Anny Castilla-Earls

1.1k total citations
40 papers, 635 citations indexed

About

Anny Castilla-Earls is a scholar working on Developmental and Educational Psychology, Cognitive Neuroscience and Clinical Psychology. According to data from OpenAlex, Anny Castilla-Earls has authored 40 papers receiving a total of 635 indexed citations (citations by other indexed papers that have themselves been cited), including 39 papers in Developmental and Educational Psychology, 20 papers in Cognitive Neuroscience and 9 papers in Clinical Psychology. Recurrent topics in Anny Castilla-Earls's work include Language Development and Disorders (35 papers), Reading and Literacy Development (28 papers) and Neurobiology of Language and Bilingualism (17 papers). Anny Castilla-Earls is often cited by papers focused on Language Development and Disorders (35 papers), Reading and Literacy Development (28 papers) and Neurobiology of Language and Bilingualism (17 papers). Anny Castilla-Earls collaborates with scholars based in United States, Canada and Mexico. Anny Castilla-Earls's co-authors include Ana Teresa Pérez‐Leroux, D. Jeffery Higginbotham, M. Adelaida Restrepo, David J. Francis, Shelley Gray, Aquiles Iglesias, Kevin C. Davidson, Leah Fabiano‐Smith, Elizabeth D. Peña and Raúl Rojas and has published in prestigious journals such as SHILAP Revista de lepidopterología, Language and Journal of Speech Language and Hearing Research.

In The Last Decade

Anny Castilla-Earls

38 papers receiving 615 citations

Peers

Anny Castilla-Earls

DEP

Phyllis Schneider Canada

Gabriela Simon‐Cereijido United States

Sarita Eisenberg United States

Nereyda Hurtado United States

Ann Nockerts United States

Kerry Danahy Ebert United States

Stefka H. Marinova-Todd Canada

Andrea A. N. MacLeod Canada

Maja Roch Italy

Teresa A. Ukrainetz United States

Phyllis Schneider Canada

Anny Castilla-Earls

544 ×1.0

DEP

152 ×0.6

110 ×1.0

69 ×0.7

69 ×0.8

Citations per year, relative to Anny Castilla-Earls Anny Castilla-Earls (= 1×) peers Phyllis Schneider

Countries citing papers authored by Anny Castilla-Earls

Since Specialization

Citations

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

Fields of papers citing papers by Anny Castilla-Earls

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Anny Castilla-Earls. 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 Anny Castilla-Earls. The network helps show where Anny Castilla-Earls may publish in the future.

Co-authorship network of co-authors of Anny Castilla-Earls

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

All Works

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20 of 20 papers shown

Castilla-Earls, Anny, et al.. (2024). Bilingual young adults’ perceived influence of parents, grandparents, siblings, and friends on their Spanish and English proficiency: A qualitative analysis. International Journal of Bilingualism. 29(6). 1638–1656.

Castilla-Earls, Anny, et al.. (2024). Grammatical correction and morphological productivity tasks as potential identifiers of developmental language disorder in Spanish-Catalan bilingual children: a pilot study. Clinical Linguistics & Phonetics. 39(2). 121–143.

Castilla-Earls, Anny, et al.. (2023). Spanish Bilingual Morphosyntactic Development in Bilingual Children With and Without Developmental Language Disorder: Articles, Clitics, Verbs, and the Subjunctive Mood. Journal of Speech Language and Hearing Research. 66(12). 4678–4698. 5 indexed citations

Castilla-Earls, Anny & Amanda Owen Van Horne. (2023). Recast Therapy for Treating Syntax in Bilingual Children With Developmental Language Disorder: A Feasibility and Early Efficacy Study Examining the Role of Language of Intervention on Outcomes. Journal of Speech Language and Hearing Research. 66(8). 2783–2801. 3 indexed citations

Macdonald, Kelly T., David J. Francis, Arturo E. Hernández, Anny Castilla-Earls, & Paul T. Cirino. (2022). Characterization of English and Spanish language proficiency among middle school English learners with reading difficulties. Bilingualism Language and Cognition. 25(5). 899–912. 4 indexed citations

Castilla-Earls, Anny, et al.. (2022). Can Bilingual Children Self-Report Their Bilingual Experience and Proficiency? The Houston Questionnaire. Journal of Speech Language and Hearing Research. 65(10). 3835–3853. 3 indexed citations

Castilla-Earls, Anny, Ana Teresa Pérez‐Leroux, & Alejandra Auza Benavides. (2021). Elicited vs. spontaneous language as methods for the assessment of grammatical development: The DEME assessment tool. Revista de Logopedia Foniatría y Audiología. 41(4). 164–171. 3 indexed citations

Castilla-Earls, Anny, et al.. (2020). Morphological Errors in Monolingual Spanish-Speaking Children With and Without Developmental Language Disorders. Language Speech and Hearing Services in Schools. 51(2). 270–281. 25 indexed citations

Castilla-Earls, Anny, et al.. (2020). What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice. American Journal of Speech-Language Pathology. 29(2). 688–704. 29 indexed citations

10.

Castilla-Earls, Anny, et al.. (2019). Vulnerability of clitics and articles to bilingual effects in typically developing Spanish–English bilingual children. Bilingualism Language and Cognition. 23(4). 825–835. 15 indexed citations

11.

Castilla-Earls, Anny, David J. Francis, Aquiles Iglesias, & Kevin C. Davidson. (2019). The Impact of the Spanish-to-English Proficiency Shift on the Grammaticality of English Learners. Journal of Speech Language and Hearing Research. 62(6). 1739–1754. 43 indexed citations

12.

Hernández, Arturo E., et al.. (2018). Neuroemergentism: A framework for studying cognition and the brain. Journal of Neurolinguistics. 49. 214–223. 61 indexed citations

13.

Pérez‐Leroux, Ana Teresa, et al.. (2018). The acquisition of recursive modification in NPs. Language. 94(2). 332–359. 9 indexed citations

14.

Hernández, Arturo E., et al.. (2018). Neuroemergentism: Response to commentaries. Journal of Neurolinguistics. 49. 258–262. 3 indexed citations

15.

Castilla-Earls, Anny, et al.. (2018). School-Based Speech-Language Pathologists' Perspectives on Diagnostic Decision Making. American Journal of Speech-Language Pathology. 27(2). 796–812. 43 indexed citations

16.

Wood, Carla, et al.. (2018). Predictors of item accuracy on the Test de Vocabulario en Imagenes Peabody for Spanish-English speaking children in the United States. International Journal of Bilingual Education and Bilingualism. 24(8). 1178–1192. 5 indexed citations

17.

Castilla-Earls, Anny, et al.. (2016). The complexity of the Spanish subjunctive in bilingual children with SLI. Language Acquisition. 25(1). 72–84. 17 indexed citations

18.

Castilla-Earls, Anny, et al.. (2015). Interactions between bilingual effects and language impairment: Exploring grammatical markers in Spanish-speaking bilingual children. Applied Psycholinguistics. 37(5). 1147–1173. 42 indexed citations

19.

Castilla-Earls, Anny, et al.. (2013). The simple view of reading in elementary school: A systematic review. Revista de Logopedia Foniatría y Audiología. 34(1). 17–31. 35 indexed citations

20.

Castilla-Earls, Anny & Alice Eriks‐Brophy. (2012). Medidas de evaluación del lenguaje espontáneo en niños hispanohablantes en edad preescolar. Revista de Logopedia Foniatría y Audiología. 32(3). e7–e19. 6 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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