Rebecca Lucas

524 total citations
19 papers, 373 citations indexed

About

Rebecca Lucas is a scholar working on Cognitive Neuroscience, Developmental and Educational Psychology and Clinical Psychology. According to data from OpenAlex, Rebecca Lucas has authored 19 papers receiving a total of 373 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Cognitive Neuroscience, 10 papers in Developmental and Educational Psychology and 5 papers in Clinical Psychology. Recurrent topics in Rebecca Lucas's work include Reading and Literacy Development (10 papers), Language Development and Disorders (8 papers) and Autism Spectrum Disorder Research (6 papers). Rebecca Lucas is often cited by papers focused on Reading and Literacy Development (10 papers), Language Development and Disorders (8 papers) and Autism Spectrum Disorder Research (6 papers). Rebecca Lucas collaborates with scholars based in United Kingdom, India and United States. Rebecca Lucas's co-authors include Courtenay Norbury, Jane Wardle, Helen Croker, Kathleen Rastle, Olympia Palikara, Petroula Mousikou, Jasmin Sadat, Eilidh Cage, Jakke Tamminen and Victoria J. Williamson and has published in prestigious journals such as Journal of Autism and Developmental Disorders, Frontiers in Psychology and BMC Public Health.

In The Last Decade

Rebecca Lucas

18 papers receiving 368 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Rebecca Lucas United Kingdom 10 191 189 99 73 52 19 373
Ellie Kazemi United States 10 146 0.8× 186 1.0× 65 0.7× 122 1.7× 19 0.4× 31 345
Ronnie Detrich United States 11 229 1.2× 363 1.9× 84 0.8× 173 2.4× 24 0.5× 17 518
Diana E. Gal‐Szabo United States 12 181 0.9× 85 0.4× 201 2.0× 222 3.0× 19 0.4× 27 513
Patricia Kerr United Kingdom 10 133 0.7× 78 0.4× 48 0.5× 85 1.2× 46 0.9× 13 342
Suzanne Woods‐Groves United States 12 85 0.4× 217 1.1× 205 2.1× 185 2.5× 19 0.4× 34 459
Mijkje Worm Netherlands 5 111 0.6× 81 0.4× 36 0.4× 113 1.5× 24 0.5× 8 281
Miriam Silver United Kingdom 7 248 1.3× 118 0.6× 97 1.0× 173 2.4× 29 0.6× 12 494
Tai A. Collins United States 15 198 1.0× 385 2.0× 191 1.9× 338 4.6× 17 0.3× 40 615
Jeanne M. Donaldson United States 15 267 1.4× 438 2.3× 88 0.9× 156 2.1× 27 0.5× 47 546
Stacy L. Carter United States 11 187 1.0× 208 1.1× 98 1.0× 154 2.1× 11 0.2× 47 386

