Edna Greene Brabham

558 total citations
20 papers, 327 citations indexed

About

Edna Greene Brabham is a scholar working on Developmental and Educational Psychology, Education and Sociology and Political Science. According to data from OpenAlex, Edna Greene Brabham has authored 20 papers receiving a total of 327 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Developmental and Educational Psychology, 9 papers in Education and 3 papers in Sociology and Political Science. Recurrent topics in Edna Greene Brabham's work include Reading and Literacy Development (10 papers), Language Development and Disorders (3 papers) and Educator Training and Historical Pedagogy (3 papers). Edna Greene Brabham is often cited by papers focused on Reading and Literacy Development (10 papers), Language Development and Disorders (3 papers) and Educator Training and Historical Pedagogy (3 papers). Edna Greene Brabham collaborates with scholars based in United States. Edna Greene Brabham's co-authors include Carol Lynch‐Brown, Susan Kidd Villaume, Bruce A. Murray, Steven B. Silvern and M. Elizabeth Ross and has published in prestigious journals such as Journal of Educational Psychology, Early Childhood Education Journal and The Reading Teacher.

In The Last Decade

Edna Greene Brabham

19 papers receiving 243 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Edna Greene Brabham United States	10	223	204	41	41	32	20	327
Thomas G. Gunning United States	8	213 1.0×	197 1.0×	59 1.4×	52 1.3×	38 1.2×	21	357
Parker C. Fawson United States	12	294 1.3×	278 1.4×	51 1.2×	28 0.7×	48 1.5×	22	400
Susan Kidd Villaume United States	10	136 0.6×	183 0.9×	15 0.4×	36 0.9×	22 0.7×	23	252
Elizabeth Burke Hadley United States	12	330 1.5×	264 1.3×	59 1.4×	32 0.8×	15 0.5×	26	444
Lisbeth Dixon-Krauss United States	6	125 0.6×	190 0.9×	20 0.5×	31 0.8×	21 0.7×	8	260
Elizabeth G. Sturtevant United States	10	184 0.8×	237 1.2×	25 0.6×	23 0.6×	48 1.5×	21	308
Ruth Helen Yopp United States	8	330 1.5×	290 1.4×	40 1.0×	32 0.8×	78 2.4×	19	453
Anne P. Sweet United States	6	260 1.2×	220 1.1×	32 0.8×	36 0.9×	40 1.3×	11	370
Susan Watts‐Taffe United States	9	222 1.0×	209 1.0×	39 1.0×	99 2.4×	67 2.1×	16	388
Heidi Anne E. Mesmer United States	12	375 1.7×	240 1.2×	45 1.1×	23 0.6×	42 1.3×	31	462

Countries citing papers authored by Edna Greene Brabham

Since Specialization

Citations

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

Fields of papers citing papers by Edna Greene Brabham

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Edna Greene Brabham. 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 Edna Greene Brabham. The network helps show where Edna Greene Brabham may publish in the future.

Co-authorship network of co-authors of Edna Greene Brabham

This figure shows the co-authorship network connecting the top 25 collaborators of Edna Greene Brabham. A scholar is included among the top collaborators of Edna Greene Brabham 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 Edna Greene Brabham. Edna Greene Brabham 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

1.

Brabham, Edna Greene, et al.. (2012). Flooding Vocabulary Gaps to Accelerate Word Learning. The Reading Teacher. 65(8). 523–533. 9 indexed citations

2.

Brabham, Edna Greene, et al.. (2011). The Effectiveness of DIBELS Oral Reading Fluency for Predicting Reading Comprehension of High- and Low-Income Students. Reading Psychology. 32(1). 54–74. 10 indexed citations

3.

Murray, Bruce A., et al.. (2008). The Cluella Study: Optimal Segmentation and Voicing for Oral Blending. Journal of Literacy Research. 40(4). 395–421. 2 indexed citations

4.

Brabham, Edna Greene, et al.. (2006). Reading Alphabet Books in Kindergarten: Effects of Instructional Emphasis and Media Practice. Journal of Research in Childhood Education. 20(3). 219–234. 24 indexed citations

5.

Silvern, Steven B., et al.. (2004). The Effects of Interactive Reading Homework and Parent Involvement on Children's Inference Responses. Early Childhood Education Journal. 32(3). 173–178. 27 indexed citations

6.

Villaume, Susan Kidd & Edna Greene Brabham. (2003). Phonics instruction: Beyond the debate. The Reading Teacher. 56(5). 9 indexed citations

7.

Brabham, Edna Greene & Susan Kidd Villaume. (2003). Scientifically based reading research--a call for an expanded view. (Questions and Answers). The Reading Teacher. 56(7). 698–702. 1 indexed citations

8.

Villaume, Susan Kidd & Edna Greene Brabham. (2002). Comprehension Instruction: Beyond Strategies.. The Reading Teacher. 55(7). 8 indexed citations

9.

Brabham, Edna Greene & Susan Kidd Villaume. (2002). Leveled text: The good news and the bad news. The Reading Teacher. 55(5). 17 indexed citations

10.

Brabham, Edna Greene & Susan Kidd Villaume. (2002). Vocabulary Instruction: Concerns and Visions.. The Reading Teacher. 56(3). 17 indexed citations

11.

Brabham, Edna Greene & Carol Lynch‐Brown. (2002). Effects of teachers' reading-aloud styles on vocabulary acquisition and comprehension of students in the early elementary grades.. Journal of Educational Psychology. 94(3). 465–473. 14 indexed citations

12.

Brabham, Edna Greene & Carol Lynch‐Brown. (2002). Effects of teachers' reading-aloud styles on vocabulary acquisition and comprehension of students in the early elementary grades.. Journal of Educational Psychology. 94(3). 465–473. 125 indexed citations

13.

Murray, Bruce A., et al.. (2002). The Effect of Three Segmentation Options on Ease of Blending for Prealphabetic and Partial Alphabetic Readers.. 4 indexed citations

14.

Brabham, Edna Greene & Susan Kidd Villaume. (2001). Building Walls of Words.. The Reading Teacher. 54(7). 10 indexed citations

15.

Villaume, Susan Kidd & Edna Greene Brabham. (2001). Conversations among Writers in Authors Circles.. The Reading Teacher. 54(5).

16.

Villaume, Susan Kidd & Edna Greene Brabham. (2001). Guided Reading: Who Is in the Driver's Seat?.. The Reading Teacher. 55(3). 2 indexed citations

17.

Brabham, Edna Greene & Susan Kidd Villaume. (2000). Continuing Conversations about Literature Circles.. The Reading Teacher. 54(3). 24 indexed citations

18.

Brabham, Edna Greene, et al.. (2000). Sorting it out: Elementary students' responses to fact and fiction in informational storybooks as read‐alouds for science and social studies. Reading Research and Instruction. 39(4). 265–289. 15 indexed citations

19.

Brabham, Edna Greene, et al.. (1999). Assessing Values in Historical Fiction Written for Children: A Content Analysis of the Winners of the Scott O'Dell Historical Fiction Award.. 25(2). 36–49. 3 indexed citations

20.

Brabham, Edna Greene. (1997). Holocaust Education: Legislation, Practices, and Literature for Middle-School Students. The Social Studies. 88(3). 139–142. 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.

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