Shelley Shaul

832 total citations
41 papers, 556 citations indexed

About

Shelley Shaul is a scholar working on Developmental and Educational Psychology, Statistics and Probability and Cognitive Neuroscience. According to data from OpenAlex, Shelley Shaul has authored 41 papers receiving a total of 556 indexed citations (citations by other indexed papers that have themselves been cited), including 32 papers in Developmental and Educational Psychology, 28 papers in Statistics and Probability and 18 papers in Cognitive Neuroscience. Recurrent topics in Shelley Shaul's work include Reading and Literacy Development (31 papers), Cognitive and developmental aspects of mathematical skills (28 papers) and Neuroscience, Education and Cognitive Function (7 papers). Shelley Shaul is often cited by papers focused on Reading and Literacy Development (31 papers), Cognitive and developmental aspects of mathematical skills (28 papers) and Neuroscience, Education and Cognitive Function (7 papers). Shelley Shaul collaborates with scholars based in Israel, Netherlands and United States. Shelley Shaul's co-authors include Mila Schwartz, Zvia Breznitz, Avi Karni, Michael Nevat, Tami Katzir, Tzipi Horowitz‐Kraus, Itamar Sela, Maryanne Wolf, Mark Leikin and Роза Лейкин and has published in prestigious journals such as Nature Communications, Frontiers in Psychology and Neuroreport.

In The Last Decade

Shelley Shaul

36 papers receiving 529 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Shelley Shaul Israel 12 414 240 228 204 59 41 556
Janosch Linkersdörfer Germany 11 280 0.7× 181 0.8× 204 0.9× 156 0.8× 54 0.9× 23 444
Leilani Sáez United States 7 404 1.0× 114 0.5× 168 0.7× 161 0.8× 64 1.1× 16 485
Anita M.‐Y. Wong Hong Kong 15 626 1.5× 288 1.2× 233 1.0× 188 0.9× 67 1.1× 21 736
Dorthe Klint Petersen Denmark 6 654 1.6× 218 0.9× 233 1.0× 253 1.2× 46 0.8× 11 700
Eric Lundquist United States 5 552 1.3× 181 0.8× 247 1.1× 239 1.2× 34 0.6× 6 615
L. Peters Belgium 12 344 0.8× 243 1.0× 384 1.7× 174 0.9× 40 0.7× 29 561
Stephen C. Walker United States 3 393 0.9× 205 0.9× 123 0.5× 103 0.5× 42 0.7× 8 455
Sietske van Viersen Netherlands 11 343 0.8× 102 0.4× 245 1.1× 198 1.0× 98 1.7× 22 498
Caroline E. Bailey United States 7 587 1.4× 164 0.7× 161 0.7× 245 1.2× 23 0.4× 9 713
Clara Regina Brandão de Ávila Brazil 14 359 0.9× 130 0.5× 84 0.4× 188 0.9× 39 0.7× 67 497

Countries citing papers authored by Shelley Shaul

Since Specialization
Citations

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

Fields of papers citing papers by Shelley Shaul

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Shelley Shaul

This figure shows the co-authorship network connecting the top 25 collaborators of Shelley Shaul. A scholar is included among the top collaborators of Shelley Shaul 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 Shelley Shaul. Shelley Shaul 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
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Shaul, Shelley, et al.. (2024). The role of cognitive flexibility in emergent literacy. Journal of Applied Developmental Psychology. 94. 101692–101692.
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Shaul, Shelley, et al.. (2024). Bridging the Connection between Fluency in Reading and Arithmetic. Behavioral Sciences. 14(9). 835–835. 1 indexed citations
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Shaul, Shelley, et al.. (2023). The Role of Working Memory in Early Literacy and Numeracy Skills in Kindergarten and First Grade. Children. 10(8). 1285–1285. 4 indexed citations
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Swart, Elise K., et al.. (2020). Frontal theta/beta-ratio (TBR) as potential biomarker for attentional control during reading in healthy females. Leiden Repository (Leiden University). 24(3). 187–211. 4 indexed citations
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Shaul, Shelley, et al.. (2019). The Relationship Between Reading Fluency and Arithmetic Fact Fluency and Their Shared Cognitive Skills: A Developmental Perspective. Frontiers in Psychology. 10. 1281–1281. 20 indexed citations
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Nevo, Einat, et al.. (2015). The Effects of Two Different Reading Acceleration Training Programs on Improving Reading Skills of Second Graders. Reading Psychology. 37(4). 533–546. 14 indexed citations
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Leikin, Mark, et al.. (2014). A Comparative Study on Brain Activity Associated with Solving Short Problems in Algebra and Geometry.. Proceedings of the ... PME Conference. 1 indexed citations
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Leikin, Mark, et al.. (2014). Brain activity associated with translation from a visual to a symbolic representation in algebra and geometry. Journal of Integrative Neuroscience. 13(1). 35–59. 2 indexed citations
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Jong, Maria T. de, et al.. (2014). A twin-case study of developmental number sense impairment. Cognitive Neuropsychology. 31(3). 221–236. 11 indexed citations
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Shaul, Shelley & Pearla Nesher. (2014). An ERP study of simple addition: The semantics and syntax of arithmetic operation sign. Journal of Integrative Neuroscience. 13(3). 545–564. 4 indexed citations
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Goldfarb, Liat & Shelley Shaul. (2013). Abnormal attentional internetwork link in dyslexic readers.. Neuropsychology. 27(6). 725–729. 12 indexed citations
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Shaul, Shelley. (2013). Asynchrony of cerebral systems activated during word recognition: Comparison of dyslexic and typical readers. Journal of Integrative Neuroscience. 12(2). 259–283. 5 indexed citations
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Лейкин, Роза, et al.. (2013). EFFECT OF THE PRESENCE OF EXTERNAL REPRESENTATIONS ON ACCURACY AND REACTION TIME IN SOLVING MATHEMATICAL DOUBLE-CHOICE PROBLEMS BY STUDENTS OF DIFFERENT LEVELS OF INSTRUCTION. International Journal of Science and Mathematics Education. 11(5). 1049–1066. 15 indexed citations
17.
Breznitz, Zvia, Shelley Shaul, Tzipi Horowitz‐Kraus, et al.. (2013). Enhanced reading by training with imposed time constraint in typical and dyslexic adults. Nature Communications. 4(1). 1486–1486. 74 indexed citations
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Karni, Avi, I Mórocz, Tali Bitan, et al.. (2005). An fMRI study of the differential effects of word presentation rates (reading acceleration) on dyslexic readers' brain activity patterns. Journal of Neurolinguistics. 18(2). 197–219. 25 indexed citations
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Breznitz, Zvia, et al.. (2004). Brain activity of regular and dyslexic readers while reading Hebrew as compared to English sentences. Reading and Writing. 17(7-8). 707–737. 7 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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