Countries citing papers authored by Rebecca Lucas

Since Specialization
Citations

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

Fields of papers citing papers by Rebecca Lucas

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Rebecca Lucas

This figure shows the co-authorship network connecting the top 25 collaborators of Rebecca Lucas. A scholar is included among the top collaborators of Rebecca Lucas 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 Rebecca Lucas. Rebecca Lucas 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.
2.
Lucas, Rebecca, et al.. (2022). Supporting Effective Transitions From University to Post-graduation for Autistic Students. Frontiers in Psychology. 12. 768429–768429. 5 indexed citations
3.
Palikara, Olympia, et al.. (2022). Predictors of school concern across the transition to secondary school with developmental language disorder and low language ability: A longitudinal developmental cascade analysis. International Journal of Language & Communication Disorders. 57(6). 1368–1380. 5 indexed citations
4.
Lucas, Rebecca, et al.. (2022). The impact of immersive video on a parenting programme for adoptive parents, foster carers and special guardians. Adoption & Fostering. 46(3). 227–246. 1 indexed citations
5.
Palikara, Olympia, et al.. (2021). Consistency of Parental and Self-Reported Adolescent Wellbeing: Evidence From Developmental Language Disorder. Frontiers in Psychology. 12. 629577–629577. 8 indexed citations
6.
Cage, Eilidh, et al.. (2021). Expectations and experiences of the transition out of university for students with mental health conditions. European Journal of Higher Education. 12(2). 171–193. 10 indexed citations
7.
Lucas, Rebecca, et al.. (2021). Sealing Technology Transfer Leaks. The RUSI Journal. 166(1). 32–47. 1 indexed citations
8.
Lucas, Rebecca, et al.. (2019). Expectations of the transition to secondary school in children with developmental language disorder and low language ability. British Journal of Educational Psychology. 90(2). 249–265. 6 indexed citations
9.
Lucas, Rebecca, et al.. (2018). Expectations of the university to post-graduation transition of students with mental health conditions. Psychology Teaching Review. 24(1). 79–81. 1 indexed citations
10.
Palikara, Olympia, et al.. (2018). Explaining Reading Comprehension in Children With Developmental Language Disorder: The Importance of Elaborative Inferencing. Journal of Speech Language and Hearing Research. 61(10). 2517–2531. 15 indexed citations
11.
Lucas, Rebecca, et al.. (2017). An Evaluation of Specialist Mentoring for University Students with Autism Spectrum Disorders and Mental Health Conditions. Journal of Autism and Developmental Disorders. 48(3). 694–707. 45 indexed citations
12.
Lucas, Rebecca, et al.. (2017). Can Children with Autism Spectrum Disorders Learn New Vocabulary From Linguistic Context?. Journal of Autism and Developmental Disorders. 47(7). 2205–2216. 7 indexed citations
13.
Lucas, Rebecca & Courtenay Norbury. (2017). The home literacy environment of school‐aged children with autism spectrum disorders. Journal of Research in Reading. 41(1). 197–219. 10 indexed citations
14.
Mousikou, Petroula, Jasmin Sadat, Rebecca Lucas, & Kathleen Rastle. (2016). Moving beyond the monosyllable in models of skilled reading: Mega-study of disyllabic nonword reading. Journal of Memory and Language. 93. 169–192. 43 indexed citations
15.
Tamminen, Jakke, et al.. (2015). The impact of music on learning and consolidation of novel words. Memory. 25(1). 107–121. 24 indexed citations
16.
Lucas, Rebecca & Courtenay Norbury. (2015). Making Inferences From Text: It's Vocabulary That Matters. Journal of Speech Language and Hearing Research. 58(4). 1224–1232. 41 indexed citations
17.
Lucas, Rebecca & Courtenay Norbury. (2014). Levels of Text Comprehension in Children with Autism Spectrum Disorders (ASD): The Influence of Language Phenotype. Journal of Autism and Developmental Disorders. 44(11). 2756–2768. 47 indexed citations
18.
Lucas, Rebecca & Courtenay Norbury. (2013). Orthography Facilitates Vocabulary Learning for Children with Autism Spectrum Disorders (ASD). Quarterly Journal of Experimental Psychology. 67(7). 1317–1334. 26 indexed citations
19.
Croker, Helen, Rebecca Lucas, & Jane Wardle. (2012). Cluster-randomised trial to evaluate the ‘Change for Life’ mass media/ social marketing campaign in the UK. BMC Public Health. 12(1). 404–404. 78 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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Breakdown of academic impact, for papers by Ellie Kazemi Breakdown of academic impact, for papers by Ronnie Detrich Breakdown of academic impact, for papers by Diana E. Gal‐Szabo Breakdown of academic impact, for papers by Patricia Kerr Breakdown of academic impact, for papers by Suzanne Woods‐Groves Breakdown of academic impact, for papers by Mijkje Worm Breakdown of academic impact, for papers by Miriam Silver Breakdown of academic impact, for papers by Tai A. Collins Breakdown of academic impact, for papers by Jeanne M. Donaldson Breakdown of academic impact, for papers by Stacy L. Carter
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