Lee Farrington‐Flint

468 total citations
19 papers, 295 citations indexed

About

Lee Farrington‐Flint is a scholar working on Education, Developmental and Educational Psychology and Statistics and Probability. According to data from OpenAlex, Lee Farrington‐Flint has authored 19 papers receiving a total of 295 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Education, 10 papers in Developmental and Educational Psychology and 5 papers in Statistics and Probability. Recurrent topics in Lee Farrington‐Flint's work include Reading and Literacy Development (9 papers), Cognitive and developmental aspects of mathematical skills (5 papers) and Education and Technology Integration (5 papers). Lee Farrington‐Flint is often cited by papers focused on Reading and Literacy Development (9 papers), Cognitive and developmental aspects of mathematical skills (5 papers) and Education and Technology Integration (5 papers). Lee Farrington‐Flint collaborates with scholars based in United Kingdom and Australia. Lee Farrington‐Flint's co-authors include Jean Underwood, Clare Wood, James Stiller, Katherine H. Canobi, Dorothy Faulkner, Charles Crook, Colin Harrison, Ian Selwood, Phil Banyard and Gayle Dillon and has published in prestigious journals such as Journal of Educational Psychology, Computers in Human Behavior and Learning and Individual Differences.

In The Last Decade

Lee Farrington‐Flint

19 papers receiving 271 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Lee Farrington‐Flint United Kingdom 11 156 148 67 51 34 19 295
Poonam Arya United States 12 296 1.9× 138 0.9× 17 0.3× 38 0.7× 57 1.7× 29 397
Eula Ewing Monroe United States 10 260 1.7× 102 0.7× 115 1.7× 23 0.5× 13 0.4× 49 347
William P. Bintz United States 10 258 1.7× 115 0.8× 26 0.4× 48 0.9× 48 1.4× 56 357
Ulrike-Marie Krause Germany 10 224 1.4× 159 1.1× 12 0.2× 19 0.4× 27 0.8× 27 317
Sogol Noorani Belgium 7 191 1.2× 68 0.5× 21 0.3× 33 0.6× 47 1.4× 13 273
Francis Lopez‐Real Hong Kong 9 363 2.3× 84 0.6× 42 0.6× 26 0.5× 19 0.6× 19 410
Dominic Peressini United States 11 381 2.4× 82 0.6× 56 0.8× 46 0.9× 24 0.7× 13 427
Lee Jin Choi South Korea 11 149 1.0× 99 0.7× 29 0.4× 49 1.0× 41 1.2× 30 371
Ann M. Heirdsfield Australia 11 341 2.2× 91 0.6× 169 2.5× 30 0.6× 59 1.7× 35 407
Kathryn B. Chval United States 14 460 2.9× 87 0.6× 81 1.2× 50 1.0× 15 0.4× 33 543

Countries citing papers authored by Lee Farrington‐Flint

Since Specialization
Citations

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

Fields of papers citing papers by Lee Farrington‐Flint

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Lee Farrington‐Flint. 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 Lee Farrington‐Flint. The network helps show where Lee Farrington‐Flint may publish in the future.

Co-authorship network of co-authors of Lee Farrington‐Flint

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

All Works

19 of 19 papers shown
1.
Rienties, Bart, Avinash Boroowa, Simon Cross, et al.. (2016). Reviewing three case-studies of learning analytics interventions at the open university UK. 534–535. 15 indexed citations
2.
Farrington‐Flint, Lee. (2015). Uncovering strategy profiles in young children's reading & spelling. Learning and Individual Differences. 42. 64–69. 11 indexed citations
3.
Underwood, Jean, et al.. (2011). The lies we tell and what they say about us: Using behavioural characteristics to explain Facebook activity. Computers in Human Behavior. 27(5). 1621–1626. 47 indexed citations
4.
Farrington‐Flint, Lee, et al.. (2011). Sensitivity to rime unit frequency and children's early word‐reading strategies. Journal of Research in Reading. 35(4). 393–410. 8 indexed citations
5.
Underwood, Jean, et al.. (2010). Understanding the Impact of Technology: Learner and School Level Factors. Digital Education Resource Archive (University College London). 27 indexed citations
6.
Crook, Charles, et al.. (2010). The Impact of Technology: Value-Added Classroom Practice. Open Research Online (The Open University). 20 indexed citations
7.
Crook, Charles, et al.. (2010). The impact of technology: value-added classroom practice: final report. Digital Education Resource Archive (University College London). 10 indexed citations
8.
Farrington‐Flint, Lee, Katherine H. Canobi, Clare Wood, & Dorothy Faulkner. (2009). Children's patterns of reasoning about reading and addition concepts. British Journal of Developmental Psychology. 28(2). 427–448. 8 indexed citations
9.
Underwood, Jean, Thom Baguley, Phil Banyard, et al.. (2009). Personalising learning (theoretical perspective) - final report. Digital Education Resource Archive (University College London). 2 indexed citations
10.
Underwood, Jean, et al.. (2009). Narrowing the gap: an exploration of the ways technology can support approaches to narrowing the gap for underachieving and low-achieving learners in secondary schools, December 2009. Digital Education Resource Archive (University College London). 3 indexed citations
11.
Farrington‐Flint, Lee, et al.. (2008). Patterns of problem‐solving in children's literacy and arithmetic. British Journal of Developmental Psychology. 27(4). 815–834. 18 indexed citations
12.
Banyard, Philip, et al.. (2008). Personalising of learning. Final report. Nottingham Trent University's Institutional Repository (Nottingham Trent Repository). 2 indexed citations
13.
Farrington‐Flint, Lee, et al.. (2008). Monitoring variability and change in children’s spelling strategies. Educational Psychology. 28(2). 133–149. 19 indexed citations
14.
Farrington‐Flint, Lee, et al.. (2008). Variability in children’s early reading strategies. Educational Psychology. 28(6). 643–661. 27 indexed citations
15.
Farrington‐Flint, Lee & Clare Wood. (2007). The role of lexical analogies in beginning reading: Insights from children's self-reports.. Journal of Educational Psychology. 99(2). 326–338. 19 indexed citations
16.
Farrington‐Flint, Lee, Katherine H. Canobi, Clare Wood, & Dorothy Faulkner. (2007). The role of relational reasoning in children's addition concepts. British Journal of Developmental Psychology. 25(2). 227–246. 27 indexed citations
17.
Banyard, Philip, et al.. (2007). Impact 2007: personalising learning with technology. Final report.. Nottingham Trent University's Institutional Repository (Nottingham Trent Repository). 9 indexed citations
18.
Farrington‐Flint, Lee, Clare Wood, Katherine H. Canobi, & Dorothy Faulkner. (2004). Patterns of analogical reasoning among beginning readers. Journal of Research in Reading. 27(3). 226–247. 13 indexed citations
19.
Wood, Clare & Lee Farrington‐Flint. (2001). Orthographic analogy use and phonological priming effects in non-word reading. Cognitive Development. 16(4). 951–963. 10 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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