Cheryl Varghese

542 total citations
22 papers, 352 citations indexed

About

Cheryl Varghese is a scholar working on Education, Developmental and Educational Psychology and Clinical Psychology. According to data from OpenAlex, Cheryl Varghese has authored 22 papers receiving a total of 352 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 13 papers in Developmental and Educational Psychology and 4 papers in Clinical Psychology. Recurrent topics in Cheryl Varghese's work include Early Childhood Education and Development (14 papers), Parental Involvement in Education (11 papers) and Reading and Literacy Development (9 papers). Cheryl Varghese is often cited by papers focused on Early Childhood Education and Development (14 papers), Parental Involvement in Education (11 papers) and Reading and Literacy Development (9 papers). Cheryl Varghese collaborates with scholars based in United States. Cheryl Varghese's co-authors include Lynne Vernon‐Feagans, Mary Bratsch‐Hines, Justin D. Garwood, Margaret Gessler Werts, April Crawford, Tricia A. Zucker, Cathy L. Guttentag, Yoonkyung Oh, Kelly A. Vaughn and Susan H. Landry and has published in prestigious journals such as Journal of Educational Psychology, Teaching and Teacher Education and Journal of Learning Disabilities.

In The Last Decade

Cheryl Varghese

21 papers receiving 332 citations

Peers

Cheryl Varghese

EDUCA

DEP

Kristiina Lappalainen Finland

Emily J. Doolittle United States

Martine Broekhuizen Netherlands

Amelia Church Australia

Cathrine Neilsen‐Hewett Australia

Cristina Roces Spain

Hannah Ulferts Germany

Victoria L. Kintner-Duffy United States

Supra Wimbarti Indonesia

Man Ching Esther Chan Australia

Kristiina Lappalainen Finland

Cheryl Varghese

219 ×0.9

EDUCA

73 ×0.5

DEP

153 ×1.7

85 ×1.8

39 ×1.2

Citations per year, relative to Cheryl Varghese Cheryl Varghese (= 1×) peers Kristiina Lappalainen

Countries citing papers authored by Cheryl Varghese

Since Specialization

Citations

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

Fields of papers citing papers by Cheryl Varghese

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Cheryl Varghese

This figure shows the co-authorship network connecting the top 25 collaborators of Cheryl Varghese. A scholar is included among the top collaborators of Cheryl Varghese 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 Cheryl Varghese. Cheryl Varghese 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

Varghese, Cheryl, et al.. (2022). When Seeing is Believing: A Framework for Reflective Conversations in Remote and Face-to-Face Coaching Approaches. Early Childhood Education Journal. 51(5). 827–835. 4 indexed citations

Varghese, Cheryl, et al.. (2022). Impacts of the beginning education: early childcare at home (BEECH) program for family child care providers and young children. Early Childhood Research Quarterly. 62. 287–303.

Crawford, April, Kelly A. Vaughn, Cathy L. Guttentag, et al.. (2021). “Doing What I can, but I got no Magic Wand:” A Snapshot of Early Childhood Educator Experiences and Efforts to Ensure Quality During the COVID-19 Pandemic. Early Childhood Education Journal. 49(5). 829–840. 44 indexed citations

Crawford, April, Cheryl Varghese, Yoonkyung Oh, et al.. (2021). An Initial Investigation of the CIRCLE Infant-Toddler Teacher Training for Toddler Teachers. Early Education and Development. 33(8). 1395–1419. 5 indexed citations

Landry, Susan H., Tricia A. Zucker, Janelle J. Montroy, et al.. (2021). Replication of combined school readiness interventions for teachers and parents of head start pre-kindergarteners using remote delivery. Early Childhood Research Quarterly. 56. 149–166. 8 indexed citations

Varghese, Cheryl, et al.. (2021). Elementary Teachers’ Intervention Fidelity in Relation to Reading and Vocabulary Outcomes for Students at Risk for Reading-Related Disabilities. Journal of Learning Disabilities. 54(6). 484–496. 10 indexed citations

