Emily Binks‐Cantrell

872 total citations
13 papers, 514 citations indexed

About

Emily Binks‐Cantrell is a scholar working on Developmental and Educational Psychology, Education and Statistics and Probability. According to data from OpenAlex, Emily Binks‐Cantrell has authored 13 papers receiving a total of 514 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Developmental and Educational Psychology, 10 papers in Education and 5 papers in Statistics and Probability. Recurrent topics in Emily Binks‐Cantrell's work include Reading and Literacy Development (11 papers), Cognitive and developmental aspects of mathematical skills (5 papers) and Writing and Handwriting Education (5 papers). Emily Binks‐Cantrell is often cited by papers focused on Reading and Literacy Development (11 papers), Cognitive and developmental aspects of mathematical skills (5 papers) and Writing and Handwriting Education (5 papers). Emily Binks‐Cantrell collaborates with scholars based in United States, Canada and New Zealand. Emily Binks‐Cantrell's co-authors include R. Malatesha Joshi, Erin K. Washburn, Poh Wee Koh, Alison W. Arrow, Sandra Martin‐Chang, Bing Han, Benjamin C. Heddy, Candace A. Mulcahy, Mehmet C. Ayar and Dennie L. Smith and has published in prestigious journals such as Reading Research Quarterly, Scientific Studies of Reading and Reading and Writing.

In The Last Decade

Emily Binks‐Cantrell

13 papers receiving 476 citations

Peers

Emily Binks‐Cantrell
Brandy Gatlin United States
Steven J. Amendum United States
Luana Greulich United States
Shirley V. Dickson United States
Doris Luft Baker United States
Ruth Wharton‐McDonald United States
Jan E. Hasbrouck United States
Mabel O. Rivera United States
Pamela Brucker United States
Jan Perney United States
Brandy Gatlin United States
Emily Binks‐Cantrell
Citations per year, relative to Emily Binks‐Cantrell Emily Binks‐Cantrell (= 1×) peers Brandy Gatlin

Countries citing papers authored by Emily Binks‐Cantrell

Since Specialization
Citations

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

Fields of papers citing papers by Emily Binks‐Cantrell

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Emily Binks‐Cantrell. 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 Emily Binks‐Cantrell. The network helps show where Emily Binks‐Cantrell may publish in the future.

Co-authorship network of co-authors of Emily Binks‐Cantrell

This figure shows the co-authorship network connecting the top 25 collaborators of Emily Binks‐Cantrell. A scholar is included among the top collaborators of Emily Binks‐Cantrell 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 Emily Binks‐Cantrell. Emily Binks‐Cantrell is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

13 of 13 papers shown
1.
Binks‐Cantrell, Emily, et al.. (2023). What do classroom teachers of varying backgrounds know about English spelling?. Annals of Dyslexia. 73(3). 415–439. 2 indexed citations
2.
Washburn, Erin K., et al.. (2022). What do teachers know about dyslexia? It’s complicated!. Reading and Writing. 35(9). 2077–2107. 17 indexed citations
3.
Binks‐Cantrell, Emily, et al.. (2022). What do teacher educators know about English spelling?. Reading and Writing. 35(9). 2049–2074. 3 indexed citations
4.
Binks‐Cantrell, Emily, et al.. (2022). Correction to: What do teacher educators know about English spelling?. Reading and Writing. 35(9). 2075–2076. 2 indexed citations
5.
Han, Bing, et al.. (2021). Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading. Reading Research Quarterly. 56(S1). 35 indexed citations
6.
Koh, Poh Wee, et al.. (2020). Fluency Interventions for Elementary Students with Reading Difficulties: A Synthesis of Research from 2000–2019. Education Sciences. 10(3). 52–52. 29 indexed citations
7.
Ehlig‐Economides, Christine, Buğrahan Yalvaç, Emily Binks‐Cantrell, et al.. (2020). Live Energy: U.S. Faculty Co-Author an Electronic Textbook to Deliver the Most Up-to-Date and Relevant Content in Energy and Sustainability. 24.870.1–24.870.24. 1 indexed citations
8.
Binks‐Cantrell, Emily, et al.. (2019). Teachers' knowledge about language constructs related to literacy skills and student achievement in low socio‐economic status schools. Dyslexia. 26(2). 200–219. 44 indexed citations
9.
Mulcahy, Candace A., Erin K. Washburn, R. Malatesha Joshi, & Emily Binks‐Cantrell. (2016). Teacher Knowledge of Dyslexia. The Open Repository - Binghamton (Binghamton University). 3 indexed citations
10.
Washburn, Erin K., Emily Binks‐Cantrell, R. Malatesha Joshi, Sandra Martin‐Chang, & Alison W. Arrow. (2015). Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA. Annals of Dyslexia. 66(1). 7–26. 59 indexed citations
11.
Binks‐Cantrell, Emily, R. Malatesha Joshi, & Erin K. Washburn. (2012). Validation of an instrument for assessing teacher knowledge of basic language constructs of literacy. Annals of Dyslexia. 62(3). 153–171. 59 indexed citations
12.
Binks‐Cantrell, Emily, et al.. (2012). Peter Effect in the Preparation of Reading Teachers. Scientific Studies of Reading. 16(6). 526–536. 124 indexed citations
13.
Washburn, Erin K., R. Malatesha Joshi, & Emily Binks‐Cantrell. (2011). Teacher knowledge of basic language concepts and dyslexia. Dyslexia. 17(2). 165–183. 136 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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