World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
40
Citations
7300
World Ranking
8204
National Ranking
4398

Beth M. Phillips publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Beth M. Phillips sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 83 publications — 10th percentile

10% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Beth M. Phillips D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Beth M. Phillips sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 40 D-Index — 30th percentile

30% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

Overview

Beth M. Phillips is affiliated with Florida State University in the United States. Their research spans primarily within the social sciences, with a strong focus on education and developmental and educational psychology. The majority of their work addresses aspects of reading and literacy development, early childhood education and development, and parental involvement in education.

Phillips has contributed to multiple fields including statistics and probability, anatomy, and pathology and forensic medicine, though these are less prominent compared to their core focus on education and developmental psychology.

The scientist has published extensively, appearing notably in several scholarly venues. Frequent publication outlets include:

  • JACCP JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY
  • Early Childhood Research Quarterly
  • Pharmacotherapy The Journal of Human Pharmacology and Drug Therapy
  • Journal of Educational Psychology
  • Reading and Writing

Their recent papers reflect a focus on language and literacy development, educational psychology, and early childhood interventions. Selected recent publications include:

  • "How the Science of Reading Informs 21st-Century Education" (2020), Reading Research Quarterly
  • "Differential patterns of growth in reading and math skills during elementary school." (2020), Journal of Educational Psychology
  • "Influences of the home language and literacy environment on Spanish and English vocabulary growth among dual language learners" (2021), Early Childhood Research Quarterly
  • "Supporting language and literacy development with intensive small-group interventions: An early childhood efficacy study" (2021), Early Childhood Research Quarterly
  • "Unpacking the language teaching belief-practice alignment among preschool teachers serving children from low-SES backgrounds" (2024), Teaching and Teacher Education

Collaboration is an important aspect of their work, with frequent co-authors including:

  • Michael Maddux
  • Jerry L. Bauman
  • Stuart T. Haines
  • Erika J. Ernst
  • Iowa City

Their main topics of research cover a variety of areas such as:

  • Reading and Literacy Development
  • Early Childhood Education and Development
  • Parental Involvement in Education
  • Cognitive and developmental aspects of mathematical skills
  • Child Development and Digital Technology
  • Language Development and Disorders
  • Medical and Biological Sciences

Best Publications

  • Phonological sensitivity: A quasi‐parallel progression of word structure units and cognitive operations

    Jason L. Anthony;Christopher J. Lonigan;Kimberly Driscoll;Beth M. Phillips

  • Successful phonological awareness instruction with preschool children: Lessons from the classroom.

    Beth M. Phillips;Jeanine Clancy-Menchetti;Christopher J. Lonigan

  • Temperament, Anxiety, and the Processing of Threat-Relevant Stimuli

    Christopher J. Lonigan;Michael W. Vasey;Beth M. Phillips;Rebecca A. Hazen

  • Relations of positive and negative affectivity to anxiety and depression in children: Evidence from a latent variable longitudinal study.

    Christopher J. Lonigan;Beth M. Phillips;Eric S. Hooe

  • Structure of Preschool Phonological Sensitivity: Overlapping Sensitivity to Rhyme, Words, Syllables, and Phonemes☆

    Jason L. Anthony;Christopher J. Lonigan;Stephen R. Burgess;Kimberly Driscoll

  • Relations Among Emergent Literacy Skills, Behavior Problems, and Social Competence in Preschool Children From Low- and Middle-Income Backgrounds:

    Christopher J. Lonigan;Brenlee G. Bloomfield;Jason L. Anthony;Kimberly D. Bacon

  • Variations in the Home Literacy Environment of Preschool Children: A Cluster Analytic Approach

    Beth M. Phillips;Christopher J. Lonigan

  • Promoting the development of preschool children’s emergent literacy skills: a randomized evaluation of a literacy-focused curriculum and two professional development models

    Christopher J. Lonigan;JoAnn M. Farver;Beth M. Phillips;Jeanine Clancy-Menchetti

  • Temperamental influences on the development of anxiety disorders.

