Dina C. Castro

2.4k total citations · 1 hit paper
35 papers, 1.6k citations indexed

About

Dina C. Castro is a scholar working on Developmental and Educational Psychology, Education and Linguistics and Language. According to data from OpenAlex, Dina C. Castro has authored 35 papers receiving a total of 1.6k indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Developmental and Educational Psychology, 18 papers in Education and 13 papers in Linguistics and Language. Recurrent topics in Dina C. Castro's work include Reading and Literacy Development (18 papers), Multilingual Education and Policy (13 papers) and Parental Involvement in Education (11 papers). Dina C. Castro is often cited by papers focused on Reading and Literacy Development (18 papers), Multilingual Education and Policy (13 papers) and Parental Involvement in Education (11 papers). Dina C. Castro collaborates with scholars based in United States, Qatar and Chile. Dina C. Castro's co-authors include Ellen Peisner‐Feinberg, Cristina Gillanders, Marta Sánchez, Raluca Barac, Ellen Bialystok, Virginia Buysse, Mariela Páez, Martie L. Skinner, Marlene Zepeda and Carol Scheffner Hammer and has published in prestigious journals such as American Journal of Preventive Medicine, Educational Researcher and Journal of Speech Language and Hearing Research.

In The Last Decade

Dina C. Castro

32 papers receiving 1.5k citations

Hit Papers

The language and literacy development of young dual langu... 2014 2026 2018 2022 2014 50 100 150 200
What are hit papers?

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.

  1. The language and literacy development of young dual language learners: A critical review
    2014 243 citations Carol Scheffner Hammer, Erika Hoff et al. Early Childhood Research Quarterly profile →

Peers

Dina C. Castro
Rufan Luo United States
Stephanie M. Curenton United States
Maike Malda Netherlands
Marie B. Caulfield United States
Gayle Luze United States
Eileen T. Rodriguez United States
Alessandra Fasulo United Kingdom
Scott A. Stage United States
Michaelene M. Ostrosky United States
JoAnn M. Farver United States
Rufan Luo United States
Dina C. Castro
Citations per year, relative to Dina C. Castro Dina C. Castro (= 1×) peers Rufan Luo

Countries citing papers authored by Dina C. Castro

Since Specialization
Citations

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

Fields of papers citing papers by Dina C. Castro

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Dina C. Castro. 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 Dina C. Castro. The network helps show where Dina C. Castro may publish in the future.

Co-authorship network of co-authors of Dina C. Castro

This figure shows the co-authorship network connecting the top 25 collaborators of Dina C. Castro. A scholar is included among the top collaborators of Dina C. Castro 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 Dina C. Castro. Dina C. Castro 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.
Mendive, Susana, et al.. (2025). Monolingual Early Childhood Educators Teaching Multilingual Children: A Scoping Review. Education Sciences. 15(7). 869–869.
2.
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4.
Subramaniam, Karthigeyan, et al.. (2022). Early Childhood Pre-service Teachers’ Descriptions of Equity in Science Education: A Thematic Analysis. Early Childhood Education Journal. 51(3). 483–492. 1 indexed citations
5.
Hammer, Carol Scheffner, Margaret Burchinal, Doré R. LaForett, et al.. (2019). Change in language and literacy knowledge for Spanish–English dual language learners at school-entry: Analyses from three studies. Early Childhood Research Quarterly. 51. 81–92. 15 indexed citations
6.
Bryant, Donna, et al.. (2019). Examining linguistic interactions of dual language learners using the Language Interaction Snapshot (LISn). Early Childhood Research Quarterly. 48. 50–61. 34 indexed citations
7.
Castro, Dina C., Cristina Gillanders, Donna Bryant, et al.. (2017). Early education of dual language learners: An efficacy study of the Nuestros Niños School Readiness professional development program. Early Childhood Research Quarterly. 40. 188–203. 35 indexed citations
8.
Castro, Dina C. & Linda Espinosa. (2014). Developmental Characteristics of Young Dual Language Learners: Implications for Policy and Practice in Infant and Toddler Care.. Zero to three. 34(3). 34–40. 1 indexed citations
9.
Barac, Raluca, Ellen Bialystok, Dina C. Castro, & Marta Sánchez. (2014). The cognitive development of young dual language learners: A critical review. Early Childhood Research Quarterly. 29(4). 699–714. 259 indexed citations
10.
Hammer, Carol Scheffner, Erika Hoff, Yuuko Uchikoshi, et al.. (2014). The language and literacy development of young dual language learners: A critical review. Early Childhood Research Quarterly. 29(4). 715–733. 243 indexed citations breakdown →
11.
Gillanders, Cristina, et al.. (2014). Learning Words for Life. The Reading Teacher. 68(3). 213–221. 11 indexed citations
12.
Méndez, Lucía I., Elizabeth R. Crais, Dina C. Castro, & Kirsten Kainz. (2014). A Culturally and Linguistically Responsive Vocabulary Approach for Young Latino Dual Language Learners. Journal of Speech Language and Hearing Research. 58(1). 93–106. 68 indexed citations
13.
Castro, Dina C., et al.. (2013). Growing Healthy Kids. American Journal of Preventive Medicine. 44(3). S193–S199. 98 indexed citations
14.
Gillanders, Cristina & Dina C. Castro. (2011). Storybook Reading for Young Dual Language Learners.. Young children. 66(1). 91–95. 17 indexed citations
15.
Castro, Dina C., Mariela Páez, David K. Dickinson, & Ellen Frede. (2011). Promoting Language and Literacy in Young Dual Language Learners: Research, Practice, and Policy. Child Development Perspectives. 5(1). 15–21. 140 indexed citations
16.
Zepeda, Marlene, et al.. (2011). Preparing Early Childhood Teachers to Work With Young Dual Language Learners. Child Development Perspectives. 5(1). 10–14. 49 indexed citations
17.
Castro, Dina C., Linda Espinosa, & Mariela Páez. (2011). Defining and measuring quality in early childhood practices that promote dual language learners' development and learning.. 34 indexed citations
18.
Gutiérrez, Kris D., Marlene Zepeda, & Dina C. Castro. (2010). Advancing Early Literacy Learning for All Children. Educational Researcher. 39(4). 334–339. 57 indexed citations
19.
Gillanders, Cristina & Dina C. Castro. (2007). Reading Aloud to English Language Learners. 5 indexed citations
20.
Bender, Deborah E. & Dina C. Castro. (2000). Explaining the Birth Weight Paradox: Latina Immigrants' Perceptions of Resilience and Risk. PubMed. 2(3). 155–173. 44 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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