Emily K. Snell

1.9k total citations · 1 hit paper
19 papers, 1.4k citations indexed

About

Emily K. Snell is a scholar working on Education, Developmental and Educational Psychology and General Health Professions. According to data from OpenAlex, Emily K. Snell has authored 19 papers receiving a total of 1.4k indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Education, 7 papers in Developmental and Educational Psychology and 5 papers in General Health Professions. Recurrent topics in Emily K. Snell's work include Reading and Literacy Development (7 papers), Child Development and Digital Technology (5 papers) and Early Childhood Education and Development (5 papers). Emily K. Snell is often cited by papers focused on Reading and Literacy Development (7 papers), Child Development and Digital Technology (5 papers) and Early Childhood Education and Development (5 papers). Emily K. Snell collaborates with scholars based in United States. Emily K. Snell's co-authors include Emma K. Adam, James R. Knickman, Annemarie H. Hindman, Barbara A. Wasik, Patricia Pendry, Greg J. Duncan, Greg A. Somerville, Robert Powers, Raúl G. Barletta and Shulei Lei and has published in prestigious journals such as Child Development, Health Affairs and Development and Psychopathology.

In The Last Decade

Emily K. Snell

19 papers receiving 1.3k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Book reading and vocabulary development: A systematic review

2016 219 citations Barbara A. Wasik, Annemarie H. Hindman et al. Early Childhood Research Quarterly profile →

Peers

Countries citing papers authored by Emily K. Snell

Since Specialization

Citations

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

Fields of papers citing papers by Emily K. Snell

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Emily K. Snell

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

All Works

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19 of 19 papers shown

#	Work	Indexed citations
1	Text to talk: Effects of a home-school vocabulary texting intervention on prekindergarten vocabulary 2022 ·Early Childhood Research Quarterly ·Emily K. Snell, Barbara A. Wasik, Annemarie H. Hindman	9
2	Using Texting to Help Families Build Their Children’s Vocabulary at Home 2020 ·The Reading Teacher ·Emily K. Snell, Barbara A. Wasik, Annemarie H. Hindman	3
3	A review of research on technology-mediated language and literacy professional development models 2019 ·Journal of Early Childhood Teacher Education ·Emily K. Snell, Annemarie H. Hindman, Barbara A. Wasik	13
4	Exploring the use of texting to support family-school engagement in early childhood settings: teacher and family perspectives 2018 ·Early Child Development and Care ·Emily K. Snell, Annemarie H. Hindman, Barbara A. Wasik	25
5	Closing the 30 Million Word Gap: Next Steps in Designing Research to Inform Practice 2016 ·Child Development Perspectives ·Annemarie H. Hindman, Barbara A. Wasik, Emily K. Snell	58
6	Tailored Teaching: Emerging Themes from the Literature on Teachersâ€™ Use of Ongoing Child Assessment to Individualize Instruction 2016 ·Dialogues in Social Justice: An Adult Education Journal (The University of North Carolina at Charlotte) ·(unknown), Patricia Del Grosso, Emily K. Snell, Sally Atkins-Burnett, Barbara A. Wasik, Judith J. Carta, Kimberly Boller, (unknown)	2
7	Book reading and vocabulary development: A systematic review breakdown → 2016 ·Early Childhood Research Quarterly ·Barbara A. Wasik, Annemarie H. Hindman, Emily K. Snell	219
8	Child effects and child care: Implications for risk and adjustment 2015 ·Development and Psychopathology ·Emily K. Snell, Annemarie H. Hindman, Jay Belsky	8
9	How Can Book Reading Close the Word Gap? Five Key Practices From Research 2015 ·The Reading Teacher ·Emily K. Snell, Annemarie H. Hindman, Barbara A. Wasik	20
10	Research and Practice Partnerships for Professional Development in Early Childhood: Lessons From ExCELL-e 2015 ·Journal of Education for Students Placed at Risk (JESPAR) ·Annemarie H. Hindman, Emily K. Snell, Barbara A. Wasik, (unknown), Carol Scheffner Hammer, (unknown)	12
11	Revisiting Protocols for the NMR Analysis of Bacterial Metabolomes 2013 ·PubMed ·Robert Powers, Steven Halouska, Bo Zhang, Rosmarie Gaupp, Shulei Lei, Emily K. Snell, Robert J. Fenton, Raúl G. Barletta, Greg A. Somerville	44
12	Revised Design for the Mother and Infant Home Visiting Program Evaluation 2013 ·SSRN Electronic Journal ·Charles Michalopoulos, Anne K. Duggan, Virginia Knox, Jill Filene, Helen Lee, Emily K. Snell, Sarah Shea Crowne, (unknown), Phaedra S. Corso, (unknown)	5
13	Promoting the Positive Development of Boys in High‐Poverty Neighborhoods: Evidence From Four Anti‐Poverty Experiments 2012 ·Journal of Research on Adolescence ·Emily K. Snell, (unknown), Greg J. Duncan, Lisa A. Gennetian, Katherine Magnuson, Pamela Morris	8
14	Shaping nurture: Evocative effects of children on their environments 2008 ·Arch ·Emily K. Snell	1
15	Sleep and the Body Mass Index and Overweight Status of Children and Adolescents 2007 ·Child Development ·Emily K. Snell, Emma K. Adam, Greg J. Duncan	271
16	Sleep timing and quantity in ecological and family context: A nationally representative time-diary study. 2007 ·Journal of Family Psychology ·Emma K. Adam, Emily K. Snell, Patricia Pendry	296
17	Child characteristics and successful use of housing vouchers: Estimates from the moving to opportunity demonstration 2006 ·Housing Policy Debate ·Emily K. Snell, Greg J. Duncan	9
18	Wealth Patterns Among Elderly Americans: Implications For Health Care Affordability 2003 ·Health Affairs ·James R. Knickman, Kelly A. Hunt, Emily K. Snell, Lisa Alecxih, (unknown)	9
19	The 2030 Problem: Caring for Aging Baby Boomers 2002 ·Health Services Research ·James R. Knickman, Emily K. Snell	352

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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