| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Psychology | 1139 | 11 | 13 | 4 |
The primary areas of discussion in the journal are Developmental psychology, Linguistics, Media studies, Pedagogy and Intervention (counseling). Some problems in Developmental psychology that were presented in the journal overlapped with concepts under Cognitive psychology and Language acquisition. Discussions in it are anchored in the subject of Linguistics and the similar topic of Cognitive science.
It explores topics in Media studies which can be helpful for research in disciplines like Classics, Art history and Library science. Child Language Teaching and Therapy facilitates discussions on Pedagogy that incorporate concepts from other fields like Mathematics education and Medical education.
The published articles are organized to address concerns in the fields of Developmental psychology, Linguistics, Intervention (counseling), Specific language impairment and Pedagogy. In addition to Developmental psychology research, the journal publications aim to explore topics under Language acquisition, Phonology and Narrative. The most cited articles explore research in Intervention (counseling) alongside concepts in Grammar and other areas of study in Comprehension.
Child Language Teaching and Therapy primarily tackles Intervention (counseling), Reading (process), Psychological intervention, Medical education and Developmental psychology. Topics in Intervention (counseling) explored in Child Language Teaching and Therapy were investigated in conjunction with research in Cognitive psychology, Standard treatment, Protocol (science), Down syndrome and Physical therapy. Topics in Reading (process) were tackled in line with various other fields like Closing (real estate), Code (semiotics), Foundation (evidence) and Visual arts.
While work presented in the journal provided substantial information on Psychological intervention, it also covered topics in Peer group, Book sharing and Clinical psychology. Research in Literacy and the interrelating topic of Information and Communications Technology, Peer support, Pre service training and DUAL (cognitive architecture) were among the subjects of interest in the Medical education studies discussed in Child Language Teaching and Therapy. The journal explores issues in Developmental psychology which can be linked to other research areas like Speech characteristics, Focus group and Qualitative content analysis.
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 Child Language Teaching and Therapy (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 Child Language Teaching and Therapy (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, 14.29% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 0.00% were posted by at least one author from the top 10 institutions publishing in the journal. Another 22.22% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 16.67% of all publications and 61.11% 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.
While delving into the multifaceted world of child language teaching and therapy, an array of career paths can be explored. Professionals in this field work with children who have a variety of language disorders to improve their speech, comprehension, and cognitive abilities. These professionals may find themselves in a wide range of settings – from hospitals and rehabilitation centers to schools and research institutions. Being a child language therapist isn’t the only career option, though. Many choose to become researchers, dedicating their time and expertise to exploring, understanding, and finding solutions to language disorders and the mental processes behind them. Others may opt to become linguists, forensic scientists, or even policymakers focused on education and health. One area of interest for professionals in this field is forensic science, specifically forensic linguistics. Forensic scientists specializing in linguistics investigate how language is used in legal and criminal contexts. If you're interested in complimenting your knowledge in child language teaching and therapy with forensic science, learn more about how to become a forensic investigator in Mississippi. Regardless of the specific career path chosen, a thorough understanding of fundamental linguistic principles, developmental psychology, and intervention counseling is vital. It leads to the provision of high-quality services and contributes to the advancement of the field through continuous development and innovative research.
Pamela C. Snow
(2021)Pamela Snow;Emina McLean;Margarita Frederico
(2020)Emina J McLean;Pamela C Snow;Tanya A Serry
(2021)Lonneke Janssen;Annette Scheper;Martina De Groot;Katja Daamen
(2020)Alison Hessling Prahl;Ragan Jones;C Melanie Schuele;Stephen Camarata
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