Jason L. Anthony

6.6k total citations · 1 hit paper
59 papers, 4.7k citations indexed

About

Jason L. Anthony is a scholar working on Developmental and Educational Psychology, Education and Statistics and Probability. According to data from OpenAlex, Jason L. Anthony has authored 59 papers receiving a total of 4.7k indexed citations (citations by other indexed papers that have themselves been cited), including 47 papers in Developmental and Educational Psychology, 27 papers in Education and 19 papers in Statistics and Probability. Recurrent topics in Jason L. Anthony's work include Reading and Literacy Development (42 papers), Language Development and Disorders (23 papers) and Cognitive and developmental aspects of mathematical skills (19 papers). Jason L. Anthony is often cited by papers focused on Reading and Literacy Development (42 papers), Language Development and Disorders (23 papers) and Cognitive and developmental aspects of mathematical skills (19 papers). Jason L. Anthony collaborates with scholars based in United States, Australia and United Kingdom. Jason L. Anthony's co-authors include Christopher J. Lonigan, Stephen R. Burgess, David J. Francis, Beth M. Phillips, Carolyn A. Denton, Jeffrey J. Williams, Susan H. Landry, Jack Μ. Fletcher, Paul R. Swank and Theodore A. Barker and has published in prestigious journals such as Journal of Educational Psychology, Journal of Abnormal Psychology and Developmental Psychology.

In The Last Decade

Jason L. Anthony

59 papers receiving 4.2k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study.

2000 761 citations Christopher J. Lonigan, Stephen R. Burgess et al. Developmental Psychology profile →

Peers

Jason L. Anthony

DEP

EDUCA

SP

CN

CP

Stephen R. Burgess United States

Arne Lervåg Norway

Brian Byrne Australia

David J. Chard United States

Stephanie Al Otaiba United States

Rauno Parrila Canada

Carolyn A. Denton United States

Minna Torppa Finland

Monique Sénéchal Canada

Carol A. Rashotte United States

Stephen R. Burgess United States

Jason L. Anthony

4.0k ×1.1

DEP

2.5k ×1.0

EDUCA

1.2k ×1.2

SP

735 ×1.3

CN

188 ×0.4

CP

Citations per year, relative to Jason L. Anthony Jason L. Anthony (= 1×) peers Stephen R. Burgess

Countries citing papers authored by Jason L. Anthony

Since Specialization

Citations

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

Fields of papers citing papers by Jason L. Anthony

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Jason L. Anthony. 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 Jason L. Anthony. The network helps show where Jason L. Anthony may publish in the future.

Co-authorship network of co-authors of Jason L. Anthony

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

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

1.

Piasta, Shayne B., et al.. (2017). Assessment of Young Children’s Letter-Sound Knowledge: Initial Validity Evidence for Letter-Sound Short Forms. Assessment for Effective Intervention. 43(4). 249–255. 2 indexed citations

2.

Foster, Matthew E., Jason L. Anthony, Douglas H. Clements, Julie Sarama, & Jeffrey J. Williams. (2016). A Randomized Control Trial Evaluating the Effectiveness of Computer Assisted Instruction in Numeracy on Math Outcomes for Monolingual English Speaking Kindergartners from Title 1 Schools.. Society for Research on Educational Effectiveness. 2 indexed citations

3.

Foster, Matthew E., Jason L. Anthony, Douglas H. Clements, & Julie Sarama. (2015). Processes in the development of mathematics in kindergarten children from Title 1 schools. Journal of Experimental Child Psychology. 140. 56–73. 18 indexed citations

4.

Phillips, Beth M., Shayne B. Piasta, Jason L. Anthony, Christopher J. Lonigan, & David J. Francis. (2012). IRTs of the ABCs: Children's letter name acquisition. Journal of School Psychology. 50(4). 461–481. 48 indexed citations

5.

Williams, Jeffrey J., Susan H. Landry, Jason L. Anthony, Paul R. Swank, & April Crawford. (2012). An Empirically-based Statewide System for Identifying Quality Pre-Kindergarten Programs. Education Policy Analysis Archives. 20. 17–17. 8 indexed citations

6.

Mellard, Daryl F., Jason L. Anthony, & Kari L. Woods. (2011). Understanding oral reading fluency among adults with low literacy: dominance analysis of contributing component skills. Reading and Writing. 25(6). 1345–1364. 16 indexed citations

7.

Landry, Susan H., Mike A. Assel, Paul R. Swank, & Jason L. Anthony. (2009). An Experimental Study Evaluating a State Funded Pre-Kindergarten Program: Bringing Together Subsidized Childcare, Public School, and Head Start.. Society for Research on Educational Effectiveness. 5 indexed citations

8.

Lonigan, Christopher J., et al.. (2009). The nature of preschool phonological processing abilities and their relations to vocabulary, general cognitive abilities, and print knowledge.. Journal of Educational Psychology. 101(2). 345–358. 113 indexed citations

9.

Barth, Amy E., Karla K. Stuebing, Jason L. Anthony, et al.. (2008). Agreement among response to intervention criteria for identifying responder status. Learning and Individual Differences. 18(3). 296–307. 76 indexed citations

10.

Anthony, Jason L., Jeffrey J. Williams, Renée McDonald, & David J. Francis. (2007). Phonological processing and emergent literacy in younger and older preschool children. Annals of Dyslexia. 57(2). 113–137. 91 indexed citations

11.

Anthony, Jason L., et al.. (2006). Phonological processing and emergent literacy in Spanish-speaking preschool children. Annals of Dyslexia. 56(2). 239–270. 39 indexed citations

12.

Anthony, Jason L., Christopher J. Lonigan, Eric M. Vernberg, et al.. (2005). Multisample cross-validation of a model of childhood posttraumatic stress disorder symptomatology. Journal of Traumatic Stress. 18(6). 667–676. 27 indexed citations

13.

Anthony, Jason L., et al.. (2002). An Affect-Based, Hierarchical Model of Temperament and Its Relations With Internalizing Symptomatology. Journal of Clinical Child & Adolescent Psychology. 31(4). 480–490. 86 indexed citations

14.

Anthony, Jason L., et al.. (2002). Structure of Preschool Phonological Sensitivity: Overlapping Sensitivity to Rhyme, Words, Syllables, and Phonemes. Journal of Experimental Child Psychology. 82(1). 65–92. 160 indexed citations

15.

Foorman, Barbara R., et al.. (2002). Language development and emergent literacy in preschool. Seminars in Pediatric Neurology. 9(3). 173–184. 29 indexed citations

16.

Anthony, Jason L., et al.. (2002). An Affect-Based, Hierarchical Model of Temperament and Its Relations With Internalizing Symptomatology. Journal of Clinical Child & Adolescent Psychology. 31(4). 480–490. 3 indexed citations

17.

Lonigan, Christopher J., Stephen R. Burgess, & Jason L. Anthony. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study.. Developmental Psychology. 36(5). 596–613. 761 indexed citations breakdown →

18.

Anthony, Jason L., et al.. (1999). Dimensionality of posttraumatic stress disorder symptoms in children exposed to disaster: Results from confirmatory factor analyses.. Journal of Abnormal Psychology. 108(2). 326–336. 2 indexed citations

19.

Lonigan, Christopher J., et al.. (1998). Diagnostic efficacy of posttraumatic symptoms in children exposed to disaster. Journal of Clinical Child Psychology. 27(3). 255–267. 42 indexed citations

20.

Mian, Marcellina, et al.. (1976). Control of screaming behavior using aversive conditioning and time-out.. Munich Personal RePEc Archive (Ludwig Maximilian University of Munich). 14(9). 27–8. 4 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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