Erin K. Washburn

1.2k total citations
33 papers, 757 citations indexed

About

Erin K. Washburn is a scholar working on Education, Developmental and Educational Psychology and Statistics and Probability. According to data from OpenAlex, Erin K. Washburn has authored 33 papers receiving a total of 757 indexed citations (citations by other indexed papers that have themselves been cited), including 29 papers in Education, 25 papers in Developmental and Educational Psychology and 9 papers in Statistics and Probability. Recurrent topics in Erin K. Washburn's work include Reading and Literacy Development (21 papers), Cognitive and developmental aspects of mathematical skills (9 papers) and Parental Involvement in Education (9 papers). Erin K. Washburn is often cited by papers focused on Reading and Literacy Development (21 papers), Cognitive and developmental aspects of mathematical skills (9 papers) and Parental Involvement in Education (9 papers). Erin K. Washburn collaborates with scholars based in United States, Norway and Canada. Erin K. Washburn's co-authors include R. Malatesha Joshi, Emily Binks‐Cantrell, Erin M. McTigue, Candace A. Mulcahy, Diane M. Miller, Alison W. Arrow, Sandra Martin‐Chang, Jeffrey Liew, Andy Cavagnetto and Kristen D. Beach and has published in prestigious journals such as Teaching and Teacher Education, The Elementary School Journal and Scientific Studies of Reading.

In The Last Decade

Erin K. Washburn

30 papers receiving 697 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Erin K. Washburn United States 13 549 511 154 105 67 33 757
Jeanne Wanzek United States 17 843 1.5× 676 1.3× 215 1.4× 104 1.0× 49 0.7× 30 1.1k
Louise Spear‐Swerling United States 17 864 1.6× 716 1.4× 227 1.5× 86 0.8× 84 1.3× 27 1.1k
Sharon Walpole United States 18 887 1.6× 929 1.8× 126 0.8× 67 0.6× 76 1.1× 33 1.2k
William Dee Nichols United States 15 575 1.0× 503 1.0× 98 0.6× 104 1.0× 113 1.7× 39 817
Marcia Invernizzi United States 20 939 1.7× 864 1.7× 135 0.9× 136 1.3× 50 0.7× 44 1.2k
Jessica Sidler Folsom United States 14 710 1.3× 677 1.3× 141 0.9× 137 1.3× 27 0.4× 29 881
Vicki A. Jacobs United States 11 741 1.3× 702 1.4× 198 1.3× 74 0.7× 64 1.0× 12 1.1k
Jan Hasbrouck United States 9 591 1.1× 470 0.9× 122 0.8× 53 0.5× 57 0.9× 15 764
Sharolyn D. Pollard‐Durodola United States 17 921 1.7× 698 1.4× 176 1.1× 85 0.8× 49 0.7× 34 1.1k
Amy C. Crosson United States 15 631 1.1× 357 0.7× 117 0.8× 133 1.3× 43 0.6× 29 807

Countries citing papers authored by Erin K. Washburn

Since Specialization
Citations

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

Fields of papers citing papers by Erin K. Washburn

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Erin K. Washburn

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

All Works

20 of 20 papers shown
1.
2.
Pilonieta, Paola, et al.. (2024). Selecting a Literacy Intervention and Planning for Implementation: A Guide. The Reading Teacher. 77(6). 949–957.
3.
Beach, Kristen D. & Erin K. Washburn. (2023). Fluency Outcomes of Summer Reading Intervention for Third Graders: A Cross-Sectional Analysis in the Context of COVID-19. Reading & Writing Quarterly. 40(6). 533–548. 1 indexed citations
4.
5.
Pilonieta, Paola, et al.. (2023). “Changing our teaching”: first grade reading instruction and before and during COVID-19. Reading and Writing. 37(3). 673–702. 4 indexed citations
6.
Washburn, Erin K., et al.. (2022). Collaborative professional development on data‐based decision making for primary teachers of struggling readers: Responding and refining. Journal of Research in Reading. 45(3). 425–446. 2 indexed citations
7.
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
8.
Beach, Kristen D., et al.. (2021). Pivoting an Elementary Summer Reading Intervention to a Virtual Context in Response to COVID-19: An Examination of Program Transformation and Outcomes. Journal of Education for Students Placed at Risk (JESPAR). 26(2). 112–134. 21 indexed citations
9.
Washburn, Erin K., et al.. (2021). Effects of a Paraphrasing Strategy on the Text Comprehension of Fourth-Grade Striving Readers. The Elementary School Journal. 121(4). 586–608. 2 indexed citations
10.
McTigue, Erin M., et al.. (2018). The what, when, and how of preservice teachers and literacy across the disciplines: A systematic literature review of nearly 50 years of research. Teaching and Teacher Education. 73. 1–13. 53 indexed citations
11.
Washburn, Erin K., et al.. (2017). Novice Teachers' Knowledge of Reading-Related Disabilities and Dyslexia.. The Open Repository - Binghamton (Binghamton University). 15(2). 169–191. 24 indexed citations
12.
Joshi, R. Malatesha, Erin K. Washburn, & Janina Kahn‐Horwitz. (2016). Introduction to the special issue on teacher knowledge from an international perspective. Annals of Dyslexia. 66(1). 1–6. 13 indexed citations
13.
Washburn, Erin K., et al.. (2016). The Use of a Cognitive Strategy to Support Argument-Based Writing in a Ninth Grade Social Studies Classroom. Literacy Research and Instruction. 55(4). 353–374. 5 indexed citations
14.
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
15.
Fenty, Nicole S., Candace A. Mulcahy, & Erin K. Washburn. (2015). Effects of Computer-Assisted and Teacher-Led Fluency Instruction on Students at Risk for Reading Failure.. 13(2). 141–156. 9 indexed citations
16.
Washburn, Erin K., et al.. (2015). The PEA Strategy: One Teacher's Approach to Integrating Writing in the Social Studies Classroom. The Social Studies. 106(4). 178–185. 4 indexed citations
17.
Washburn, Erin K. & Candace A. Mulcahy. (2014). Expanding Preservice Teachers' Knowledge of the English Language: Recommendations for Teacher Educators. Reading & Writing Quarterly. 30(4). 328–347. 16 indexed citations
18.
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
19.
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
20.
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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