Joan S. Klecan‐Aker
- Developmental and Educational Psychology top 5%
- Clinical Psychology
- Education top 10%
- Cognitive Neuroscience
- Language and Linguistics top 10%
- Topics
- Language Development and Disorders (15 papers)Reading and Literacy Development (11 papers)EFL/ESL Teaching and Learning (5 papers)
- Journals
- Language and SpeechInternational Journal of Language & Communication DisordersLanguage Speech and Hearing Services in Schools
- Partner nations
- United States
In The Last Decade
Joan S. Klecan‐Aker
21 papers receiving 248 citations
Peers
Comparison fields: 5 of 44
- Developmental and Educational Psychology 236
- Clinical Psychology 65
- Education 63
- Cognitive Neuroscience 58
- Language and Linguistics 53
Countries citing papers authored by Joan S. Klecan‐Aker
This map shows the geographic impact of Joan S. Klecan‐Aker'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 Joan S. Klecan‐Aker with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Joan S. Klecan‐Aker more than expected).
Fields of papers citing papers by Joan S. Klecan‐Aker
This network shows the impact of papers produced by Joan S. Klecan‐Aker. 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 Joan S. Klecan‐Aker. The network helps show where Joan S. Klecan‐Aker may publish in the future.
Co-authorship network of co-authors of Joan S. Klecan‐Aker
This figure shows the co-authorship network connecting the top 25 collaborators of Joan S. Klecan‐Aker. A scholar is included among the top collaborators of Joan S. Klecan‐Aker 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 Joan S. Klecan‐Aker. Joan S. Klecan‐Aker is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 1 | |
| 2 | 32 | |
| 3 | 19 | |
| 4 | 15 | |
| 5 | 19 | |
| 6 | 4 | |
| 7 | 16 | |
| 8 | An Examination of the Written Stories of Hearing-Impaired School-Age Children. | 19 |
| 9 | 18 | |
| 10 | 18 | |
| 11 | 1 | |
| 12 | 9 | |
| 13 | 12 | |
| 14 | 6 | |
| 15 | 35 | |
| 16 | 15 | |
| 17 | 12 | |
| 18 | 1 | |
| 19 | 3 | |
| 20 | 0 |
About Joan S. Klecan‐Aker
Joan S. Klecan‐Aker is a scholar working on Developmental and Educational Psychology, Language and Linguistics and Linguistics and Language, having authored 23 papers that have together received 286 indexed citations. Recurring topics across this work include Language Development and Disorders (15 papers), Reading and Literacy Development (11 papers) and EFL/ESL Teaching and Learning (5 papers). The work is most often cited by research in Developmental and Educational Psychology (236 citations), Language and Linguistics (53 citations) and Linguistics and Language (21 citations). Joan S. Klecan‐Aker has collaborated with scholars based in United States. Frequent co-authors include Paul R. Swank, Tim Roberts, Constance D. Baldwin, Dale L. Johnson and David P. McCormick. Their work appears in journals such as Language and Speech, International Journal of Language & Communication Disorders and Language Speech and Hearing Services in Schools.
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.