Emily J. Solari

1.9k total citations
58 papers, 1.2k citations indexed

About

Emily J. Solari is a scholar working on Developmental and Educational Psychology, Education and Cognitive Neuroscience. According to data from OpenAlex, Emily J. Solari has authored 58 papers receiving a total of 1.2k indexed citations (citations by other indexed papers that have themselves been cited), including 45 papers in Developmental and Educational Psychology, 31 papers in Education and 25 papers in Cognitive Neuroscience. Recurrent topics in Emily J. Solari's work include Reading and Literacy Development (43 papers), Autism Spectrum Disorder Research (23 papers) and Child Development and Digital Technology (19 papers). Emily J. Solari is often cited by papers focused on Reading and Literacy Development (43 papers), Autism Spectrum Disorder Research (23 papers) and Child Development and Digital Technology (19 papers). Emily J. Solari collaborates with scholars based in United States, Qatar and France. Emily J. Solari's co-authors include Nancy S. McIntyre, Ryan P. Grimm, Peter Mundy, Michael M. Gerber, Paul R. Swank, Tricia A. Zucker, Susan H. Landry, Matthew C. Zajic, Yaacov Petscher and Karen E. Smith and has published in prestigious journals such as SHILAP Revista de lepidopterología, Developmental Psychology and Journal of Autism and Developmental Disorders.

In The Last Decade

Emily J. Solari

57 papers receiving 1.1k citations

Peers

Emily J. Solari

DEP

EDUCA

Fiona J. Duff United Kingdom

Colleen K. Reutebuch United States

Kelly B. Cartwright United States

Elise de Bree Netherlands

Trina D. Spencer United States

Marleen F. Westerveld Australia

Mindy Sittner Bridges United States

Heather Davis United States

George Manolitsis Greece

Kathryn A. Leech United States

Fiona J. Duff United Kingdom

Emily J. Solari

1.2k ×1.4

DEP

523 ×0.8

EDUCA

335 ×0.8

290 ×1.6

105 ×0.6

Citations per year, relative to Emily J. Solari Emily J. Solari (= 1×) peers Fiona J. Duff

Countries citing papers authored by Emily J. Solari

Since Specialization

Citations

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

Fields of papers citing papers by Emily J. Solari

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Emily J. Solari. 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 J. Solari. The network helps show where Emily J. Solari may publish in the future.

Co-authorship network of co-authors of Emily J. Solari

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

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Hall, Colby, et al.. (2023). Validation of an instrument for assessing elementary-grade educators’ knowledge to teach reading. Reading and Writing. 37(8). 1955–1974. 6 indexed citations

Hall, Colby, et al.. (2023). Examining fidelity reporting within studies of foundational reading interventions for elementary students with or at risk for dyslexia. Annals of Dyslexia. 73(2). 288–313. 5 indexed citations

Daucourt, Mia Cristina, et al.. (2023). Examining the heterogeneous early literacy profiles of first-grade students who are English learners. Reading and Writing. 37(8). 1931–1953. 3 indexed citations

Zajic, Matthew C., et al.. (2022). Patterns of math and reading achievement in children and adolescents with autism spectrum disorder. Research in autism spectrum disorders. 92. 101933–101933. 14 indexed citations

Zajic, Matthew C., et al.. (2022). Feasibility and Initial Efficacy of an Adapted Telepractice Listening Comprehension Intervention for School-Aged Children with Autism. Journal of Autism and Developmental Disorders. 53(5). 1862–1872. 2 indexed citations

Hall, Colby, et al.. (2022). Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta‐Analysis. Reading Research Quarterly. 58(2). 285–312. 52 indexed citations

Solari, Emily J., et al.. (2021). Developing Social Knowledge to Support Reading Comprehension in Elementary Students With ASD. Teaching Exceptional Children. 54(4). 306–314. 3 indexed citations

Solari, Emily J., et al.. (2021). Preliminary effects of a pilot listening comprehension intervention on the narrative abilities of children with ASD. Journal of Research in Special Educational Needs. 21(4). 293–301. 1 indexed citations

Solari, Emily J., et al.. (2021). Code-related literacy profiles of kindergarten students with autism. Autism. 26(1). 230–242. 8 indexed citations

10.

Dijk, Wilhelmina van, et al.. (2021). The practical utility of genetic screening in school settings. npj Science of Learning. 6(1). 12–12. 11 indexed citations

11.

Thompson, Ross A., et al.. (2021). A Yoga Intervention for Young Children: Self-Regulation and Emotion Regulation. Journal of Child and Family Studies. 30(8). 2028–2041. 13 indexed citations

12.

Zajic, Matthew C., et al.. (2020). Overt planning behaviors during writing in school-age children with autism spectrum disorder and attention-deficit/hyperactivity disorder. Research in Developmental Disabilities. 100. 103631–103631. 5 indexed citations

13.

Solari, Emily J., et al.. (2020). Targeting Oral Language and Listening Comprehension Development for Students with Autism Spectrum Disorder: A School-Based Pilot Study. Journal of Autism and Developmental Disorders. 50(10). 3763–3776. 19 indexed citations

14.

McIntyre, Nancy S., Ryan P. Grimm, Emily J. Solari, Matthew C. Zajic, & Peter Mundy. (2020). Growth in narrative retelling and inference abilities and relations with reading comprehension in children and adolescents with autism spectrum disorder. SHILAP Revista de lepidopterología. 5. 1877449052–1877449052. 10 indexed citations

15.

Solari, Emily J., et al.. (2020). Testing the effects of a pilot listening comprehension and vocabulary intervention for individuals with autism. Research in autism spectrum disorders. 71. 101501–101501. 13 indexed citations

16.

Grimm, Ryan P., Emily J. Solari, Nancy S. McIntyre, & Carolyn A. Denton. (2018). Early reading skill profiles in typically developing and at-risk first grade readers to inform targeted early reading instruction. Journal of School Psychology. 69. 111–126. 14 indexed citations

17.

McIntyre, Nancy S., Emily J. Solari, Joseph E. Gonzales, et al.. (2017). The Scope and Nature of Reading Comprehension Impairments in School-Aged Children with Higher-Functioning Autism Spectrum Disorder. Journal of Autism and Developmental Disorders. 47(9). 2838–2860. 66 indexed citations

18.

McIntyre, Nancy S., et al.. (2017). A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity. Journal of Autism and Developmental Disorders. 47(4). 1086–1101. 103 indexed citations

19.

Shapiro, Edward S., Emily J. Solari, & Yaacov Petscher. (2008). Use of a measure of reading comprehension to enhance prediction on the state high stakes assessment. Learning and Individual Differences. 18(3). 316–328. 43 indexed citations

20.

Swanson, H. Lee, et al.. (2007). Influence of oral language and phonological awareness on children's bilingual reading. Journal of School Psychology. 46(4). 413–429. 91 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.

Explore authors with similar magnitude of impact