Corinne A. Haigh
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- Reading and Literacy Development 9
- Language Development and Disorders 4
- Second Language Acquisition and Learning 1
- Linguistics and Language top 10%
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- Neurobiology of Language and Bilingualism 5
- Language and Linguistics top 10%
- EFL/ESL Teaching and Learning 2
- Literature and Literary Theory top 10%
- Discourse Analysis in Language Studies 1
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- Writing and Handwriting Education 4
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- Cognitive and developmental aspects of mathematical skills 3
- Journals
- Journal of Experimental Psychology Learning Memory and Cognition (1 paper)Developmental Science (1 paper)Learning and Individual Differences (1 paper)
- Partner nations
- CanadaUnited Kingdom
In The Last Decade
Corinne A. Haigh
10 papers receiving 213 citations
Peers
Comparison fields: 5 of 27
- Developmental and Educational Psychology 175
- Linguistics and Language 32
- Cognitive Neuroscience 103
- Language and Linguistics 37
- Literature and Literary Theory 36
Countries citing papers authored by Corinne A. Haigh
This map shows the geographic impact of Corinne A. Haigh'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 Corinne A. Haigh with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Corinne A. Haigh more than expected).
Fields of papers citing papers by Corinne A. Haigh
This network shows the impact of papers produced by Corinne A. Haigh. 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 Corinne A. Haigh. The network helps show where Corinne A. Haigh may publish in the future.
Co-authorship network
The 5 scholars most cited alongside Corinne A. Haigh, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.
All Works
| # | Work | ||
|---|---|---|---|
| 1 | How and Why Strategy Instruction Can Improve Second Language Reading Comprehension: A Review. | 2018 | 14 |
| 2 | 2018 | 2 | |
| 3 | 2018 | 5 | |
| 4 | 2016 | 25 | |
| 5 | 2014 | 12 | |
| 6 | 2013 | 34 | |
| 7 | 2011 | 19 | |
| 8 | 2011 | 19 | |
| 9 | 2010 | 46 | |
| 10 | 2007 | 58 |
About Corinne A. Haigh
Corinne A. Haigh is a scholar working on Developmental and Educational Psychology, Statistics and Probability and Cognitive Neuroscience, having authored 10 papers that have together received 234 indexed citations. Recurring topics across this work include Reading and Literacy Development (9 papers), Neurobiology of Language and Bilingualism (5 papers), Language Development and Disorders (4 papers), Writing and Handwriting Education (4 papers), Cognitive and developmental aspects of mathematical skills (3 papers), EFL/ESL Teaching and Learning (2 papers), Second Language Acquisition and Learning (1 paper) and Discourse Analysis in Language Studies (1 paper). The work is most often cited by research in Developmental and Educational Psychology (175 citations), Linguistics and Language (32 citations) and Cognitive Neuroscience (103 citations). Corinne A. Haigh has collaborated with scholars based in Canada and United Kingdom. Frequent co-authors include Debra Jared, Robert Savage, Fred Genesee, Deanna C. Friesen and Randy Lynn Newman. Their work appears in journals such as Journal of Experimental Psychology Learning Memory and Cognition, Developmental Science and Learning and Individual Differences.
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.