Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta-Analysis
Impact in
- Education 117
Classified as
- Journal
- Child Development
In The Last Decade
doi.org/10.1111/cdev.13225 →Countries where authors are citing Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta-Analysis
This map shows the geographic impact of Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta-Analysis. 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 Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta-Analysis with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta-Analysis more than expected).
Fields of papers citing Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta-Analysis
This network shows the impact of Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta-Analysis. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta-Analysis.
About Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta-Analysis
This paper, published in 2019, received 210 indexed citations . Written by Nicholas Dowdall, G. J. Meléndez‐Torres, Lynne Murray, Frances Gardner, Leila Hartford and Peter Cooper covering the research area of Clinical Psychology, Developmental and Educational Psychology and Education. It is primarily cited by scholars working on Developmental and Educational Psychology (119 citations), Education (117 citations), Clinical Psychology (27 citations), Information Systems (24 citations) and Pediatrics, Perinatology and Child Health (15 citations). Published in Child Development.
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.
This paper is also available at doi.org/10.1111/cdev.13225.