Amber B. Ray

635 total citations
29 papers, 404 citations indexed

About

Amber B. Ray is a scholar working on Education, Developmental and Educational Psychology and Literature and Literary Theory. According to data from OpenAlex, Amber B. Ray has authored 29 papers receiving a total of 404 indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Education, 18 papers in Developmental and Educational Psychology and 7 papers in Literature and Literary Theory. Recurrent topics in Amber B. Ray's work include Writing and Handwriting Education (19 papers), Reading and Literacy Development (8 papers) and Innovative Teaching and Learning Methods (8 papers). Amber B. Ray is often cited by papers focused on Writing and Handwriting Education (19 papers), Reading and Literacy Development (8 papers) and Innovative Teaching and Learning Methods (8 papers). Amber B. Ray collaborates with scholars based in United States, Australia and United Kingdom. Amber B. Ray's co-authors include Steve Graham, Karen R. Harris, Eman Tadros, Evan J. Fishman, Pui‐Wa Lei, A. Angelique Aitken, Michael Hébert, Kausalai Wijekumar, Amy Gillespie Rouse and Carrie Blanchard and has published in prestigious journals such as Journal of the Science of Food and Agriculture, Archives of Oral Biology and Journal of Learning Disabilities.

In The Last Decade

Amber B. Ray

27 papers receiving 386 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Amber B. Ray United States 10 271 200 69 63 40 29 404
Ting Dong United States 11 267 1.0× 245 1.2× 40 0.6× 49 0.8× 31 0.8× 31 440
Elisabeth Duursma Australia 11 421 1.6× 438 2.2× 55 0.8× 57 0.9× 21 0.5× 29 725
Bridie Raban Australia 12 325 1.2× 264 1.3× 63 0.9× 60 1.0× 31 0.8× 70 517
Ellen Lavelle United States 12 322 1.2× 111 0.6× 155 2.2× 96 1.5× 57 1.4× 23 477
Michael S. Dempsey United States 6 301 1.1× 218 1.1× 98 1.4× 127 2.0× 16 0.4× 8 435
Laura Sáenz United States 12 442 1.6× 485 2.4× 29 0.4× 33 0.5× 18 0.5× 18 679
Mary Burkhauser United States 11 240 0.9× 142 0.7× 18 0.3× 13 0.2× 28 0.7× 22 387
Amelia Church Australia 13 278 1.0× 83 0.4× 22 0.3× 89 1.4× 18 0.5× 30 439
Rahil Mahyuddin Malaysia 11 249 0.9× 92 0.5× 23 0.3× 40 0.6× 18 0.5× 29 432
Gregory A. Cheatham United States 16 416 1.5× 124 0.6× 41 0.6× 59 0.9× 24 0.6× 61 641

Countries citing papers authored by Amber B. Ray

Since Specialization
Citations

This map shows the geographic impact of Amber B. Ray's research. 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 Amber B. Ray with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Amber B. Ray more than expected).

Fields of papers citing papers by Amber B. Ray

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Amber B. Ray. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Amber B. Ray. The network helps show where Amber B. Ray may publish in the future.

Co-authorship network of co-authors of Amber B. Ray

This figure shows the co-authorship network connecting the top 25 collaborators of Amber B. Ray. A scholar is included among the top collaborators of Amber B. Ray based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Amber B. Ray. Amber B. Ray is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Ray, Amber B., et al.. (2024). Instructional Coaches in Elementary Settings: Writing the Wave to Success with Self-Regulated Strategy Development for the Informational Genre. Learning Disabilities Research and Practice. 39(1). 37–52. 1 indexed citations
2.
Ray, Amber B., et al.. (2024). Effect of an SRSD Informative Writing Intervention for High Schoolers With Learning Disabilities. Learning Disability Quarterly. 48(3). 200–212.
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Ray, Amber B., et al.. (2022). Secondary Educators’ Writing Practices for Students with Disabilities: Examining Distance Learning and In-Person Instruction. Journal of Special Education Technology. 38(4). 472–487. 1 indexed citations
6.
Ray, Amber B., et al.. (2022). Assessment for effective strategy instruction in writing. Preventing School Failure Alternative Education for Children and Youth. 66(4). 327–332. 1 indexed citations
7.
Ray, Amber B., et al.. (2022). Developing the Knowledge and Mentoring Skills of Future Special Education Leaders. Rural Special Education Quarterly. 41(4). 211–226. 1 indexed citations
8.
Graham, Steve, et al.. (2022). Writing motivation questionnaire: validation and application as a formative assessment. Assessment in Education Principles Policy and Practice. 29(2). 238–261. 9 indexed citations
9.
Ray, Amber B., et al.. (2022). Practice-Based Professional Development for Self-Regulated Strategy Development Writing Instruction With Secondary Teachers. Teaching Exceptional Children. 56(5). 356–368. 2 indexed citations
10.
Green, Dionna J., et al.. (2021). Hypothalamic–Pituitary–Adrenal Axis Pediatric Safety Studies Submitted to the FDA. Therapeutic Innovation & Regulatory Science. 55(3). 622–630. 1 indexed citations
11.
Ray, Amber B., et al.. (2019). Designing Online Courses in Teacher Education to Enhance Adult Learner Engagement. International journal on teaching and learning in higher education. 31(3). 547–557. 12 indexed citations
12.
Graham, Steve, Kausalai Wijekumar, Karen R. Harris, et al.. (2019). Writing Skills, Knowledge, Motivation, and Strategic Behavior Predict Students’ Persuasive Writing Performance in the Context of Robust Writing Instruction. The Elementary School Journal. 119(3). 487–510. 51 indexed citations
13.
Tadros, Eman, et al.. (2019). The Lived Experience of Sisters With an Incarcerated Brother: A Phenomenological Study. International Journal of Offender Therapy and Comparative Criminology. 64(4). 335–354. 50 indexed citations
14.
Ray, Amber B.. (2018). Evidence-Based Learning Strategies: Preparing Students With High-Incidence Disabilities for College. Intervention in School and Clinic. 54(4). 204–211. 2 indexed citations
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16.
Ray, Amber B., Steve Graham, & Xinghua Liu. (2018). Effects of SRSD college entrance essay exam instruction for high school students with disabilities or at-risk for writing difficulties. Reading and Writing. 32(6). 1507–1529. 16 indexed citations
17.
Pennington, Michael, et al.. (2017). A Brief Report on the Ethical and Legal Guides For Technology Use in Marriage and Family Therapy. Journal of Marital and Family Therapy. 43(4). 733–742. 8 indexed citations
18.
Ray, Amber B., et al.. (2015). Teachers use of writing to support students’ learning in middle school: A national survey in the United States. Reading and Writing. 29(5). 1039–1068. 48 indexed citations
19.
Birch, G. G. & Amber B. Ray. (1979). Taste acuity and composition of saliva in man. Archives of Oral Biology. 24(7). 561–563. 5 indexed citations
20.
Hudson, Bertram J. F., Alan Imeson, Robert Macrae, et al.. (1978). Food group symposium short paper reading meeting. Journal of the Science of Food and Agriculture. 29(12). 1091–1097. 1 indexed citations

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.

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