Antonio Ferrer

470 total citations
20 papers, 270 citations indexed

About

Antonio Ferrer is a scholar working on Developmental and Educational Psychology, Cognitive Neuroscience and Artificial Intelligence. According to data from OpenAlex, Antonio Ferrer has authored 20 papers receiving a total of 270 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Developmental and Educational Psychology, 7 papers in Cognitive Neuroscience and 6 papers in Artificial Intelligence. Recurrent topics in Antonio Ferrer's work include Reading and Literacy Development (6 papers), Text Readability and Simplification (4 papers) and Hearing Impairment and Communication (4 papers). Antonio Ferrer is often cited by papers focused on Reading and Literacy Development (6 papers), Text Readability and Simplification (4 papers) and Hearing Impairment and Communication (4 papers). Antonio Ferrer collaborates with scholars based in Spain, Italy and United Kingdom. Antonio Ferrer's co-authors include Inmaculada Fajardo, Claudio Longobardi, Laura Badenes‐Ribera, Eduardo Vidal‐Abarca, Ana Hernández, Marcos Gómez‐Puerta, Ramiro Gilabert, Francesca Giovanna Maria Gastaldi, Laura Galiana and Lila Kossyvaki and has published in prestigious journals such as Journal of Speech Language and Hearing Research, Contemporary Educational Psychology and Children and Youth Services Review.

In The Last Decade

Antonio Ferrer

18 papers receiving 259 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Antonio Ferrer Spain 10 125 98 57 45 44 20 270
Linda Fälth Sweden 9 236 1.9× 145 1.5× 19 0.3× 55 1.2× 41 0.9× 46 349
Anthony D. Koutsoftas United States 9 234 1.9× 145 1.5× 19 0.3× 117 2.6× 31 0.7× 16 330
Thomas Nordström Sweden 7 77 0.6× 97 1.0× 12 0.2× 20 0.4× 46 1.0× 21 247
Lisa B. Elliot United States 9 159 1.3× 44 0.4× 18 0.3× 21 0.5× 24 0.5× 15 270
Nicole Pyle United States 11 262 2.1× 190 1.9× 24 0.4× 51 1.1× 69 1.6× 18 386
Maria Woolverton United States 5 114 0.9× 62 0.6× 111 1.9× 12 0.3× 33 0.8× 6 262
Wilhelmina van Dijk United States 9 103 0.8× 77 0.8× 11 0.2× 84 1.9× 54 1.2× 38 287
Anne F. Zaslofsky United States 13 314 2.5× 208 2.1× 17 0.3× 61 1.4× 40 0.9× 20 453
Susan Courey United States 8 161 1.3× 252 2.6× 14 0.2× 52 1.2× 45 1.0× 14 428
Endia J. Lindo United States 8 389 3.1× 241 2.5× 29 0.5× 45 1.0× 79 1.8× 22 525

Countries citing papers authored by Antonio Ferrer

Since Specialization
Citations

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

Fields of papers citing papers by Antonio Ferrer

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Antonio Ferrer. 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 Antonio Ferrer. The network helps show where Antonio Ferrer may publish in the future.

