Paz Suárez‐Coalla

1.3k total citations
64 papers, 919 citations indexed

About

Paz Suárez‐Coalla is a scholar working on Developmental and Educational Psychology, Education and Cognitive Neuroscience. According to data from OpenAlex, Paz Suárez‐Coalla has authored 64 papers receiving a total of 919 indexed citations (citations by other indexed papers that have themselves been cited), including 58 papers in Developmental and Educational Psychology, 35 papers in Education and 34 papers in Cognitive Neuroscience. Recurrent topics in Paz Suárez‐Coalla's work include Reading and Literacy Development (55 papers), Neurobiology of Language and Bilingualism (33 papers) and Writing and Handwriting Education (23 papers). Paz Suárez‐Coalla is often cited by papers focused on Reading and Literacy Development (55 papers), Neurobiology of Language and Bilingualism (33 papers) and Writing and Handwriting Education (23 papers). Paz Suárez‐Coalla collaborates with scholars based in Spain, United Kingdom and United States. Paz Suárez‐Coalla's co-authors include Fernando Cuetos, Olivia Afonso, Javier Rodríguez‐Ferreiro, Sara da Silva Ramos, Robert Davies, César Caballero‐Gaudes, Jon Andoni Duñabeitia, Manuel Carreiras, Garikoitz Lerma‐Usabiaga and Ileana Quiñones and has published in prestigious journals such as SHILAP Revista de lepidopterología, Frontiers in Psychology and Cognitive Science.

In The Last Decade

Paz Suárez‐Coalla

58 papers receiving 894 citations

Peers

Paz Suárez‐Coalla

DEP

EDUCA

Gabriela Málková Czechia

Nina L. Saine Finland

Rhona Stainthorp United Kingdom

Theodore A. Barker United States

Séverine Casalis France

Joseph Z. Stafura United States

Sarah H. Eason United States

Anniek Vaessen Netherlands

Victor Van Daal Netherlands

Timothy C. Papadopoulos Cyprus

Gabriela Málková Czechia

Paz Suárez‐Coalla

703 ×1.0

DEP

356 ×0.8

EDUCA

206 ×0.6

234 ×1.5

32 ×0.5

Citations per year, relative to Paz Suárez‐Coalla Paz Suárez‐Coalla (= 1×) peers Gabriela Málková

Countries citing papers authored by Paz Suárez‐Coalla

Since Specialization

Citations

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

Fields of papers citing papers by Paz Suárez‐Coalla

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Paz Suárez‐Coalla. 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 Paz Suárez‐Coalla. The network helps show where Paz Suárez‐Coalla may publish in the future.

Co-authorship network of co-authors of Paz Suárez‐Coalla

This figure shows the co-authorship network connecting the top 25 collaborators of Paz Suárez‐Coalla. A scholar is included among the top collaborators of Paz Suárez‐Coalla 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 Paz Suárez‐Coalla. Paz Suárez‐Coalla 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

Cabrera‐Martín, María Nieves, Cristina Delgado‐Alonso, Paz Suárez‐Coalla, et al.. (2025). Long-Term Therapy With Transcranial Magnetic Stimulation in Primary Progressive Aphasia. JAMA Network Open. 8(8). e2526129–e2526129. 1 indexed citations

Suárez‐Coalla, Paz, et al.. (2025). Language skills of adults with dyslexia in English as a foreign language: proposal of a language spontaneity deficit hypothesis. Annals of Dyslexia. 75(2). 313–338.

Suárez‐Coalla, Paz, et al.. (2024). The impact of handwriting fluency on bursts of written language and text quality in undergraduates. Reading and Writing. 38(10). 2929–2954.

Suárez‐Coalla, Paz, et al.. (2023). English reading performance by Spanish speaking children: A phonologically or semantically mediated pathway?. Reading and Writing. 37(10). 2831–2857.

Rodríguez‐Ferreiro, Javier, et al.. (2023). Spreading of phonological activation in dyslexia throughout life. SHILAP Revista de lepidopterología. 13(1). e81781–e81781.

Suárez‐Coalla, Paz, et al.. (2022). Spelling errors by Spanish children when writing in English as a foreign language. Reading and Writing. 36(7). 1797–1820. 5 indexed citations

Suárez‐Coalla, Paz, et al.. (2022). Influences of First and Second Language Phonology on Spanish Children Learning to Read in English. Frontiers in Psychology. 13. 803518–803518. 3 indexed citations

Suárez‐Coalla, Paz, et al.. (2021). Does English orthography influence bilingual Spanish readers? The effect of grapheme crosslinguistic congruency and complexity on letter detection. Cognitive Development. 59. 101074–101074. 5 indexed citations

Matías‐Guiu, Jordi A., Paz Suárez‐Coalla, Vanesa Pytel, et al.. (2020). Reading prosody in the non-fluent and logopenic variants of primary progressive aphasia. Cortex. 132. 63–78. 10 indexed citations

10.

Suárez‐Coalla, Paz, et al.. (2020). Reading in English as a Foreign Language by Spanish Children With Dyslexia. Frontiers in Psychology. 11. 19–19. 12 indexed citations

11.

Vega, Fernando Cuetos, et al.. (2019). La prosodia en la lectura de niños con trastorno específico del lenguaje. Dialnet (Universidad de la Rioja). 42(1). 87–127. 2 indexed citations

12.

Suárez‐Coalla, Paz, et al.. (2019). Development of orthographic representations in Spanish children with dyslexia: the influence of previous semantic and phonological knowledge. Annals of Dyslexia. 69(2). 186–203. 9 indexed citations

13.

Suárez‐Coalla, Paz, et al.. (2018). The role of sublexical variables in reading fluency development among Spanish children. Journal of Child Language. 45(4). 858–877. 9 indexed citations

14.

Paz‐Alonso, Pedro M., Myriam Oliver, Garikoitz Lerma‐Usabiaga, et al.. (2018). Neural correlates of phonological, orthographic and semantic reading processing in dyslexia. NeuroImage Clinical. 20. 433–447. 56 indexed citations

15.

Cuetos, Fernando, et al.. (2017). Validación del test para la detección temprana de las dificultades en el aprendizaje de la lectura y escritura. Pediatría Atención Primaria. 19(75). 241–246. 1 indexed citations

16.

Suárez‐Coalla, Paz, et al.. (2017). Estudio de los mecanismos de escritura en niños españoles de Educación Primaria. 40(1). 102–119. 1 indexed citations

17.

Suárez‐Coalla, Paz, et al.. (2015). The Role of Reading Fluency in Children’s Text Comprehension. Frontiers in Psychology. 6. 1810–1810. 54 indexed citations

18.

Afonso, Olivia, Paz Suárez‐Coalla, & Fernando Cuetos. (2015). Spelling impairments in Spanish dyslexic adults. Frontiers in Psychology. 6. 466–466. 38 indexed citations

19.

Suárez‐Coalla, Paz, et al.. (2014). Orthographic learning in dyslexic Spanish children. Annals of Dyslexia. 64(2). 166–181. 36 indexed citations

20.

Suárez‐Coalla, Paz & Fernando Cuetos. (2013). The Role of Morphology in Reading in Spanish-Speaking Children with Dyslexia. The Spanish Journal of Psychology. 16. E51–E51. 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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