Pilot corpus: NIH-funded biomedical datasets. Any DOI can be scored on demand — network effects sharpen as coverage grows.

How does SES influence the brain circuitry for literacy? Modeling the association between SES, oral language, white matter integrity, and reading

Developmental Cognitive Neuroscience(2025)10.1016/j.dcn.2025.101561Source: DataRank Database

How does SES influence the brain circuitry for literacy? Modeling the association between SES, oral language, white matter integrity, and reading is a research paper published in Developmental Cognitive Neuroscience (2025). On theSindex it has a DataRank of 0. It has been cited 1 time.

N/A

0DataRank · unranked

Scored on demand from live citation data

Open Access1 citations

Download PDF

Cite:

Linked data & code

doi

DataRank reads this dataset's downstream impact straight off the citation graph — no black box, no proprietary weighting. How is this computed?

›Methodology & internals

datarank_citation_only_1hop_v6· scope data_onlyMethodology

Pipeline:MetadataData-paper checkEnrichmentCitation networkScoring

Enrichment:Funding (8 grants)Impact (FWCI 1.78)OA: goldTopics (47)IDs (PubMed, PMC, OpenAlex)Annotations (1)SDGs (1)

FAIR Checklist

Context only (not used in score)

Findable (1/2)

Has DOI

Accessible (1/2)

Open Access

Interoperable (0/2)

Reusable (0/3)

FAIR checklist signals are shown for context only and do not affect DataRank scoring.

Run a calibrated FAIR evaluation for this paper →

We only score data papers we can read in full — never from an abstract alone.

Authors (5)

Nabin Koirala ORCID,Meaghan V. Perdue ORCID,Lee Branum‐Martin ORCID,Nicole Landi ORCID,Martina Villa ORCID

Live enrichment

PubMed:40319671 PMC:PMC12099765 OpenAlex:https://openalex.org/W4409744996

National Institutes of Health

Grant: R01HD112521

National Institutes of Health

Grant: R01HD101842

NICHD NIH HHS

Grant: P50 HD052120

National Institutes of Health

Grant: 1R01HD112521-01A1

Predicting Intervention Outcomes in Reading Disabled Students Using In-School Cognitive Neuroscience

National Institutes of Health

Grant: 5R01HD101842-03

Effectiveness and predictors of response for a technology-based reading intervention in the home

National Science Foundation

Grant: 2152202

Transdisciplinary Convergence in Educational Neuroscience Doctoral Training Program

University of Connecticut

Institute for the Brain and Cognitive Sciences

FWCI

1.78

Citation Percentile

0.8%

Citation Trend

2026

goldLicense: cc-by-nc

journalhttps://doi.org/10.1016/j.dcn.2025.101561

publisherhttps://doi.org/10.1016/j.dcn.2025.101561

publisherhttps://api.elsevier.com/content/article/PII:S1878929325000568?httpAccept=text/xml

publisherhttps://api.elsevier.com/content/article/PII:S1878929325000568?httpAccept=text/plain

repositoryhttps://pubmed.ncbi.nlm.nih.gov/40319671

Fields of Study

Reading and Literacy DevelopmentAdvanced Neuroimaging Techniques and ApplicationsNeurobiology of Language and Bilingualism05 social sciences0501 psychology and cognitive sciencesHumansReadingWhite MatterLiteracyMaleFemaleBrainChildSocial ClassLanguage

MeSH Terms

LiteracyBrainChildFemaleHumansLanguageMaleReadingSocial ClassWhite Matter

Keywords

PsychologyAssociation (psychology)Reading (process)LiteracyWhite matterStructural equation modelingDevelopmental psychologyCognitive psychologyLinguisticsReadingOral LanguageSocio Economic Status (Ses)Neurophysiology and neuropsychologyMaleQP351-495BrainSocial ClassHumansFemaleChildOriginal ResearchLanguage

Sustainable Development Goals

SDG 0: Quality Education

How does SES influence the brain circuitry for literacy? Modeling the association between SES, oral language, white matter integrity, and reading

FAIR Checklist

Authors (5)

Funding (8 grants)

Impact

Open Access

Topics

Annotations (Europe PMC)