| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Psychology | 465 | 42 | 55 | 15 |
Annals of Dyslexia explores disciplines such as Dyslexia, Psycholinguistics, Reading (process), Cognitive psychology and Developmental psychology. The research on Dyslexia featured in it combines topics in other fields like Cognition, Phonological awareness, Reading comprehension, Spelling and Learning disability. Rapid automatized naming is part of Phonological awareness studies tackled in Annals of Dyslexia.
The journal focused on Reading comprehension research but expanded to cover Comprehension. The research on Spelling tackled can also make contributions to studies in the areas of Orthography and Phonemic awareness. The studies on Psycholinguistics discussed can also contribute to research in the domains of Mathematics education, Pedagogy, Teaching method, Language acquisition and Phonology.
The work on Reading (process) tackled in Annals of Dyslexia brings together disciplines like Literacy, Vocabulary and Fluency. The concepts on Cognitive psychology presented in Annals of Dyslexia can also apply to other research fields, including Biological theories of dyslexia, Visual perception, Short-term memory and Implicit learning. Developmental psychology research is concerned with Nonverbal communication in particular.
The journal articles focus on Dyslexia, Psycholinguistics, Reading (process), Phonological awareness and Developmental psychology. The journal articles with studies in Dyslexia featured incorporate elements of Spelling, Cognitive psychology, Word recognition and Reading comprehension. In addition to Psycholinguistics research, the journal papers aim to explore topics under Vocabulary, Phonology and Primary education.
The aim of Annals of Dyslexia is to expand the discussion of research in Dyslexia, Psycholinguistics, Reading (process), Cognitive psychology and Reading comprehension. Developmental psychology, Spelling, Phonological awareness and Fluency are some topics wherein Dyslexia research discussed in it have an impact. While Psycholinguistics is the focus of Annals of Dyslexia, it also provided insights into the studies of Narrative, Speech processing, Word recognition, Lexical decision task and Priming (psychology).
The studies in Reading (process) featured incorporate elements of Test (assessment), Special education, Intervention (counseling) and Literacy. While the journal focused on Cognitive psychology, it was also able to explore topics like Cognitive skill, Reading comprehension deficits, Vocabulary and Pronunciation. While work presented in the journal provided substantial information on Reading comprehension, it also covered topics in Learning to read, Neurocognitive and Comprehension.
A key indicator for each journal is its effectiveness in reaching other researchers with the papers published at that venue.
The chart below presents the interquartile range (first quartile 25%, median 50% and third quartile 75%) of the number of citations of articles over time.
The top authors publishing in Annals of Dyslexia (based on the number of publications) are:
The overall trend for top authors publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top authors.
Only papers with recognized affiliations are considered
The top affiliations publishing in Annals of Dyslexia (based on the number of publications) are:
The overall trend for top affiliations publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top affiliations.
The publication chance index shows the ratio of articles published by the best research institutions in the journal edition to all articles published within that journal. The best research institutions were selected based on the largest number of articles published during all editions of the journal.
The chart below presents the percentage ratio of articles from top institutions (based on their ranking of total papers).Top affiliations were grouped by their rank into the following tiers: top 1-10, top 11-20, top 21-50, and top 51+. Only articles with a recognized affiliation are considered.
During the most recent 2021 edition, 0.00% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 37.84% were posted by at least one author from the top 10 institutions publishing in the journal. Another 16.22% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 8.11% of all publications and 37.84% were from other institutions.
A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of journals they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same journal from year to year.
The Returning Authors Index presented below illustrates the ratio of authors who participated in both a given as well as the previous edition of the journal in relation to all participants in a given year.
The graph below shows the Returning Institution Index, illustrating the ratio of institutions that participated in both a given and the previous edition of the conference in relation to all affiliations present in a given year.
Our experience to innovation index was created to show a cross-section of the experience level of authors publishing in a journal. The index includes the authors publishing at the last edition of a journal, grouped by total number of publications throughout their academic career (P) and the total number of citations of these publications ever received (C).
The group intervals were selected empirically to best show the diversity of the authors' experiences, their labels were selected as a convenience, not as judgment. The authors were divided into the following groups:
The chart below illustrates experience levels of first authors in cases of publications with multiple authors.
School psychologists are an integral part of the field, providing perspective and expertise not just in understanding dyslexia's impacts on students' learning but also on their social and emotional wellbeing. These professionals are trained in education and psychology, enabling them to work with educators and parents to create effective interventions and programs to assist dyslexic students. In Illinois, the process of becoming a school psychologist can be quite intensive. It often involves obtaining a specialist-level degree in school psychology at least, which typically takes three years of post-baccalaureate work. The course of study includes topics like psychological assessment, educational intervention, learning theory, child psychology, psychopathology, human development, education, statistics and research design, behavior management, and ethics in school psychology. On top of this, school psychologists also need to complete a supervised internship period, typically lasting for a year. This gives them firsthand experience in using their knowledge and skills in a school setting. Would you like to learn more about the steps to become a school psychologist in Illinois? You can find detailed information on the school psychologist education requirements Illinois here. This can serve as a helpful guide for anyone interested in playing a role in improving the learning experiences of students with dyslexia. Remember, as a school psychologist, you're not just a professional researcher. You're an advocate for learners who experience the world differently.
Alexandra Reis;Susana Araújo;Inês Salomé Morais;Luís Faísca
(2020)Richard K Wagner;Bethany Beal;Fotena A Zirps;Mercedes Spencer
(2021)Rauno Parrila;Dean Dudley;Shuang Song;George K. Georgiou
(2020)George K. Georgiou;Dalia Martinez;Ana Paula Alves Vieira;Kan Guo
(2021)Sana Tibi;Ashley A. Edwards;Christopher Schatschneider;John R. Kirby
(2020)Young-Suk Grace Kim;Yaacov Petscher
(2021)Miao Li;Esther Geva;Nadia D'Angelo;Poh Wee Koh
(2021)Mariem M. Elgendi;Sherry H. Stewart;Elizabeth J. MacKay;S. Hélène Deacon
(2021)Cara Verwimp;Femke Vanden Bempt;Silke Kellens;Maria Economou
(2020)For those interested in advancing their psychology career, exploring related online degrees is a smart move. Many reputable programs offer flexible options to suit working professionals and students balancing other commitments. For example, online counseling programs provide comprehensive training for those aiming to become licensed counselors in various settings.
Another specialized path includes becoming a Board Certified Behavior Analyst (BCBA). The growing demand for behavior analysis in education and healthcare highlights the value of bcba master's programs online, which offer flexibility while fulfilling certification requirements.
For individuals focused on therapy practices within family dynamics, affordable online mft programs provide essential education for becoming licensed Marriage and Family Therapists. These programs emphasize relational and systemic approaches.
Additionally, pursuing an online masters in psychology can open doors to diverse roles in counseling, research, and organizational settings. Overall, these online degrees offer accessible pathways to advance expertise and credentials in psychology-related fields.