Co-authorship network of co-authors of Antonio Ferrer

This figure shows the co-authorship network connecting the top 25 collaborators of Antonio Ferrer. A scholar is included among the top collaborators of Antonio Ferrer 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 Antonio Ferrer. Antonio Ferrer 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.
Fajardo, Inmaculada, et al.. (2024). Hearing What You Can't See: Influence of Face Masks on Speech Perception and Eye Movement by Adults With Hearing Loss. Journal of Speech Language and Hearing Research. 67(10). 3841–3861.
2.
Arfé, Barbara, et al.. (2023). Being a deaf student in a face mask world: Survey data from Italian university students. Research in Developmental Disabilities. 143. 104618–104618. 2 indexed citations
3.
Delgado, Pablo, et al.. (2023). Young adults with intellectual disability, their relatives, and the Internet: perceptions and use during COVID-19 confinement in Spain. Behaviour and Information Technology. 43(13). 3237–3252. 3 indexed citations
4.
Pérez-Fuster, Patricia, Gerardo Herrera, Lila Kossyvaki, & Antonio Ferrer. (2022). Enhancing Joint Attention Skills in Children on the Autism Spectrum through an Augmented Reality Technology-Mediated Intervention. Children. 9(2). 258–258. 17 indexed citations
5.
Ferrer, Antonio, et al.. (2022). Student–teacher relationship quality in students with learning disabilities and special educational needs. International Journal of Inclusive Education. 28(12). 2887–2905. 2 indexed citations
6.
Fajardo, Inmaculada, Ana Isabel García Pérez, Antonio Ferrer, Patricia Pérez-Fuster, & Ana García‐Blanco. (2021). Anaphor Processing During Reading Comprehension in Students With Autism Spectrum Disorder. Reading & Writing Quarterly. 38(6). 505–525.
7.
Fajardo, Inmaculada, et al.. (2021). Did the three little pigs frighten the wolf? How deaf readers use lexical and syntactic cues to comprehend sentences. Research in Developmental Disabilities. 112. 103908–103908. 7 indexed citations
8.
9.
10.
Fajardo, Inmaculada, et al.. (2020). Time-Course of Grammatical Processing in Deaf Readers: An Eye-Movement Study. The Journal of Deaf Studies and Deaf Education. 25(3). 351–364. 4 indexed citations
11.
Badenes‐Ribera, Laura, et al.. (2020). Bullying in Students Who Stutter: The Role of the Quality of the Student–Teacher Relationship and Student’s Social Status in the Peer Group. Journal of School Violence. 20(1). 17–30. 10 indexed citations
12.
Badenes‐Ribera, Laura, et al.. (2020). School adjustment in children who stutter: The quality of the student-teacher relationship, peer relationships, and children’s academic and behavioral competence. Children and Youth Services Review. 116. 105226–105226. 28 indexed citations
13.
Vidal‐Abarca, Eduardo, et al.. (2018). Teaching self‐regulation strategies via an intelligent tutoring system (TuinLECweb): Effects for low‐skilled comprehenders. Journal of Computer Assisted Learning. 34(5). 515–525. 17 indexed citations
14.
Ferrer, Antonio, et al.. (2017). Impact of text availability and question format on reading comprehension processes. Contemporary Educational Psychology. 51. 404–415. 24 indexed citations
15.
Fajardo, Inmaculada, et al.. (2014). Who do you refer to? How young students with mild intellectual disability confront anaphoric ambiguities in texts and sentences. Research in Developmental Disabilities. 38. 108–124. 9 indexed citations
16.
Vidal‐Abarca, Eduardo, Ramiro Gilabert, Antonio Ferrer, et al.. (2014). TuinLEC, an intelligent tutoring system to improve reading literacy skills / TuinLEC, un tutor inteligente para mejorar la competencia lectora. Journal for the Study of Education and Development Infancia y Aprendizaje. 37(1). 25–56. 23 indexed citations
17.
Ferrer, Antonio, et al.. (2013). TuinLEC, un tutor inteligente para mejorar la competencia lectora. Journal for the Study of Education and Development Infancia y Aprendizaje. 37(1). 40–56. 5 indexed citations
18.
Fajardo, Inmaculada, et al.. (2013). Towards text simplification for poor readers with intellectual disability: When do connectives enhance text cohesion?. Research in Developmental Disabilities. 34(4). 1267–1279. 22 indexed citations
19.
Fajardo, Inmaculada, et al.. (2013). Easy‐to‐read Texts for Students with Intellectual Disability: Linguistic Factors Affecting Comprehension. Journal of Applied Research in Intellectual Disabilities. 27(3). 212–225. 70 indexed citations
20.
Gil, Laura, et al.. (2011). Toma de notas en lectura de textos múltiples: análisis de diferencias individuales. Journal for the Study of Education and Development Infancia y Aprendizaje. 34(4). 449–464. 1 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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