D-Index & Metrics Best Publications

D-Index & Metrics

Discipline name D-index D-index (Discipline H-index) only includes papers and citation values for an examined discipline in contrast to General H-index which accounts for publications across all disciplines. Citations Publications World Ranking National Ranking
Psychology D-index 38 Citations 7,521 78 World Ranking 5184 National Ranking 368

Overview

What is she best known for?

The fields of study she is best known for:

  • Cognition
  • Developmental psychology
  • Artificial intelligence

Esther Geva mainly focuses on Reading, Psycholinguistics, Language proficiency, Word recognition and Phonological awareness. Her Reading research incorporates elements of Phonology, Cognitive psychology and Cognition. The various areas that she examines in her Psycholinguistics study include Literacy and Pseudoword.

Her research in Language proficiency intersects with topics in Reading comprehension, Language assessment and First language. The concepts of her Word recognition study are interwoven with issues in Learning to read and Hebrew. Her Phonological awareness research incorporates themes from Vocabulary and Fluency.

Her most cited work include:

  • Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages (329 citations)
  • Evidence for Superior Orthographic Skills in Dyslexics (197 citations)
  • Morphological awareness, phonological awareness, and reading in English–Arabic bilingual children (168 citations)

What are the main themes of her work throughout her whole career to date?

The scientist’s investigation covers issues in Reading, Reading comprehension, First language, Vocabulary and Literacy. Her research integrates issues of Cognitive psychology and Cognition, Psycholinguistics in her study of Reading. Her research investigates the connection with Psycholinguistics and areas like Vocabulary development which intersect with concerns in Phonology.

Her studies in Reading comprehension integrate themes in fields like Language proficiency, Language acquisition and Comprehension. The Vocabulary study combines topics in areas such as Ell, Grammar and Developmental psychology. Her research in Literacy focuses on subjects like Spelling, which are connected to Pseudoword.

She most often published in these fields:

  • Reading (51.55%)
  • Reading comprehension (29.90%)
  • First language (24.74%)

What were the highlights of her more recent work (between 2016-2021)?

  • Reading (51.55%)
  • Reading comprehension (29.90%)
  • Vocabulary (23.71%)

In recent papers she was focusing on the following fields of study:

Her primary areas of study are Reading, Reading comprehension, Vocabulary, First language and Comprehension. Her studies in Reading integrate themes in fields like Mathematics education, Neuroscience of multilingualism and Literacy. Her Vocabulary study combines topics from a wide range of disciplines, such as Ell and Second language.

Her biological study spans a wide range of topics, including Cognitive psychology, Dyslexia, Developmental psychology, Phonological awareness and Psycholinguistics. Her study looks at the relationship between Cognitive psychology and fields such as Fluency, as well as how they intersect with chemical problems. In Developmental psychology, Esther Geva works on issues like Cognition, which are connected to Syntax.

Between 2016 and 2021, her most popular works were:

  • Deconstructing and reconstructing cross-language transfer in bilingual reading development: An interactive framework (26 citations)
  • Conjunction Use in School Children’s Oral Language and Reading* (7 citations)
  • Examining Reading Comprehension Profiles of Grade 5 Monolinguals and English Language Learners Through the Lexical Quality Hypothesis Lens (4 citations)

In her most recent research, the most cited papers focused on:

  • Cognition
  • Developmental psychology
  • Grammar

Her scientific interests lie mostly in Reading, Reading comprehension, Ell, Phonological awareness and First language. Esther Geva has researched Reading in several fields, including Mathematics education, Situated, Conjunction and Literacy. Her studies deal with areas such as Semantics, Spelling, Semantic memory and Spoken language as well as Reading comprehension.

Her Ell research is multidisciplinary, relying on both Working memory, Short-term memory, Cognition, Developmental psychology and Vocabulary. Her Phonological awareness study combines topics in areas such as Syntax and Cognitive psychology, Set.

This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.

Best Publications

Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages

Esther Geva;Linda S. Siegel.
Reading and Writing (2000)

573 Citations

Synthesis: Development of Literacy in Language-Minority Students.

Nonie K. Lesaux;Esther Geva.
(2006)

463 Citations

Synthesis: Cross-Linguistic Relationships.

Fred Genesee;Esther Geva;Cheryl Dressler;Michael L. Kamil.
(2006)

390 Citations

Evidence for Superior Orthographic Skills in Dyslexics

Linda S Siegel;David Share;Esther Geva.
Psychological Science (1995)

320 Citations

Understanding individual differences in word recognition skills of ESL children

Esther Geva;Zhoreh Yaghoub-Zadeh;Barbara Schuster.
Annals of Dyslexia (2000)

303 Citations

Second-Language Oral Proficiency and Second-Language Literacy.

Esther Geva.
(2006)

299 Citations

Linguistic and Cognitive Correlates of Academic Skills in First and Second Languages

Esther Geva;Ellen B. Ryan.
Language Learning (1993)

267 Citations

Morphological awareness, phonological awareness, and reading in English–Arabic bilingual children

E. Saiegh-Haddad;Esther Geva.
Reading and Writing (2008)

260 Citations

Reading Efficiency in Native English-Speaking and English-as-a-Second-Language Children: The Role of Oral Proficiency and Underlying Cognitive-Linguistic Processes

Esther Geva;Zohreh Yaghoub Zadeh.
Scientific Studies of Reading (2006)

253 Citations

Accuracy of Teacher Assessments of Second-Language Students at Risk for Reading Disability

Marjolaine M. Limbos;Esther Geva.
Journal of Learning Disabilities (2001)

242 Citations

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