Katherine S. Binder

2.4k total citations
62 papers, 1.6k citations indexed

About

Katherine S. Binder is a scholar working on Developmental and Educational Psychology, Cognitive Neuroscience and Artificial Intelligence. According to data from OpenAlex, Katherine S. Binder has authored 62 papers receiving a total of 1.6k indexed citations (citations by other indexed papers that have themselves been cited), including 46 papers in Developmental and Educational Psychology, 16 papers in Cognitive Neuroscience and 13 papers in Artificial Intelligence. Recurrent topics in Katherine S. Binder's work include Reading and Literacy Development (44 papers), Neurobiology of Language and Bilingualism (12 papers) and Text Readability and Simplification (11 papers). Katherine S. Binder is often cited by papers focused on Reading and Literacy Development (44 papers), Neurobiology of Language and Bilingualism (12 papers) and Text Readability and Simplification (11 papers). Katherine S. Binder collaborates with scholars based in United States, Austria and South Korea. Katherine S. Binder's co-authors include Keith Rayner, Alexander Pollatsek, Alexander Pollatsek, Robin K. Morris, Scott P. Ardoin, Manuel Perea, Elizabeth L. Tighe, Kathleen C. Kirasic, Gary L. Allen and Susan A. Duffy and has published in prestigious journals such as Journal of Experimental Psychology Human Perception & Performance, Journal of Marriage and the Family and Vision Research.

In The Last Decade

Katherine S. Binder

61 papers receiving 1.5k citations

Peers

Katherine S. Binder

DEP

CN

ECP

AI

EDUCA

Timothy J. Slattery United Kingdom

Lindsay Evett United Kingdom

Raymond Bertram Finland

Johanna K. Kaakinen Finland

Eva Van Assche Belgium

John Everatt New Zealand

Joël Pynte France

Tracy Linderholm United States

Lindsey E. Richland United States

George Stuart United Kingdom

Timothy J. Slattery United Kingdom

Katherine S. Binder

1.5k ×1.2

DEP

1.4k ×1.7

CN

630 ×1.8

ECP

484 ×1.6

AI

152 ×0.6

EDUCA

Citations per year, relative to Katherine S. Binder Katherine S. Binder (= 1×) peers Timothy J. Slattery

Countries citing papers authored by Katherine S. Binder

Since Specialization

Citations

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

Fields of papers citing papers by Katherine S. Binder

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Katherine S. Binder. 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 Katherine S. Binder. The network helps show where Katherine S. Binder may publish in the future.

Co-authorship network of co-authors of Katherine S. Binder

This figure shows the co-authorship network connecting the top 25 collaborators of Katherine S. Binder. A scholar is included among the top collaborators of Katherine S. Binder 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 Katherine S. Binder. Katherine S. Binder 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

1.

Ardoin, Scott P., et al.. (2024). The effects of question previewing on response accuracy and text processing: An eye-movement study. Journal of School Psychology. 104. 101313–101313. 1 indexed citations

2.

Ardoin, Scott P., et al.. (2024). The common element of test taking: Reading and responding to questions.. School Psychology. 40(5). 607–613. 1 indexed citations

3.

Ardoin, Scott P., et al.. (2023). Examining the influence of passage and student characteristics on test-taking strategies: An eye-tracking study. Learning and Individual Differences. 109. 102386–102386. 2 indexed citations

4.

Binder, Katherine S., et al.. (2022). It’s in the Way That You Use It: How Vocabulary Knowledge and Usage Predict Writing Quality Among Adult Basic Education Learners. Journal of Psycholinguistic Research. 51(5). 1023–1041. 2 indexed citations

5.

Binder, Katherine S., et al.. (2022). Context facilitates the decoding of lexically ambiguous words for adult literacy learners. Reading and Writing. 36(3). 699–722. 1 indexed citations

6.

Ardoin, Scott P., et al.. (2022). The impact of test-taking strategies on eye movements of elementary students during reading comprehension assessment.. School Psychology. 38(1). 59–66. 1 indexed citations

7.

Binder, Katherine S., et al.. (2020). The Factor Structure of Vocabulary: An Investigation of Breadth and Depth of Adults with Low Literacy Skills. Journal of Psycholinguistic Research. 49(2). 335–350. 12 indexed citations

8.

Ardoin, Scott P., et al.. (2018). Examining the maintenance and generalization effects of repeated practice: A comparison of three interventions. Journal of School Psychology. 68. 1–18. 4 indexed citations

9.

Binder, Katherine S., et al.. (2016). Beyond breadth: the contributions of vocabulary depth to reading comprehension among skilled readers. Journal of Research in Reading. 40(3). 333–343. 47 indexed citations

10.

Ardoin, Scott P., et al.. (2016). Repeated versus wide reading: A randomized control design study examining the impact of fluency interventions on underlying reading behavior. Journal of School Psychology. 59. 13–38. 24 indexed citations

11.

Binder, Katherine S., et al.. (2015). To tell a morphologically complex tale: investigating the story-telling abilities of children and adults with low literacy skills. Reading and Writing. 28(7). 1029–1049. 6 indexed citations

12.

Binder, Katherine S., Melissa A. Snyder, Scott P. Ardoin, & Robin K. Morris. (2011). Dynamic Indicators of Basic Early Literacy Skills: An Effective Tool to Assess Adult Literacy Students?.. 5(3). 150–160. 11 indexed citations

13.

Binder, Katherine S.. (2003). Sentential and discourse topic effects on lexical ambiguity processing: An eye movement examination. Memory & Cognition. 31(5). 690–702. 28 indexed citations

14.

Rayner, Keith, Katherine S. Binder, Jane Ashby, & Alexander Pollatsek. (2001). Eye movement control in reading: word predictability has little influence on initial landing positions in words. Vision Research. 41(7). 943–954. 85 indexed citations

15.

Binder, Katherine S. & Keith Rayner. (1999). Does contextual strength modulate the subordinate bias effect? A reply to Kellas and Vu. Psychonomic Bulletin & Review. 6(3). 518–522. 14 indexed citations

16.

Binder, Katherine S., Alexander Pollatsek, & Keith Rayner. (1999). Extraction of information to the left of the fixated word in reading.. Journal of Experimental Psychology Human Perception & Performance. 25(4). 1162–1172. 14 indexed citations

17.

Kirasic, Kathleen C., et al.. (1996). Aging, cognitive resources, and declarative learning.. Psychology and Aging. 11(4). 658–670. 69 indexed citations

18.

Binder, Katherine S.. (1995). The influence of local and global context : an eye movement and lexical ambiguity investigation. UMI Dissertation Services eBooks. 3 indexed citations

19.

Binder, Katherine S. & Robin K. Morris. (1995). Eye movements and lexical ambiguity resolution: Effects of prior encounter and discourse topic.. Journal of Experimental Psychology Learning Memory and Cognition. 21(5). 1186–1196. 53 indexed citations

20.

Binder, Katherine S. & Robin K. Morris. (1995). Eye movements and lexical ambiguity resolution: Effects of prior encounter and discourse topic.. Journal of Experimental Psychology Learning Memory and Cognition. 21(5). 1186–1196. 69 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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