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.
Countries citing papers authored by Catherine E. Snow
Since
Specialization
Citations
This map shows the geographic impact of Catherine E. Snow'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 Catherine E. Snow with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Catherine E. Snow more than expected).
Fields of papers citing papers by Catherine E. Snow
This network shows the impact of papers produced by Catherine E. Snow. 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 Catherine E. Snow. The network helps show where Catherine E. Snow may publish in the future.
Co-authorship network of co-authors of Catherine E. Snow
This figure shows the co-authorship network connecting the top 25 collaborators of Catherine E. Snow.
A scholar is included among the top collaborators of Catherine E. Snow 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 Catherine E. Snow. Catherine E. Snow is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Yoshikawa, Hirokazu, et al.. (2016). Improving Quality and Child Outcomes in Early Childhood Education by Redefining the Role Afforded to Teachers in Professional Development: A Continuous Quality Improvement Learning Collaborative among Public Preschools in Chile.. Society for Research on Educational Effectiveness.2 indexed citations
9.
Snow, Catherine E., et al.. (2016). Reading and Language in the Early Grades Reading and Language in the Early Grades.. The Future of Children. 26(1). 57–74.1 indexed citations
10.
Jones, Stephanie M., Maria D. LaRusso, Ha Yeon Kim, et al.. (2016). Experimental Effects of Word Generation on Vocabulary, Academic Language, and Perspective Taking in High Poverty Middle Schools.. Digital Access to Scholarship at Harvard (DASH) (Harvard University).2 indexed citations
Leyva, Diana, Hirokazu Yoshikawa, Catherine E. Snow, et al.. (2014). Can We Improve Preschool Classroom Quality in Chile? A Cluster-Randomized Trial Evaluation of a Professional Development Program.. Society for Research on Educational Effectiveness.2 indexed citations
14.
Lawrence, Joshua F., Claire E. White, & Catherine E. Snow. (2010). The words students need. Educational leadership. 68(2). 23–26.16 indexed citations
15.
Juniu, Susana, et al.. (2007). Parent-Teacher Computer Mediated Communication in Public K-12 Schools. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2007(1). 2043–2053.1 indexed citations
Sweet, Anne P. & Catherine E. Snow. (2003). Rethinking reading comprehension. Guilford Press eBooks.193 indexed citations
18.
Snow, Catherine E., et al.. (1999). La metodología retamhe y el proyecto childes: breviario para la codificación y análisis del lenguaje infantil. Psicothema. 11(3). 517–530.11 indexed citations
19.
Hicks, Deborah, Frederick Erickson, Mary Catherine O’Connor, et al.. (1996). Discourse, Learning, and Schooling. Cambridge University Press eBooks.250 indexed citations
20.
Snow, Catherine E. & Charles A. Ferguson. (1977). Talking to children : language input and acquisition : papers from a conference sponsored by the Committee on Sociolinguistics of the Social Science Research Council (USA). Cambridge University Press eBooks.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.