Emily Binks‐Cantrell
- Developmental and Educational Psychology top 2%
- Education top 5%
- Statistics and Probability top 5%
- Language and Linguistics top 5%
- Information Systems
- Co-authors
- R. Malatesha JoshiErin K. WashburnPoh Wee KohAlison W. ArrowSandra Martin‐ChangBing HanBenjamin C. HeddyCandace A. Mulcahy
- Topics
- Reading and Literacy Development (11 papers)Cognitive and developmental aspects of mathematical skills (5 papers)Writing and Handwriting Education (5 papers)
- Partner nations
- United StatesCanadaNew Zealand
In The Last Decade
Emily Binks‐Cantrell
13 papers receiving 476 citations
Peers
Comparison fields: 5 of 34
- Developmental and Educational Psychology 408
- Education 339
- Statistics and Probability 115
- Language and Linguistics 76
- Information Systems 38
Countries citing papers authored by Emily Binks‐Cantrell
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
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
| # | Work | Indexed citations |
|---|---|---|
| 1 | 2 | |
| 2 | 17 | |
| 3 | 3 | |
| 4 | 2 | |
| 5 | 35 | |
| 6 | 29 | |
| 7 | 1 | |
| 8 | 44 | |
| 9 | Teacher Knowledge of Dyslexia | 3 |
| 10 | 59 | |
| 11 | 59 | |
| 12 | 124 | |
| 13 | 136 |
About Emily Binks‐Cantrell
Emily Binks‐Cantrell is a scholar working on Developmental and Educational Psychology, Architecture and Statistics and Probability, having authored 13 papers that have together received 514 indexed citations. Recurring topics across this work include Reading and Literacy Development (11 papers), Cognitive and developmental aspects of mathematical skills (5 papers) and Writing and Handwriting Education (5 papers). The work is most often cited by research in Developmental and Educational Psychology (408 citations), Statistics and Probability (115 citations) and Education (339 citations). Emily Binks‐Cantrell has collaborated with scholars based in United States, Canada and New Zealand. Frequent 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. Their work appears in journals such as Reading Research Quarterly, Scientific Studies of Reading and Reading and Writing.
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.