Hannah Nash

2.3k total citations
31 papers, 1.6k citations indexed

About

Hannah Nash is a scholar working on Developmental and Educational Psychology, Cognitive Neuroscience and Experimental and Cognitive Psychology. According to data from OpenAlex, Hannah Nash has authored 31 papers receiving a total of 1.6k indexed citations (citations by other indexed papers that have themselves been cited), including 26 papers in Developmental and Educational Psychology, 6 papers in Cognitive Neuroscience and 4 papers in Experimental and Cognitive Psychology. Recurrent topics in Hannah Nash's work include Reading and Literacy Development (24 papers), Language Development and Disorders (18 papers) and Cognitive and developmental aspects of mathematical skills (4 papers). Hannah Nash is often cited by papers focused on Reading and Literacy Development (24 papers), Language Development and Disorders (18 papers) and Cognitive and developmental aspects of mathematical skills (4 papers). Hannah Nash collaborates with scholars based in United Kingdom, Denmark and South Korea. Hannah Nash's co-authors include Margaret J. Snowling, Charles Hulme, Debbie Gooch, Kate Cain, Marianna E. Hayiou‐Thomas, Paul A. Thompson, Arne Lervåg, Maggie Snowling, Fiona J. Duff and Piers Dawes and has published in prestigious journals such as Child Development, Psychological Science and Journal of Educational Psychology.

In The Last Decade

Hannah Nash

29 papers receiving 1.5k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Hannah Nash United Kingdom 19 1.2k 428 405 310 156 31 1.6k
Solveig‐Alma Halaas Lyster Norway 16 1.6k 1.3× 598 1.4× 583 1.4× 441 1.4× 94 0.6× 26 1.8k
Paola Bonifacci Italy 20 707 0.6× 466 1.1× 339 0.8× 208 0.7× 150 1.0× 61 1.2k
Elsje van Bergen Netherlands 24 1.1k 0.9× 430 1.0× 698 1.7× 389 1.3× 157 1.0× 51 1.7k
Debbie Gooch United Kingdom 16 1.6k 1.3× 586 1.4× 449 1.1× 385 1.2× 361 2.3× 23 2.0k
Simpson W. L. Wong Hong Kong 19 683 0.6× 415 1.0× 299 0.7× 233 0.8× 175 1.1× 45 1.2k
Shelley Gray United States 24 1.8k 1.5× 909 2.1× 322 0.8× 181 0.6× 149 1.0× 60 2.1k
Chris Donlan United Kingdom 17 1.4k 1.2× 599 1.4× 427 1.1× 576 1.9× 162 1.0× 39 1.9k
Susan E. Stothard United Kingdom 12 1.8k 1.5× 665 1.6× 435 1.1× 260 0.8× 439 2.8× 15 2.0k
Rebecca S. Betjemann United States 12 1.1k 0.9× 396 0.9× 378 0.9× 376 1.2× 84 0.5× 12 1.4k
Turid Helland Norway 22 881 0.7× 662 1.5× 192 0.5× 323 1.0× 117 0.8× 38 1.2k

Countries citing papers authored by Hannah Nash

Since Specialization
Citations

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

Fields of papers citing papers by Hannah Nash

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Hannah Nash. 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 Hannah Nash. The network helps show where Hannah Nash may publish in the future.

