Barquero, Laurie E. Cutting and Julie K. Kidd and has published in prestigious journals such as Contemporary Educational Psychology, Reading Research Quarterly and Journal of Learning Disabilities.

In The Last Decade

Ana Taboada Barber

22 papers receiving 306 citations

Peers

Ana Taboada Barber
Marloes M. L. Muijselaar Netherlands
Anne Helder Netherlands
Mary York United States
Denyse V. Hayward Canada
Chen-Huei Liao Taiwan
Colby Hall United States
Molly Ness United States
Anna Potocki France
Elizabeth Burke Hadley United States
Theresa A. Roberts United States
Marloes M. L. Muijselaar Netherlands
Ana Taboada Barber
Citations per year, relative to Ana Taboada Barber Ana Taboada Barber (= 1×) peers Marloes M. L. Muijselaar

Countries citing papers authored by Ana Taboada Barber

Since Specialization
Citations

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

Fields of papers citing papers by Ana Taboada Barber

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Ana Taboada Barber. 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 Ana Taboada Barber. The network helps show where Ana Taboada Barber may publish in the future.

Co-authorship network of co-authors of Ana Taboada Barber

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

All Works

20 of 20 papers shown
1.
Meneses, Alejandra, et al.. (2024). Domain‐general and reading‐specific cognitive flexibility and its relation with other executive functions: Contributions to science text reading comprehension. Journal of Research in Reading. 47(2). 161–180. 3 indexed citations
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Barber, Ana Taboada, Kelly B. Cartwright, Gregory R. Hancock, & Susan Lutz Klauda. (2021). Beyond the Simple View of Reading: The Role of Executive Functions in Emergent Bilinguals’ and English Monolinguals’ Reading Comprehension. Reading Research Quarterly. 56(S1). 38 indexed citations
5.
Barber, Ana Taboada, et al.. (2021). Reading Anxiety, Engagement, and Achievement: A Comparison of Emergent Bilinguals and English Monolinguals in the Elementary Grades. Reading Research Quarterly. 57(1). 353–376. 5 indexed citations
6.
Barber, Ana Taboada, et al.. (2021). Interactive Read-Aloud Instruction With Narratives: Teaching Inferencing Using Theory of Mind. Teaching Exceptional Children. 54(2). 106–115. 1 indexed citations
7.
Tostões, Rui, John C. Cushman, Kevin W. Cushing, et al.. (2020). Acoustic Affinity Cell Selection: a non-paramagnetic scalable technology for T cell selection from unprocessed apheresis products. Cytotherapy. 22(5). S16–S16. 1 indexed citations
8.
Barquero, Laura A., et al.. (2020). The relationship between cognitive skills and reading comprehension of narrative and expository texts: A longitudinal study from Grade 1 to Grade 4. Learning and Individual Differences. 80. 101848–101848. 34 indexed citations
9.
Barber, Ana Taboada & Susan Lutz Klauda. (2020). How Reading Motivation and Engagement Enable Reading Achievement: Policy Implications. Policy Insights from the Behavioral and Brain Sciences. 7(1). 27–34. 67 indexed citations
10.
Klauda, Susan Lutz, et al.. (2020). Reading Motivation in Spanish-Speaking Dual Language Learners: Comparing Two Types of Student Report. Reading Psychology. 41(6). 605–630. 1 indexed citations
11.
Barber, Ana Taboada, et al.. (2020). Emergent Bilinguals With Specific Reading Comprehension Deficits: A Comparative and Longitudinal Analysis. Journal of Learning Disabilities. 55(1). 43–57. 1 indexed citations
12.
Barber, Ana Taboada, Susan Lutz Klauda, & Laura M. Stapleton. (2020). Cognition, engagement, and motivation as factors in the reading comprehension of Dual Language Learners and English Speakers: Unified or distinctive models?. Reading and Writing. 33(9). 2249–2279. 12 indexed citations
13.
Cartwright, Kelly B., et al.. (2019). Contributions of Executive Function and Cognitive Intrinsic Motivation to University Students’ Reading Comprehension. Reading Research Quarterly. 55(3). 345–369. 30 indexed citations
14.
Gallagher, Melissa A., Ana Taboada Barber, Jori S. Beck, & Michelle M. Buehl. (2019). Academic Vocabulary: Explicit and Incidental Instruction for Students of Diverse Language Backgrounds. Reading & Writing Quarterly. 35(2). 84–102. 14 indexed citations
15.
Barber, Ana Taboada, et al.. (2017). Literacy in Social Studies: The Influence of Cognitive and Motivational Practices on the Reading Comprehension of English Learners and Non-English Learners. Reading & Writing Quarterly. 34(1). 79–97. 18 indexed citations
16.
Barber, Ana Taboada, et al.. (2016). Examining Student Cognitive and Affective Engagement and Reading Instructional Activities: Spanish-Speaking English Learners’ Reading Profiles. Literacy Research and Instruction. 55(3). 209–236. 9 indexed citations
17.
Beck, Jori S., Michelle M. Buehl, & Ana Taboada Barber. (2015). Students' Perceptions of Reading and Learning in Social Studies: A Multimethod Approach.. Digital Scholarship - UNLV (University of Nevada Reno). 10(2). 1–16. 3 indexed citations
18.
Beck, Jori S., Michelle M. Buehl, & Ana Taboada Barber. (2015). Students’ Perceptions of Reading and Learning in Social Studies. 10(2). 1–16. 1 indexed citations
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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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