Amelia S. Malone

771 total citations
20 papers, 533 citations indexed

About

Amelia S. Malone is a scholar working on Statistics and Probability, Education and Developmental and Educational Psychology. According to data from OpenAlex, Amelia S. Malone has authored 20 papers receiving a total of 533 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Statistics and Probability, 15 papers in Education and 7 papers in Developmental and Educational Psychology. Recurrent topics in Amelia S. Malone's work include Cognitive and developmental aspects of mathematical skills (17 papers), Mathematics Education and Teaching Techniques (13 papers) and Reading and Literacy Development (5 papers). Amelia S. Malone is often cited by papers focused on Cognitive and developmental aspects of mathematical skills (17 papers), Mathematics Education and Teaching Techniques (13 papers) and Reading and Literacy Development (5 papers). Amelia S. Malone collaborates with scholars based in United States. Amelia S. Malone's co-authors include Lynn S. Fuchs, Douglas Fuchs, Robin F. Schumacher, Jessica M. Namkung, Carol L. Hamlett, Nancy C. Jordan, Robert S. Siegler, Paul Changas, Sonya K. Sterba and Russell Gersten and has published in prestigious journals such as Journal of Educational Psychology, Contemporary Educational Psychology and Journal of Learning Disabilities.

In The Last Decade

Amelia S. Malone

19 papers receiving 512 citations

Peers

Countries citing papers authored by Amelia S. Malone

Since Specialization

Citations

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

Fields of papers citing papers by Amelia S. Malone

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Amelia S. Malone. 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 Amelia S. Malone. The network helps show where Amelia S. Malone may publish in the future.

Co-authorship network of co-authors of Amelia S. Malone

This figure shows the co-authorship network connecting the top 25 collaborators of Amelia S. Malone. A scholar is included among the top collaborators of Amelia S. Malone 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 Amelia S. Malone. Amelia S. Malone is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

#	Title	Journal	Authors	Indexed citations
1	Next-Generation Fraction Intervention and the Long-Term Advantage of Interleaved Instruction	Exceptional Children	Lynn S. Fuchs, Amelia S. Malone et al.	3
2	Can Teaching Fractions Improve Teachers’ Fraction Understanding?	The Elementary School Journal	Lynn S. Fuchs, Amelia S. Malone	1
3	Addressing Challenging Mathematics Standards With At-Risk Learners: A Randomized Controlled Trial on the Effects of Fractions Intervention at Third Grade	Exceptional Children	Lynn S. Fuchs, Kristopher J. Preacher et al.	0
4	Addressing Challenging Mathematics Standards With At-Risk Learners: A Randomized Controlled Trial on the Effects of Fractions Intervention at Third Grade	Exceptional Children	Lynn S. Fuchs, Kristopher J. Preacher et al.	15
5	Does an integrated focus on fractions and decimals improve at-risk students’ rational number magnitude performance?	Contemporary Educational Psychology	Amelia S. Malone, Lynn S. Fuchs et al.	13
6	The Taxonomy of Intervention Intensity	Teaching Exceptional Children	Lynn S. Fuchs, Douglas Fuchs et al.	22
7	The role of domain-general cognitive abilities and decimal labels in at-risk fourth-grade students' decimal magnitude understanding	Learning and Individual Differences	Amelia S. Malone, Abbey M. Loehr et al.	9
8	Error Patterns with Fraction Calculations at Fourth Grade as a Function of Students’ Mathematics Achievement Status	The Elementary School Journal	Robin F. Schumacher, Amelia S. Malone	16
9	Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention	Exceptional Children	Sarah R. Powell, Paul T. Cirino et al.	14
10	The Taxonomy of Intervention Intensity	Teaching Exceptional Children	Lynn S. Fuchs, Douglas Fuchs et al.	97
11	Fraction Intervention for Students with Mathematics Difficulties: Lessons Learned from Five Randomized Control Trials.	Grantee Submission	Lynn S. Fuchs, Amelia S. Malone et al.	2
12	Does Evidence-Based Fractions Intervention Address the Needs of Very Low-Performing Students?	Journal of Research on Educational Effectiveness	Lynn S. Fuchs, Sonya K. Sterba et al.	19
13	Fraction Intervention for Students With Mathematics Difficulties: Lessons Learned From Five Randomized Controlled Trials	Journal of Learning Disabilities	Lynn S. Fuchs, Amelia S. Malone et al.	53
14	Error Patterns in Ordering Fractions Among At-Risk Fourth-Grade Students	Journal of Learning Disabilities	Amelia S. Malone, Lynn S. Fuchs	22
15	Effects of Intervention to Improve At-Risk Fourth Graders’ Understanding, Calculations, and Word Problems with Fractions	The Elementary School Journal	Lynn S. Fuchs, Robin F. Schumacher et al.	55
16	A Classroom Tested Accessible Multimedia Resource for Engaging Underrepresented Students in Computing		Elissa M. Redmiles, Sean Kross et al.	1
17	Supported self-explaining during fraction intervention.	Journal of Educational Psychology	Lynn S. Fuchs, Amelia S. Malone et al.	55
18	Does Working Memory Moderate the Effects of Fraction Intervention? An Aptitude-Treatment Interaction.	Grantee Submission	Lynn S. Fuchs, Robin F. Schumacher et al.	4
19	Comparing the Contribution of Teacher Versus Tutor Ratings of Inattentive Behavior in Predicting Mathematics Achievement	Remedial and Special Education	Amelia S. Malone, Lynn S. Fuchs	4
20	Does working memory moderate the effects of fraction intervention? An aptitude–treatment interaction.	Journal of Educational Psychology	Lynn S. Fuchs, Robin F. Schumacher et al.	128

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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