Holly Joseph

1.4k total citations
23 papers, 991 citations indexed

About

Holly Joseph is a scholar working on Developmental and Educational Psychology, Cognitive Neuroscience and Artificial Intelligence. According to data from OpenAlex, Holly Joseph has authored 23 papers receiving a total of 991 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Developmental and Educational Psychology, 16 papers in Cognitive Neuroscience and 6 papers in Artificial Intelligence. Recurrent topics in Holly Joseph's work include Reading and Literacy Development (20 papers), Neurobiology of Language and Bilingualism (11 papers) and Text Readability and Simplification (6 papers). Holly Joseph is often cited by papers focused on Reading and Literacy Development (20 papers), Neurobiology of Language and Bilingualism (11 papers) and Text Readability and Simplification (6 papers). Holly Joseph collaborates with scholars based in United Kingdom, United States and Spain. Holly Joseph's co-authors include Hazel I. Blythe, Simon P. Liversedge, Kate Nation, Sarah J. White, Keith Rayner, Elizabeth Wonnacott, Denis Drieghe, Erik D. Reichle, Paul Forbes and John M. Findlay and has published in prestigious journals such as PLoS ONE, Cognition and Vision Research.

In The Last Decade

Holly Joseph

21 papers receiving 934 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Holly Joseph United Kingdom 16 820 539 312 163 131 23 991
Joana Acha Spain 15 589 0.7× 423 0.8× 109 0.3× 167 1.0× 88 0.7× 42 765
Ming Yan China 22 1.1k 1.3× 945 1.8× 207 0.7× 471 2.9× 57 0.4× 71 1.4k
Avital Deutsch Israel 19 1.3k 1.6× 1.1k 2.0× 171 0.5× 296 1.8× 93 0.7× 37 1.5k
Keith Rayner United States 8 810 1.0× 778 1.4× 205 0.7× 286 1.8× 49 0.4× 9 1.1k
Jinger Pan Hong Kong 15 750 0.9× 452 0.8× 79 0.3× 138 0.8× 198 1.5× 39 875
Bernard Lété France 14 927 1.1× 485 0.9× 137 0.4× 123 0.8× 378 2.9× 37 1.1k
Dominiek Sandra Belgium 17 916 1.1× 668 1.2× 258 0.8× 387 2.4× 123 0.9× 59 1.3k
Xiuhong Tong Hong Kong 20 809 1.0× 489 0.9× 42 0.1× 148 0.9× 256 2.0× 62 984
M. Louise Kelly United Kingdom 9 602 0.7× 507 0.9× 84 0.3× 156 1.0× 93 0.7× 11 797
Chuanli Zang China 15 620 0.8× 449 0.8× 244 0.8× 217 1.3× 24 0.2× 37 795

