Kathy Escamilla

1.4k total citations
55 papers, 809 citations indexed

About

Kathy Escamilla is a scholar working on Linguistics and Language, Education and Developmental and Educational Psychology. According to data from OpenAlex, Kathy Escamilla has authored 55 papers receiving a total of 809 indexed citations (citations by other indexed papers that have themselves been cited), including 35 papers in Linguistics and Language, 28 papers in Education and 21 papers in Developmental and Educational Psychology. Recurrent topics in Kathy Escamilla's work include Multilingual Education and Policy (35 papers), Reading and Literacy Development (20 papers) and Second Language Learning and Teaching (20 papers). Kathy Escamilla is often cited by papers focused on Multilingual Education and Policy (35 papers), Reading and Literacy Development (20 papers) and Second Language Learning and Teaching (20 papers). Kathy Escamilla collaborates with scholars based in United States. Kathy Escamilla's co-authors include Susan Hopewell, Diane August, Lucinda Soltero‐González, Timothy Shanahan, Sheila M. Shannon, Maria R. Coady, René Galindo, Socorro Herrera, Marie M. Clay and María E. Fránquiz and has published in prestigious journals such as Educational and Psychological Measurement, Reading Research Quarterly and Teachers College Record The Voice of Scholarship in Education.

In The Last Decade

Kathy Escamilla

52 papers receiving 668 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Kathy Escamilla United States 18 468 390 334 283 236 55 809
Amanda K. Kibler United States 18 416 0.9× 434 1.1× 433 1.3× 199 0.7× 359 1.5× 75 874
Kellie Rolstad United States 12 453 1.0× 271 0.7× 298 0.9× 309 1.1× 253 1.1× 25 764
Yvonne S. Freeman United States 14 374 0.8× 355 0.9× 351 1.1× 246 0.9× 350 1.5× 33 773
Lisa Pray United States 11 339 0.7× 278 0.7× 287 0.9× 264 0.9× 271 1.1× 19 680
Dan Lu Hong Kong 7 622 1.3× 254 0.7× 565 1.7× 199 0.7× 533 2.3× 19 1.0k
Charmian Kenner United Kingdom 15 318 0.7× 319 0.8× 214 0.6× 148 0.5× 191 0.8× 30 634
Ester J. de Jong United States 16 661 1.4× 570 1.5× 604 1.8× 115 0.4× 509 2.2× 23 1.1k
Luciana C. de Oliveira United States 14 249 0.5× 421 1.1× 428 1.3× 214 0.8× 354 1.5× 58 802
Aída Walqui United States 10 283 0.6× 400 1.0× 389 1.2× 227 0.8× 359 1.5× 19 808
Catherine Dorsey-Gaines United States 3 180 0.4× 486 1.2× 175 0.5× 281 1.0× 122 0.5× 6 712

Countries citing papers authored by Kathy Escamilla

Since Specialization
Citations

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

Fields of papers citing papers by Kathy Escamilla

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Kathy Escamilla

This figure shows the co-authorship network connecting the top 25 collaborators of Kathy Escamilla. A scholar is included among the top collaborators of Kathy Escamilla 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 Kathy Escamilla. Kathy Escamilla 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.
Strong, Kimberly & Kathy Escamilla. (2022). More than Language Learning: A QuantCrit Analysis of the Relationship Between District Contexts and Long-Term English Learner Rates. Journal of Education for Students Placed at Risk (JESPAR). 28(1). 47–68. 3 indexed citations
2.
Escamilla, Kathy, et al.. (2019). Enhancing Writing Outcomes in Spanish/English Biliteracy Programs. 34(1). 1 indexed citations
3.
Escamilla, Kathy. (2018). Growing up with the Bilingual Education Act: One educator’s journey. Bilingual Research Journal. 41(4). 369–387. 6 indexed citations
4.
Fránquiz, María E., Kathy Escamilla, & Verónica E. Valdez. (2016). Co-editors’ introduction: Research on language planning—30 years plus. Bilingual Research Journal. 39(3-4). 167–172. 4 indexed citations
5.
Herrera, Socorro, et al.. (2014). Teaching Reading to English Language Learners: Differentiated Literacies. Medical Entomology and Zoology. 14 indexed citations
6.
Hopewell, Susan & Kathy Escamilla. (2013). Struggling Reader or Emerging Biliterate Student? Reevaluating the Criteria for Labeling Emerging Bilingual Students as Low Achieving. Journal of Literacy Research. 46(1). 68–89. 45 indexed citations
7.
Escamilla, Kathy, et al.. (2012). Assessing Fidelity of Implementation of an Instructional Model: Targeting Student Trajectories toward Biliteracy. 1 indexed citations
8.
Escamilla, Kathy, et al.. (2012). Promoting Reflective Teaching Through Simulation in a Study in México Program. Journal of Hispanic Higher Education. 11(2). 197–212. 11 indexed citations
9.
Soltero‐González, Lucinda, Kathy Escamilla, & Susan Hopewell. (2011). Changing teachers’ perceptions about the writing abilities of emerging bilingual students: towards a holistic bilingual perspective on writing assessment. International Journal of Bilingual Education and Bilingualism. 15(1). 71–94. 69 indexed citations
10.
Langer, Philip, et al.. (2010). The University of Colorado Puebla Experience: A Study in Changing Attitudes and Teaching Strategies. Bilingual Research Journal. 33(1). 82–94. 1 indexed citations
11.
Escamilla, Kathy. (2007). Considerations for Literacy Coaches in Classrooms with English Language Learners.. 2 indexed citations
12.
Escamilla, Kathy, et al.. (2003). High-Stakes Testing, Latinos, and English Language Learners: Lessons from Colorado. Bilingual Research Journal. 27(1). 25–49. 19 indexed citations
13.
Escamilla, Kathy, et al.. (2003). Preparing Culturally Responsive Teachers: Using Latino Children's Literature in Teacher Education Special Issue: Partnering for Equity. Equity & Excellence in Education. 36(3). 238–248. 41 indexed citations
14.
Coady, Maria R. & Kathy Escamilla. (2001). Assessing the Writing of Spanish Speaking Students: Issues and Suggestions. 11 indexed citations
15.
Escamilla, Kathy. (2000). Bilingual Means Two: Assessment Issues, Early Literacy and Two Language Children. 2 indexed citations
16.
Escamilla, Kathy, et al.. (2000). A Brief Description of Second Language Acquisition. 2 indexed citations
17.
Escamilla, Kathy. (1999). The False Dichotomy Between ESL and Transitional Bilingual Education Programs: Issues That Challenge All of Us. Educational Considerations. 26(2). 3 indexed citations
18.
Escamilla, Kathy & Marie M. Clay. (1996). Instrumento de observación de los logros de la lecto-escritura inicial : a bilingual text. Heinemann eBooks. 7 indexed citations
19.
Escamilla, Kathy. (1996). Incorporating Mexican American History and Culture into the Social Studies Classroom.. 1 indexed citations
20.
Escamilla, Kathy, et al.. (1992). English Acquisition by Fluent-and Limited-Spanish-Proficient Mexican Americans in a 3-Year Maintenance Bilingual Program. Hispanic Journal of Behavioral Sciences. 14(2). 252–267. 19 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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