Crawford, April, et al.. (2020). The Implementation and Scaling of an Early Education Program. Journal of Applied Research on Children Informing Policy for Children at Risk. 11(1). 2 indexed citations

Carr, Robert C., Mary Bratsch‐Hines, Cheryl Varghese, & Lynne Vernon‐Feagans. (2020). Latent class growth trajectories of letter name knowledge during pre-kindergarten and kindergarten. Journal of Applied Developmental Psychology. 69. 101141–101141. 12 indexed citations

Varghese, Cheryl, et al.. (2020). Targeted Reading Intervention Teacher Certification: An Approach to Building and Sustaining Teacher Expertise in Rural Schools. Literacy Research and Instruction. 59(4). 346–369. 2 indexed citations

10.

Bratsch‐Hines, Mary, et al.. (2019). Differential Effects of the Targeted Reading Intervention for Students With Low Phonological Awareness and/or Vocabulary. Learning Disability Quarterly. 43(4). 214–226. 6 indexed citations

11.

Varghese, Cheryl, Lynne Vernon‐Feagans, & Mary Bratsch‐Hines. (2019). Rural classroom environments as contexts for teacher-child relationships. The Journal of Educational Research. 112(3). 411–420. 2 indexed citations

12.

Varghese, Cheryl, Lynne Vernon‐Feagans, & Mary Bratsch‐Hines. (2019). Associations between teacher–child relationships, children’s literacy achievement, and social competencies for struggling and non-struggling readers in early elementary school. Early Childhood Research Quarterly. 47. 124–133. 21 indexed citations

13.

Vernon‐Feagans, Lynne, et al.. (2018). Improving Struggling Readers’ Early Literacy Skills through a Tier 2 Professional Development Program for Rural Classroom Teachers: The Targeted Reading Intervention. The Elementary School Journal. 118(4). 525–548. 19 indexed citations

14.

Garwood, Justin D., et al.. (2017). Mixed-Methods Analysis of Rural Special Educators’ Role Stressors, Behavior Management, and Burnout. Rural Special Education Quarterly. 37(1). 30–43. 56 indexed citations

15.

Mason, Linda H., et al.. (2017). Efficacy of Self-Regulated Strategy Development Instruction for Developing Writers With and Without Disabilities in Rural Schools: A Randomized Controlled Trial. Rural Special Education Quarterly. 36(4). 168–179. 9 indexed citations

16.

Garwood, Justin D., Cheryl Varghese, & Lynne Vernon‐Feagans. (2017). Internalizing Behaviors and Hyperactivity/Inattention: Consequences for Young Struggling Readers, and Especially Boys. Journal of Early Intervention. 39(3). 218–235. 10 indexed citations

17.

Bratsch‐Hines, Mary, Lynne Vernon‐Feagans, Cheryl Varghese, & Justin D. Garwood. (2017). Child Skills and Teacher Qualifications: Associations with Elementary Classroom Teachers’ Reading Instruction for Struggling Readers. Learning Disabilities Research and Practice. 32(4). 270–283. 7 indexed citations

18.

Varghese, Cheryl, Justin D. Garwood, Mary Bratsch‐Hines, & Lynne Vernon‐Feagans. (2016). Exploring magnitude of change in teacher efficacy and implications for students' literacy growth. Teaching and Teacher Education. 55. 228–239. 33 indexed citations

19.

Vernon‐Feagans, Lynne, et al.. (2015). The Targeted Reading Intervention: Face–to–Face vs. Webcam Literacy Coaching of Classroom Teachers. Learning Disabilities Research and Practice. 30(3). 135–147. 30 indexed citations

20.

Varghese, Cheryl, et al.. (2015). The Determinants of Father Involvement and Connections to Children's Literacy and Language Outcomes: Review of the Literature. Marriage & Family Review. 52(4). 331–359. 55 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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