Countries citing papers authored by Holly Joseph

Since Specialization
Citations

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

Fields of papers citing papers by Holly Joseph

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Holly Joseph

This figure shows the co-authorship network connecting the top 25 collaborators of Holly Joseph. A scholar is included among the top collaborators of Holly Joseph 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 Holly Joseph. Holly Joseph 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.
Manning, Catherine, et al.. (2025). What Are the Research Priorities for the Dyslexia Community in the United Kingdom and How Do They Align With Previous Research Funding?. Dyslexia. 31(2). e70004–e70004. 1 indexed citations
2.
Davis, Rachael, et al.. (2025). Beyond Diagnosis: Setting Research Priorities with the Neurodivergent Community. CentAUR (University of Reading). 3. 1 indexed citations
3.
Jennings, B. R., Daisy Powell, Sylvia Jaworska, & Holly Joseph. (2024). A Corpus Study of English Language Exam Texts: Vocabulary Difficulty and the Impact on Students' Wider Reading (or Should Students be Reading More Texts by Dead White Men?). Journal of Adolescent & Adult Literacy. 67(5). 303–316.
4.
Rodd, Jennifer M., et al.. (2022). Contextual diversity during word learning through reading benefits generalisation of learned meanings to new contexts. Quarterly Journal of Experimental Psychology. 76(7). 1658–1671. 3 indexed citations
5.
Joseph, Holly & Daisy Powell. (2022). Does a specialist typeface affect how fluently children with and without dyslexia process letters, words, and passages?. Dyslexia. 28(4). 448–470. 3 indexed citations
6.
Joseph, Holly, Elizabeth Wonnacott, & Kate Nation. (2021). Online inference making and comprehension monitoring in children during reading: Evidence from eye movements. Quarterly Journal of Experimental Psychology. 74(7). 1202–1224. 5 indexed citations
7.
Joseph, Holly & Kate Nation. (2017). Examining incidental word learning during reading in children: The role of context. Journal of Experimental Child Psychology. 166. 190–211. 51 indexed citations
8.
Micai, Martina, Holly Joseph, Mila Vulchanova, & David Saldaña. (2016). Strategies of readers with autism when responding to inferential questions: An eye‐movement study. Autism Research. 10(5). 888–900. 24 indexed citations
9.
Joseph, Holly, et al.. (2015). Working memory, reading ability and the effects of distance and typicality on anaphor resolution in children. Journal of Cognitive Psychology. 27(5). 622–639. 21 indexed citations
10.
Wonnacott, Elizabeth, Holly Joseph, James S. Adelman, & Kate Nation. (2015). Is children's reading “good enough”? Links between online processing and comprehension as children read syntactically ambiguous sentences. Quarterly Journal of Experimental Psychology. 69(5). 855–879. 24 indexed citations
11.
Joseph, Holly, Elizabeth Wonnacott, Paul Forbes, & Kate Nation. (2014). Becoming a written word: Eye movements reveal order of acquisition effects following incidental exposure to new words during silent reading. Cognition. 133(1). 238–248. 63 indexed citations
12.
Joseph, Holly & Simon P. Liversedge. (2013). Children’s and Adults’ On-Line Processing of Syntactically Ambiguous Sentences during Reading. PLoS ONE. 8(1). e54141–e54141. 38 indexed citations
13.
Reichle, Erik D., Simon P. Liversedge, Denis Drieghe, et al.. (2013). Using E-Z Reader to examine the concurrent development of eye-movement control and reading skill. Developmental Review. 33(2). 110–149. 117 indexed citations
14.
Joseph, Holly, Kate Nation, & Simon P. Liversedge. (2013). Using Eye Movements to Investigate Word Frequency Effects in Children's Sentence Reading. School Psychology Review. 42(2). 207–222. 80 indexed citations
15.
Blythe, Hazel I. & Holly Joseph. (2011). Children’s eye movements during reading. Oxford University Press eBooks. 136 indexed citations
16.
Blythe, Hazel I., Simon P. Liversedge, Holly Joseph, Sarah J. White, & Keith Rayner. (2009). Visual information capture during fixations in reading for children and adults. Vision Research. 49(12). 1583–1591. 94 indexed citations
17.
Joseph, Holly, Simon P. Liversedge, Hazel I. Blythe, Sarah J. White, & Keith Rayner. (2009). Word length and landing position effects during reading in children and adults. Vision Research. 49(16). 2078–2086. 118 indexed citations
18.
Joseph, Holly, Simon P. Liversedge, Hazel I. Blythe, et al.. (2008). Children's and Adults’ Processing of Anomaly and Implausibility during Reading: Evidence from Eye Movements. Quarterly Journal of Experimental Psychology. 61(5). 708–723. 60 indexed citations
19.
Blythe, Hazel I., Simon P. Liversedge, Holly Joseph, et al.. (2006). The binocular coordination of eye movements during reading in children and adults. Vision Research. 46(22). 3898–3908. 89 indexed citations
20.
Greenberg, Daphne, et al.. (2006). Implementation of an Extensive Reading Program with Adult Learners.. 16(2). 81–97. 18 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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