Eileen Wynne Ball
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- Reading and Literacy Development 6
- Language Development and Disorders 4
- Educational and Psychological Assessments 1
- Statistics and Probability top 1%
- Education top 1%
- Collaborative Teaching and Inclusion 1
- Child Development and Digital Technology 1
- Cognitive Neuroscience top 10%
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- Phonetics and Phonology Research 3
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- Stuttering Research and Treatment 1
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- Educational Challenges and Innovations 1
- Co-authors
- Benita A. BlachmanBeth Harry
- Journals
- Reading Research Quarterly (2 papers)Reading and Writing (2 papers)Language Speech and Hearing Services in Schools (1 paper)
- Partner nations
- United States
In The Last Decade
Eileen Wynne Ball
9 papers receiving 925 citations
Hit Papers
Peers
Comparison fields: 5 of 44
- Developmental and Educational Psychology 1.1k
- Statistics and Probability 356
- Education 647
- Cognitive Neuroscience 135
- Neuropsychology and Physiological Psychology 10
Countries citing papers authored by Eileen Wynne Ball
This map shows the geographic impact of Eileen Wynne Ball'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 Eileen Wynne Ball with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Eileen Wynne Ball more than expected).
Fields of papers citing papers by Eileen Wynne Ball
This network shows the impact of papers produced by Eileen Wynne Ball. 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 Eileen Wynne Ball. The network helps show where Eileen Wynne Ball may publish in the future.
Co-authorship network
The 2 scholars most cited alongside Eileen Wynne Ball, 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 | Road to the Code: A Phonological Awareness Program for Young Children. | 2000 | 42 |
| 2 | 1997 | 25 | |
| 3 | 1994 | 146 | |
| 4 | 1993 | 54 | |
| 5 | 1993 | 10 | |
| 6 | 1993 | 44 | |
| 7 | Does Phoneme Awareness Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling?breakdown → | 1991 | 664 |
| 8 | 1991 | 1 | |
| 9 | 1988 | 197 |
About Eileen Wynne Ball
Eileen Wynne Ball is a scholar working on Developmental and Educational Psychology, Experimental and Cognitive Psychology and Education, having authored 9 papers that have together received 1.2k indexed citations. Recurring topics across this work include Reading and Literacy Development (6 papers), Language Development and Disorders (4 papers), Phonetics and Phonology Research (3 papers), Collaborative Teaching and Inclusion (1 paper), Stuttering Research and Treatment (1 paper), Child Development and Digital Technology (1 paper), Educational and Psychological Assessments (1 paper) and Educational Challenges and Innovations (1 paper). The work is most often cited by research in Developmental and Educational Psychology (1.1k citations), Statistics and Probability (356 citations) and Education (647 citations). Eileen Wynne Ball has collaborated with scholars based in United States. Frequent co-authors include Benita A. Blachman and Beth Harry. Their work appears in journals such as Reading Research Quarterly, Reading and Writing, Language Speech and Hearing Services in Schools, Topics in Language Disorders and Annals of Dyslexia.
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.