    Christopher J. Lonigan;Beth M. Phillips

  • The nature of preschool phonological processing abilities and their relations to vocabulary, general cognitive abilities, and print knowledge

    Christopher J. Lonigan;Jason L. Anthony;Beth M. Phillips;David J. Purpura

  • First graders' literacy and self-regulation gains: The effect of individualizing student instruction

    Carol Mc Donald Connor;Claire Cameron Ponitz;Beth M. Phillips;Q. Monét Travis

  • An affect-based, hierarchical model of temperament and its relations with internalizing symptomatology.

    Jason L. Anthony;Christopher J. Lonigan;Eric S. Hooe;Beth M. Phillips

  • Cognitive Correlates of Listening Comprehension.

    Young-Suk Kim;Beth Phillips

  • Enhancing early child care quality and learning for toddlers at risk: The responsive early childhood program.

    Susan H. Landry;Tricia A. Zucker;Heather B. Taylor;Paul R. Swank

  • Positive and negative affectivity in children: a multitrait-multimethod investigation.

    Beth M. Phillips;Christopher J. Lonigan;Kimberly Driscoll;Eric S. Hooe

  • The Factor Structure of Effortful Control and Measurement Invariance Across Ethnicity and Sex in a High-Risk Sample

    Michael J. Sulik;Snjezana Huerta;Argero A. Zerr;Nancy Eisenberg

  • Social Correlates of Emergent Literacy

    Beth M. Phillips

  • A Computer-Assisted Instruction Phonological Sensitivity Program for Preschool Children At-Risk for Reading Problems.

    Christopher J. Lonigan;Kimberly Driscoll;Beth M. Phillips;Brenlee G. Cantor

  • How the Science of Reading Informs 21st-Century Education.

    Yaacov Petscher;Sonia Q. Cabell;Hugh W. Catts;Donald L. Compton

  • Relations of Children’s Effortful Control and Teacher–Child Relationship Quality to School Attitudes in a Low-Income Sample

    Kassondra M. Silva;Tracy L. Spinrad;Nancy Eisenberg;Michael J. Sulik

  • Variations in the Home Literacy Environment of Preschool Children

    Beth M Phillips;Christopher J Lonigan

Frequent Co-Authors

Christopher J. Lonigan
Christopher J. Lonigan Florida State University
Jason L. Anthony
Jason L. Anthony University of South Florida
Nancy Eisenberg
Nancy Eisenberg Arizona State University
Young-Suk Grace Kim
Young-Suk Grace Kim University of California, Irvine
Susan H. Landry
Susan H. Landry The University of Texas Health Science Center at Houston
Carol McDonald Connor
Carol McDonald Connor University of California, Irvine
Tracy L. Spinrad
Tracy L. Spinrad Arizona State University
Jill de Villiers
Jill de Villiers Smith College
Paul R. Swank
Paul R. Swank The University of Texas Health Science Center at Houston
Marcia A. Barnes
Marcia A. Barnes Vanderbilt University

If you think any of the details on this page are incorrect, let us know.

Report an issue

We appreciate your kind effort to assist us to improve this page, it would be helpful providing us with as much detail as possible in the text box below:

Related Online Degrees & Career Pathways

Pursuing a degree in psychology offers a flexible foundation for diverse online degrees and career pathways. Many students are drawn to mental health counseling, an impactful profession in high demand across the country. Online psychology programs make it easier to specialize and prepare for roles in a variety of locations, each with its own licensure and educational requirements.

For example, if you want to become a mental health counselor in Minneapolis, or learn how to become a mental health counselor in Nashville, you’ll need to understand both state-specific certification processes and the value of advanced graduate study. Similarly, those considering work in the South might explore what it takes to how to become a mental health counselor in New Orleans. For individuals aiming for major metropolitan careers, review what’s needed to become a mental health counselor in New York City.

Online psychology degrees can lead to roles such as school counselor, organizational psychologist, or clinical researcher. Whether you seek flexible learning or specific state licensure, these resources can help you map your journey.

Best Scientists Citing Beth M. Phillips

Trending Scientists