Hazel Francis

456 total citations
29 papers, 324 citations indexed

About

Hazel Francis is a scholar working on Developmental and Educational Psychology, Education and Language and Linguistics. According to data from OpenAlex, Hazel Francis has authored 29 papers receiving a total of 324 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Developmental and Educational Psychology, 11 papers in Education and 7 papers in Language and Linguistics. Recurrent topics in Hazel Francis's work include Reading and Literacy Development (11 papers), Educational Strategies and Epistemologies (4 papers) and EFL/ESL Teaching and Learning (4 papers). Hazel Francis is often cited by papers focused on Reading and Literacy Development (11 papers), Educational Strategies and Epistemologies (4 papers) and EFL/ESL Teaching and Learning (4 papers). Hazel Francis collaborates with scholars based in United Kingdom and Mexico. Hazel Francis's co-authors include Robert G. Burgess, Don L. Scarborough, Arthur S. Reber, Susan Hallam, Maria Kambouri and Leroi B. Daniels and has published in prestigious journals such as SHILAP Revista de lepidopterología, Child Development and Learning and Instruction.

In The Last Decade

Hazel Francis

27 papers receiving 264 citations

Peers

Hazel Francis
Norris Minick United States
Michel Gilly France
Judith Westphal Irwin United States
William A. Henk United States
Susanna W. Pflaum United States
Joan C. Baratz United States
Nannette Evans Commander United States
William E. Blanton United States
Sarah Tann United Kingdom
Jim Rose
Norris Minick United States
Hazel Francis
Citations per year, relative to Hazel Francis Hazel Francis (= 1×) peers Norris Minick

Countries citing papers authored by Hazel Francis

Since Specialization
Citations

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

Fields of papers citing papers by Hazel Francis

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Hazel Francis

This figure shows the co-authorship network connecting the top 25 collaborators of Hazel Francis. A scholar is included among the top collaborators of Hazel Francis 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 Hazel Francis. Hazel Francis 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.
Francis, Hazel. (2026). Language in Teaching and Learning.
2.
Hallam, Susan & Hazel Francis. (2020). An exploration of postgraduate students’ conceptions of the nature of argument. SHILAP Revista de lepidopterología. 17(4). 343–343. 1 indexed citations
3.
Francis, Hazel & Susan Hallam. (2000). Genre effects on higher education students' text reading for understanding. Higher Education. 39(3). 279–296. 26 indexed citations
4.
Hallam, Susan & Hazel Francis. (1998). Is my understanding yours? A study of higher education students' reading for understanding and the effects of different texts. Learning and Instruction. 8(1). 83–95. 5 indexed citations
5.
Francis, Hazel. (1997). The research process. 28–44. 3 indexed citations
6.
Kambouri, Maria & Hazel Francis. (1996). Time to Leave?: Progression and Drop Out in Basic Skills Programmes. OpenGrey (Institut de l'Information Scientifique et Technique). 3 indexed citations
7.
Kambouri, Maria, et al.. (1996). Where Next? Drop Out and Progression from ESOL Provision.. 1 indexed citations
8.
Francis, Hazel. (1994). Literacy development in the first school — what advice?. British Journal of Educational Psychology. 64(1). 29–44. 4 indexed citations
9.
Francis, Hazel. (1992). PATTERNS OF READING DEVELOPMENT IN THE FIRST SCHOOL. British Journal of Educational Psychology. 62(2). 225–232. 5 indexed citations
10.
Francis, Hazel & Robert G. Burgess. (1990). The Ethics of Educational Research. British Journal of Educational Studies. 38(3). 284–284. 85 indexed citations
11.
Francis, Hazel. (1987). Cognitive implications of learning to read. Interchange. 18(1-2). 97–108. 3 indexed citations
12.
Francis, Hazel. (1985). Learning to teach : psychology in teacher training. 7 indexed citations
13.
Francis, Hazel. (1984). CHILDREN'S KNOWLEDGE OF ORTHOGRAPHY IN LEARNING TO READ. British Journal of Educational Psychology. 54(1). 8–23. 11 indexed citations
14.
Francis, Hazel. (1979). What does the child mean? A critique of the ‘functional’ approach to language acquisition. Journal of Child Language. 6(2). 201–210. 5 indexed citations
15.
Francis, Hazel, Arthur S. Reber, & Don L. Scarborough. (1978). Toward a Psychology of Reading: The Proceedings of the CUNY Conference. British Journal of Educational Studies. 26(2). 203–203. 65 indexed citations
16.
Francis, Hazel. (1977). SYMPOSIUM: READING ABILITIES AND DISABILITIES. British Journal of Educational Psychology. 47(2). 117–125. 10 indexed citations
17.
Francis, Hazel. (1974). SOCIAL BACKGROUND, SPEECH AND LEARNING TO READ. British Journal of Educational Psychology. 44(3). 290–299. 7 indexed citations
18.
Francis, Hazel. (1973). CHILDREN'S EXPERIENCE OF READING AND NOTIONS OF UNITS IN LANGUAGE. British Journal of Educational Psychology. 43(1). 17–23. 29 indexed citations
19.
Francis, Hazel. (1972). Toward an Explanation of the Syntagmatic-Paradigmatic Shift. Child Development. 43(3). 949–949. 14 indexed citations
20.
Francis, Hazel. (1972). TOWARD AN EXPLANATION OF THE SYNTAGMATIC-PARADIGMATIC SHIFT. Child Development. 43(3). 949–958. 12 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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