Co-authorship network of co-authors of Hannah Nash

This figure shows the co-authorship network connecting the top 25 collaborators of Hannah Nash. A scholar is included among the top collaborators of Hannah Nash 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 Hannah Nash. Hannah Nash 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.
Oxley, Emily, Hannah Nash, & Anna Weighall. (2024). Consensus building using the Delphi method in educational research: a case study with educational professionals. International Journal of Research & Method in Education. 48(1). 29–43. 8 indexed citations
2.
Nash, Hannah, Chris Dixon, Paula J. Clarke, et al.. (2024). Dynamic assessment of word learning as a predictor of vocabulary, reading comprehension and risk status for the poor comprehender reading profile. Reading and Writing. 38(9). 2633–2659.
3.
Nash, Hannah, Robert Davies, & Jessie Ricketts. (2023). The contributions of decoding skill and lexical knowledge to the development of irregular word reading.. Journal of Experimental Psychology Learning Memory and Cognition. 49(1). 78–97.
4.
Harding, Sophie, et al.. (2023). A Delphi study exploring the barriers to dyslexia diagnosis and support: A parent's perspective. Dyslexia. 29(3). 162–178. 11 indexed citations
5.
Latchford, Gary, Anna Weighall, Hannah Nash, et al.. (2021). Evidence of objective sleep impairment in nonepileptic attack disorder: A naturalistic prospective controlled study using actigraphy and daily sleep diaries over six nights. Epilepsy & Behavior. 117. 107867–107867. 2 indexed citations
6.
Kingshott, Ruth N., et al.. (2021). Paediatric narcolepsy: a review of diagnosis and management. Archives of Disease in Childhood. 107(1). 7–11. 7 indexed citations
7.
Snowling, Maggie, et al.. (2019). Developmental Outcomes for Children at High Risk of Dyslexia and Children With Developmental Language Disorder. Child Development. 90(5). e548–e564. 86 indexed citations
8.
Snowling, Margaret J., Arne Lervåg, Hannah Nash, & Charles Hulme. (2018). Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia. Developmental Science. 22(1). e12723–e12723. 47 indexed citations
9.
Weighall, Anna, et al.. (2016). A systematic review of cognitive function and psychosocial well-being in school-age children with narcolepsy. Sleep Medicine Reviews. 34. 82–93. 38 indexed citations
10.
Thompson, Paul A., Charles Hulme, Hannah Nash, et al.. (2015). Developmental dyslexia: predicting individual risk. Journal of Child Psychology and Psychiatry. 56(9). 976–987. 127 indexed citations
11.
Gooch, Debbie, Paul A. Thompson, Hannah Nash, Margaret J. Snowling, & Charles Hulme. (2015). The development of executive function and language skills in the early school years. Journal of Child Psychology and Psychiatry. 57(2). 180–187. 151 indexed citations
12.
Mengoni, Silvana E., Hannah Nash, & Charles Hulme. (2014). Learning to read new words in individuals with Down syndrome: Testing the role of phonological knowledge. Research in Developmental Disabilities. 35(5). 1098–1109. 15 indexed citations
13.
Snowling, Margaret J., Piers Dawes, Hannah Nash, & Charles Hulme. (2012). Validity of a Protocol for Adult Self‐Report of Dyslexia and Related Difficulties. Dyslexia. 18(1). 1–15. 78 indexed citations
14.
Mengoni, Silvana E., Hannah Nash, & Charles Hulme. (2012). The benefit of orthographic support for oral vocabulary learning in children with Down syndrome. Journal of Child Language. 40(1). 221–243. 29 indexed citations
15.
Cain, Kate & Hannah Nash. (2011). The influence of connectives on young readers' processing and comprehension of text.. Journal of Educational Psychology. 103(2). 429–441. 119 indexed citations
16.
Hulme, Charles, et al.. (2011). The growth of reading skills in children with Down Syndrome. Developmental Science. 15(3). 320–329. 40 indexed citations
17.
Nash, Hannah, et al.. (2011). Evaluating the GAPS test as a screener for language impairment in young children. International Journal of Language & Communication Disorders. 46(6). 675–685. 4 indexed citations
18.
Nash, Hannah, et al.. (2011). The role of vocabulary, working memory and inference making ability in reading comprehension in Down syndrome. Research in Developmental Disabilities. 32(5). 1782–1791. 42 indexed citations
19.
Nash, Hannah & Margaret J. Snowling. (2008). Semantic and phonological fluency in children with Down syndrome: Atypical organization of language or less efficient retrieval strategies?. Cognitive Neuropsychology. 25(5). 690–703. 62 indexed citations
20.
Nash, Hannah & Margaret J. Snowling. (2006). Teaching new words to children with poor existing vocabulary knowledge: a controlled evaluation of the definition and context methods. International Journal of Language & Communication Disorders. 41(3). 335–354. 115 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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