Sandra Martin‐Chang

866 total citations
28 papers, 544 citations indexed

About

Sandra Martin‐Chang is a scholar working on Developmental and Educational Psychology, Education and Cognitive Neuroscience. According to data from OpenAlex, Sandra Martin‐Chang has authored 28 papers receiving a total of 544 indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Developmental and Educational Psychology, 21 papers in Education and 5 papers in Cognitive Neuroscience. Recurrent topics in Sandra Martin‐Chang's work include Reading and Literacy Development (23 papers), Child Development and Digital Technology (12 papers) and Parental Involvement in Education (6 papers). Sandra Martin‐Chang is often cited by papers focused on Reading and Literacy Development (23 papers), Child Development and Digital Technology (12 papers) and Parental Involvement in Education (6 papers). Sandra Martin‐Chang collaborates with scholars based in Canada, United States and New Zealand. Sandra Martin‐Chang's co-authors include Odette N. Gould, Betty Ann Levy, Gene P. Ouellette, R. Malatesha Joshi, Erin K. Washburn, Alison W. Arrow, Emily Binks‐Cantrell, Louis A. Schmidt, Laura Theall and Kyle Levesque and has published in prestigious journals such as Journal of Educational Psychology, Frontiers in Psychology and Journal of Experimental Child Psychology.

In The Last Decade

Sandra Martin‐Chang

27 papers receiving 501 citations

Peers

Sandra Martin‐Chang
Fataneh Farnia Canada
Jill H. Allor United States
Mary Beth Calhoon United States
Michael F. Hock United States
Orly Lipka Israel
Aziza Mayo Netherlands
Carmen Arreaga‐Mayer United States
Nicole Pyle United States
David L. Coker United States
Xinchun Wu China
Fataneh Farnia Canada
Sandra Martin‐Chang
Citations per year, relative to Sandra Martin‐Chang Sandra Martin‐Chang (= 1×) peers Fataneh Farnia

Countries citing papers authored by Sandra Martin‐Chang

Since Specialization
Citations

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

Fields of papers citing papers by Sandra Martin‐Chang

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Sandra Martin‐Chang. 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 Sandra Martin‐Chang. The network helps show where Sandra Martin‐Chang may publish in the future.

Co-authorship network of co-authors of Sandra Martin‐Chang

This figure shows the co-authorship network connecting the top 25 collaborators of Sandra Martin‐Chang. A scholar is included among the top collaborators of Sandra Martin‐Chang 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 Sandra Martin‐Chang. Sandra Martin‐Chang 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.
Martin‐Chang, Sandra, et al.. (2025). In defense of books: the case for preservice teachers learning about print exposure. Language and Education. 39(6). 1378–1396.
2.
Martin‐Chang, Sandra, et al.. (2023). The roots of reading for pleasure: Recollections of reading and current habits. Literacy. 57(3). 262–274. 2 indexed citations
3.
Martin‐Chang, Sandra, et al.. (2023). Fact from Fiction: The Learning Benefits of Listening to Historical Fiction. The Reading Teacher. 76(6). 695–703. 1 indexed citations
4.
Martin‐Chang, Sandra, et al.. (2021). What’s your pleasure? exploring the predictors of leisure reading for fiction and nonfiction. Reading and Writing. 34(6). 1387–1414. 14 indexed citations
5.
Martin‐Chang, Sandra, et al.. (2020). From Storybooks to Novels: A Retrospective Approach Linking Print Exposure in Childhood to Adolescence. Frontiers in Psychology. 11. 571033–571033. 10 indexed citations
6.
Martin‐Chang, Sandra, et al.. (2020). “I Love This Story!” Examining Parent-Child Interactions during Storybook Reading. Early Education and Development. 32(3). 385–401. 5 indexed citations
7.
Martin‐Chang, Sandra, et al.. (2019). Time to read Young Adult fiction: print exposure and linguistic correlates in adolescents. Reading and Writing. 33(3). 741–760. 11 indexed citations
8.
Martin‐Chang, Sandra, et al.. (2018). Exploring the Space Between Good and Poor Spelling: Orthographic Quality and Reading Speed. Scientific Studies of Reading. 23(2). 192–201. 12 indexed citations
9.
Martin‐Chang, Sandra, et al.. (2018). The apple doesn’t fall from the tree: parents’ reading-related knowledge and children’s reading outcomes. Reading and Writing. 31(5). 1231–1247. 4 indexed citations
10.
Howe, Nina, et al.. (2017). “I'll Show You How to Write My Name”: The Contribution of Naturalistic Sibling Teaching to the Home Literacy Environment. Reading Research Quarterly. 53(4). 391–404. 15 indexed citations
11.
Ouellette, Gene P., et al.. (2017). Learning From Our Mistakes: Improvements in Spelling Lead to Gains in Reading Speed. Scientific Studies of Reading. 21(4). 350–357. 36 indexed citations
12.
Martin‐Chang, Sandra, et al.. (2016). Differential Effects of Context and Feedback on Orthographic Learning: How Good Is Good Enough?. Scientific Studies of Reading. 21(1). 17–30. 9 indexed citations
13.
Washburn, Erin K., Emily Binks‐Cantrell, R. Malatesha Joshi, Sandra Martin‐Chang, & Alison W. Arrow. (2015). Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA. Annals of Dyslexia. 66(1). 7–26. 59 indexed citations
14.
Martin‐Chang, Sandra & Kyle Levesque. (2015). Reading Words In and Out of Connected Text: The Impact of Context on Semantic and Orthographic Processing. Scientific Studies of Reading. 19(5). 392–408. 3 indexed citations
15.
Pesco, Diane, et al.. (2014). Thinking aloud: effects on text comprehension by children with specific language impairment and their peers. International Journal of Language & Communication Disorders. 49(6). 637–648. 10 indexed citations
16.
Martin‐Chang, Sandra, et al.. (2011). Parents’ reading-related knowledge and children’s reading acquisition. Annals of Dyslexia. 61(2). 201–222. 7 indexed citations
17.
Martin‐Chang, Sandra & Kyle Levesque. (2011). Taken out of context: differential processing in contextual and isolated word reading. Journal of Research in Reading. 36(3). 330–349. 6 indexed citations
18.
Martin‐Chang, Sandra, et al.. (2011). The impact of schooling on academic achievement: Evidence from homeschooled and traditionally schooled students.. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement. 43(3). 195–202. 78 indexed citations
19.
Martin‐Chang, Sandra & Odette N. Gould. (2008). Revisiting print exposure: exploring differential links to vocabulary, comprehension and reading rate. Journal of Research in Reading. 31(3). 273–284. 78 indexed citations
20.
Martin‐Chang, Sandra, et al.. (2006). Word acquisition, retention, and transfer: Findings from contextual and isolated word training. Journal of Experimental Child Psychology. 96(1). 37–56. 31 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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