Janette Pelletier

1.6k total citations
46 papers, 937 citations indexed

About

Janette Pelletier is a scholar working on Education, Developmental and Educational Psychology and Clinical Psychology. According to data from OpenAlex, Janette Pelletier has authored 46 papers receiving a total of 937 indexed citations (citations by other indexed papers that have themselves been cited), including 36 papers in Education, 24 papers in Developmental and Educational Psychology and 8 papers in Clinical Psychology. Recurrent topics in Janette Pelletier's work include Early Childhood Education and Development (21 papers), Parental Involvement in Education (17 papers) and Reading and Literacy Development (17 papers). Janette Pelletier is often cited by papers focused on Early Childhood Education and Development (21 papers), Parental Involvement in Education (17 papers) and Reading and Literacy Development (17 papers). Janette Pelletier collaborates with scholars based in Canada, United States and Bangladesh. Janette Pelletier's co-authors include Janet Wilde Astington, Bruce D. Homer, Carl Corter, Janice Greenberg, Elaine Weitzman, Luigi Girolametto, Trelani Milburn, Kathleen Hipfner-Boucher, Ruth Beatty and Guanglei Hong and has published in prestigious journals such as SHILAP Revista de lepidopterología, Frontiers in Psychology and Early Childhood Research Quarterly.

In The Last Decade

Janette Pelletier

45 papers receiving 855 citations

Peers

Janette Pelletier

DEP

EDUCA

Kathryn A. Leech United States

Yana Kuchirko United States

Diane Haager United States

Ageliki Nicolopoulou United States

Susanne Ebert Germany

Xinchun Wu China

Lulu Song United States

Giuliana Pinto Italy

Virginia Tompkins United States

Paula J. Stanovich Canada

Kathryn A. Leech United States

Janette Pelletier

606 ×1.1

DEP

568 ×1.0

EDUCA

161 ×1.0

162 ×1.2

66 ×1.0

Citations per year, relative to Janette Pelletier Janette Pelletier (= 1×) peers Kathryn A. Leech

Countries citing papers authored by Janette Pelletier

Since Specialization

Citations

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

Fields of papers citing papers by Janette Pelletier

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Janette Pelletier

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

All Works

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20 of 20 papers shown

Loomis, Colleen, et al.. (2022). Locating longitudinal study participants 10 years after last contact: Contemporary approaches to sample retention. Journal of Community Psychology. 51(4). 1540–1559. 1 indexed citations

Loomis, Colleen, et al.. (2021). “I Feel Quite Hopeful that My Future Is Still Going to be Okay”: Educational Aspirations During COVID-19. Journal of Education and Learning. 10(4). 78–78. 2 indexed citations

Bertrand, Jane T., Emily A. Butler, Kimberly Maich, et al.. (2019). Quality Early Childhood Education the Need for Special Education Services: A Symposium. 1 indexed citations

Pelletier, Janette & James E. Corter. (2019). A longitudinal comparison of learning outcomes in full-day and half-day kindergarten. The Journal of Educational Research. 112(2). 192–210. 8 indexed citations

Pelletier, Janette, et al.. (2018). Does Full-Day Kindergarten Reduce Parenting Daily Hassles?. Canadian Journal of Education / Revue canadienne de l éducation. 41(1). 276–300. 1 indexed citations

Corter, Carl, et al.. (2016). ‘Dose-response’ relations between participation in integrated early childhood services and children's early development. Early Childhood Research Quarterly. 35. 49–62. 14 indexed citations

Pelletier, Janette & Ruth Beatty. (2015). Children’s understanding of Aesop’s fables: relations to reading comprehension and theory of mind. Frontiers in Psychology. 6. 1448–1448. 41 indexed citations

Hipfner-Boucher, Kathleen, Trelani Milburn, Elaine Weitzman, et al.. (2015). Improving Preschool Educators' Interactive Shared Book Reading: Effects of Coaching in Professional Development. American Journal of Speech-Language Pathology. 24(4). 717–732. 36 indexed citations

Chen, Xi, Patricia L. Cleave, Janice Greenberg, et al.. (2015). Oral narratives in monolingual and bilingual preschoolers with SLI. International Journal of Language & Communication Disorders. 50(6). 830–841. 35 indexed citations

10.

Namasivayam‐MacDonald, Ashwini, Trelani Milburn, Elaine Weitzman, et al.. (2014). Effects of coaching on educators’ vocabulary-teaching strategies during shared reading. International Journal of Speech-Language Pathology. 17(4). 346–356. 13 indexed citations

11.

Pelletier, Janette, et al.. (2012). Cultural Differences: An International Perspective on Early Childhood Education. Frontiers of Education in China. 7(1). 1–4. 1 indexed citations

12.

Pelletier, Janette, et al.. (2011). Unique Effects of a Family Literacy Program on the Early Reading Development of English Language Learners. Early Education and Development. 22(6). 989–1008. 18 indexed citations

13.

Hong, Guanglei, et al.. (2010). Class Management and Homogeneous Grouping in Kindergarten Literacy Instruction.. Society for Research on Educational Effectiveness.

14.

Corter, Carl & Janette Pelletier. (2010). Schools as Integrated Service Hubs for Young Children and Families: Policy Implications of the Toronto First Duty Project. International journal of child care and education policy. 4(2). 45–54. 18 indexed citations

15.

Zhang, Jing, et al.. (2010). Promising effects of an intervention: Young children’s literacy gains and changes in their home literacy activities from a bilingual family literacy program in Canada. Frontiers of Education in China. 5(3). 409–429. 12 indexed citations

16.

Pelletier, Janette, et al.. (2006). Young Children's Knowledge Building and Literacy Development Through Knowledge Forum®. Early Education and Development. 17(3). 323–346. 22 indexed citations

17.

Pelletier, Janette & Carl Corter. (2005). Design, Implementation, and Outcomes of a School Readiness Program for Diverse Families.. The School community journal/School community journal. 15(1). 89–116. 11 indexed citations

18.

Pelletier, Janette & Carl Corter. (2005). Toronto First Duty: Integrating Kindergarten, Childcare, and Parenting Support to Help Diverse Families Connect to Schools.. Multicultural education. 13(2). 30–37. 15 indexed citations

19.

Astington, Janet Wilde & Janette Pelletier. (2005). Theory of mind, language, and learning in the early years: Developmental origins of school readiness.. 42 indexed citations

20.

Astington, Janet Wilde, Janette Pelletier, & Bruce D. Homer. (2002). Theory of mind and epistemological development: the relation between children's second-order false-belief understanding and their ability to reason about evidence. New Ideas in Psychology. 20(2-3). 131–144. 165 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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