Tanya Kaefer

651 total citations
27 papers, 437 citations indexed

About

Tanya Kaefer is a scholar working on Developmental and Educational Psychology, Education and Information Systems. According to data from OpenAlex, Tanya Kaefer has authored 27 papers receiving a total of 437 indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Developmental and Educational Psychology, 17 papers in Education and 5 papers in Information Systems. Recurrent topics in Tanya Kaefer's work include Reading and Literacy Development (22 papers), Child Development and Digital Technology (11 papers) and Language Development and Disorders (10 papers). Tanya Kaefer is often cited by papers focused on Reading and Literacy Development (22 papers), Child Development and Digital Technology (11 papers) and Language Development and Disorders (10 papers). Tanya Kaefer collaborates with scholars based in Canada and United States. Tanya Kaefer's co-authors include Susan B. Neuman, Ashley M. Pinkham, Kevin M. Wong, Rachel M. Flynn, Gabrielle A. Strouse, Vera Woloshyn and Dragana Martinović and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Educational Psychology and Contemporary Educational Psychology.

In The Last Decade

Tanya Kaefer

24 papers receiving 400 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Tanya Kaefer Canada 14 280 271 62 61 43 27 437
Molly Ness United States 11 271 1.0× 286 1.1× 41 0.7× 62 1.0× 42 1.0× 33 438
Stephanie J. Stillman‐Spisak United States 9 366 1.3× 435 1.6× 103 1.7× 48 0.8× 80 1.9× 11 575
Kendra M. Hall United States 11 457 1.6× 404 1.5× 47 0.8× 36 0.6× 76 1.8× 18 683
Shawn C. Kent United States 12 372 1.3× 380 1.4× 42 0.7× 29 0.5× 60 1.4× 23 511
Anthony J. Applegate United States 10 206 0.7× 194 0.7× 33 0.5× 55 0.9× 26 0.6× 13 318
Anne Goudvis 5 255 0.9× 217 0.8× 44 0.7× 43 0.7× 23 0.5× 7 406
Mary DeKonty Applegate United States 10 214 0.8× 190 0.7× 35 0.6× 56 0.9× 27 0.6× 17 337
Nancy Padak United States 11 386 1.4× 375 1.4× 37 0.6× 68 1.1× 76 1.8× 60 574
Judith Hillman Australia 5 187 0.7× 194 0.7× 29 0.5× 37 0.6× 45 1.0× 8 336
Yonghan Park United States 12 179 0.6× 262 1.0× 22 0.4× 72 1.2× 58 1.3× 30 385

Countries citing papers authored by Tanya Kaefer

Since Specialization
Citations

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

Fields of papers citing papers by Tanya Kaefer

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Tanya Kaefer

This figure shows the co-authorship network connecting the top 25 collaborators of Tanya Kaefer. A scholar is included among the top collaborators of Tanya Kaefer 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 Tanya Kaefer. Tanya Kaefer 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.
Neuman, Susan B., Tanya Kaefer, & Ashley M. Pinkham. (2025). Is narrative in printed text “primary” for knowledge-building? An analysis of genre and medium. Reading and Writing. 39(1). 91–119.
2.
Neuman, Susan B. & Tanya Kaefer. (2025). Knowledge-Building Through Categorization: Boosting Children’s Vocabulary and Content Knowledge in a Shared Book Reading Program. Early Education and Development. 36(7). 1634–1653.
3.
Kaefer, Tanya, Susan B. Neuman, & Ashley M. Pinkham. (2025). Designing children’s media: taxonomies as a scaffold for learning and attention. Media Psychology. 28(6). 842–869.
4.
Neuman, Susan B., et al.. (2025). Preschool Teachers’ Child-Directed Talk: Unlocking Opportunities for Language Learning and Knowledge-Building. Early Education and Development. 36(5). 1134–1155. 1 indexed citations
5.
Kaefer, Tanya, et al.. (2021). Experiences matter: Educators’ attitudes toward disability in higher education. Canadian Journal of Higher Education. 51(4). 54–66. 5 indexed citations
6.
Neuman, Susan B., Rachel M. Flynn, Kevin M. Wong, & Tanya Kaefer. (2020). Quick, incidental word learning in educational media: all contexts are not equal. Educational Technology Research and Development. 68(6). 2913–2937. 11 indexed citations
7.
Flynn, Rachel M., Kevin M. Wong, Susan B. Neuman, & Tanya Kaefer. (2019). Children’s attention to screen-based pedagogical supports: an eye-tracking study with low-income preschool children in the United States. Journal of Children and Media. 13(2). 180–200. 11 indexed citations
8.
Neuman, Susan B., et al.. (2019). Scaffolding attention and partial word learning through interactive coviewing of educational media: An eye-tracking study with low-income preschoolers.. Journal of Educational Psychology. 112(6). 1100–1110. 15 indexed citations
9.
Neuman, Susan B., Kevin M. Wong, Rachel M. Flynn, & Tanya Kaefer. (2018). Learning vocabulary from educational media: The role of pedagogical supports for low-income preschoolers.. Journal of Educational Psychology. 111(1). 32–44. 33 indexed citations
10.
Kaefer, Tanya. (2017). The role of topic‐related background knowledge in visual attention to illustration and children's word learning during shared book reading. Journal of Research in Reading. 41(3). 582–596. 9 indexed citations
11.
Neuman, Susan B. & Tanya Kaefer. (2017). Developing low-income children’s vocabulary and content knowledge through a shared book reading program. Contemporary Educational Psychology. 52. 15–24. 46 indexed citations
12.
Neuman, Susan B., Tanya Kaefer, & Ashley M. Pinkham. (2016). Improving Low-Income Preschoolers’ Word and World Knowledge: The Effects of Content-Rich Instruction. The Elementary School Journal. 116(4). 652–674. 21 indexed citations
13.
14.
Neuman, Susan B., Ashley M. Pinkham, & Tanya Kaefer. (2015). Supporting Vocabulary Teaching and Learning in Prekindergarten: The Role of Educative Curriculum Materials. Early Education and Development. 26(7). 988–1011. 10 indexed citations
15.
Pinkham, Ashley M., Tanya Kaefer, & Susan B. Neuman. (2014). Taxonomies Support Preschoolers’ Knowledge Acquisition from Storybooks. 2014. 1–10. 18 indexed citations
16.
Neuman, Susan B., Tanya Kaefer, Ashley M. Pinkham, & Gabrielle A. Strouse. (2014). Can babies learn to read? A randomized trial of baby media.. Journal of Educational Psychology. 106(3). 815–830. 18 indexed citations
17.
Kaefer, Tanya, Susan B. Neuman, & Ashley M. Pinkham. (2014). Pre-existing Background Knowledge Influences Socioeconomic Differences in Preschoolers’ Word Learning and Comprehension. Reading Psychology. 36(3). 203–231. 31 indexed citations
18.
Neuman, Susan B. & Tanya Kaefer. (2013). Enhancing the Intensity of Vocabulary Instruction for Preschoolers at Risk. The Elementary School Journal. 113(4). 589–608. 22 indexed citations
19.
Kaefer, Tanya & Susan B. Neuman. (2013). A Bidirectional Relationship between Conceptual Organization and Word Learning. SHILAP Revista de lepidopterología. 2013. 1–8. 17 indexed citations
20.
Kaefer, Tanya, Ashley M. Pinkham, & Susan B. Neuman. (2010). Taxonomic Organization Scaffolds Young Children's Learning from Storybooks: A Design Experiment.. Society for Research on Educational Effectiveness. 3 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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