Amy E. Barth

2.6k total citations
50 papers, 1.8k citations indexed

About

Amy E. Barth is a scholar working on Developmental and Educational Psychology, Statistics and Probability and Clinical Psychology. According to data from OpenAlex, Amy E. Barth has authored 50 papers receiving a total of 1.8k indexed citations (citations by other indexed papers that have themselves been cited), including 41 papers in Developmental and Educational Psychology, 21 papers in Statistics and Probability and 15 papers in Clinical Psychology. Recurrent topics in Amy E. Barth's work include Reading and Literacy Development (39 papers), Cognitive and developmental aspects of mathematical skills (21 papers) and Educational and Psychological Assessments (11 papers). Amy E. Barth is often cited by papers focused on Reading and Literacy Development (39 papers), Cognitive and developmental aspects of mathematical skills (21 papers) and Educational and Psychological Assessments (11 papers). Amy E. Barth collaborates with scholars based in United States, United Kingdom and Slovakia. Amy E. Barth's co-authors include Jack Μ. Fletcher, Sharon Vaughn, David J. Francis, Carolyn A. Denton, Paul T. Cirino, Karla K. Stuebing, Jade Wexler, Melissa Romain, Tammy D. Tolar and Jason L. Anthony and has published in prestigious journals such as Journal of Educational Psychology, Review of Educational Research and Developmental Medicine & Child Neurology.

In The Last Decade

Amy E. Barth

49 papers receiving 1.6k citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Amy E. Barth United States	27	1.4k	619	568	323	287	50	1.8k
Carolyn A. Denton United States	35	2.5k 1.8×	1.5k 2.4×	937 1.6×	253 0.8×	430 1.5×	81	3.1k
Hannah Nash United Kingdom	19	1.2k 0.9×	405 0.7×	310 0.5×	156 0.5×	428 1.5×	31	1.6k
Jeremy Miciak United States	22	920 0.7×	345 0.6×	419 0.7×	85 0.3×	207 0.7×	48	1.1k
Coleen D. Carlson United States	19	1.8k 1.3×	1.0k 1.6×	539 0.9×	84 0.3×	350 1.2×	27	2.0k
Solveig‐Alma Halaas Lyster Norway	16	1.6k 1.2×	583 0.9×	441 0.8×	94 0.3×	598 2.1×	26	1.8k
Susan E. Stothard United Kingdom	12	1.8k 1.3×	435 0.7×	260 0.5×	439 1.4×	665 2.3×	15	2.0k
Suzanne M. Adlof United States	18	2.3k 1.7×	746 1.2×	621 1.1×	119 0.4×	741 2.6×	32	2.5k
Donald D. Hammill United States	23	1.5k 1.1×	899 1.5×	563 1.0×	204 0.6×	367 1.3×	72	2.2k
Kristina Moll Germany	26	2.2k 1.6×	1.2k 1.9×	1.5k 2.6×	96 0.3×	728 2.5×	66	2.7k
Maggie Snowling United Kingdom	31	3.3k 2.4×	1.0k 1.6×	974 1.7×	223 0.7×	1.5k 5.2×	58	3.8k

Countries citing papers authored by Amy E. Barth

Since Specialization

Citations

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

Fields of papers citing papers by Amy E. Barth

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Amy E. Barth. 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 Amy E. Barth. The network helps show where Amy E. Barth may publish in the future.

Co-authorship network of co-authors of Amy E. Barth

This figure shows the co-authorship network connecting the top 25 collaborators of Amy E. Barth. A scholar is included among the top collaborators of Amy E. Barth 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 Amy E. Barth. Amy E. Barth 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

Barth, Amy E., et al.. (2023). Exploring reading profiles of rural school students. Annals of Dyslexia. 73(2). 235–259. 5 indexed citations

Capin, Philip, Sharon Vaughn, Jeremy Miciak, et al.. (2023). Investigating the Reading Profiles of Middle School Emergent Bilinguals with Significant Reading Comprehension Difficulties. Scientific Studies of Reading. 28(2). 190–213. 4 indexed citations

Barth, Amy E., et al.. (2023). Multicomponent Reading Intervention: A Practitioner's Guide. The Reading Teacher. 77(4). 473–484. 3 indexed citations

Vaughn, Michael G., Eunsoo Cho, Amy E. Barth, et al.. (2016). Physiological Arousal and Juvenile Psychopathy: Is Low Resting Heart Rate Associated with Affective Dimensions?. Psychiatric Quarterly. 88(1). 103–114. 34 indexed citations

Barnes, Marcia A., Karla K. Stuebing, Jack Μ. Fletcher, Amy E. Barth, & David J. Francis. (2016). Cognitive Difficulties in Struggling Comprehenders and Their Relation to Reading Comprehension: A Comparison of Group Selection and Regression-Based Models. Journal of Research on Educational Effectiveness. 9(2). 153–172. 4 indexed citations

Barth, Amy E., Sharon Vaughn, Philip Capin, et al.. (2016). Effects of a Text-Processing Comprehension Intervention on Struggling Middle School Readers. Topics in Language Disorders. 36(4). 368–389. 12 indexed citations

Barnes, Marcia A., Yusra Ahmed, Amy E. Barth, & David J. Francis. (2015). The Relation of Knowledge-Text Integration Processes and Reading Comprehension in 7th- to 12th-Grade Students. Scientific Studies of Reading. 19(4). 253–272. 29 indexed citations

Grills, Amie E., Jack Μ. Fletcher, Sharon Vaughn, et al.. (2014). Anxiety and Response to Reading Intervention among First Grade Students. Child & Youth Care Forum. 43(4). 417–431. 30 indexed citations

Miciak, Jeremy, Karla K. Stuebing, Sharon Vaughn, et al.. (2014). Cognitive Attributes of Adequate and Inadequate Responders to Reading Intervention in Middle School. School Psychology Review. 43(4). 407–427. 18 indexed citations

10.

Barth, Amy E., Tammy D. Tolar, Jack Μ. Fletcher, & David J. Francis. (2013). The effects of student and text characteristics on the oral reading fluency of middle-grade students.. Journal of Educational Psychology. 106(1). 162–180. 28 indexed citations

11.

Tolar, Tammy D., Amy E. Barth, Jack Μ. Fletcher, David J. Francis, & Sharon Vaughn. (2013). Predicting reading outcomes with progress monitoring slopes among middle grade students. Learning and Individual Differences. 30. 46–57. 25 indexed citations

12.

Roberts, Greg, Jack Μ. Fletcher, Karla K. Stuebing, Amy E. Barth, & Sharon Vaughn. (2012). Treatment effects for adolescent struggling readers: An application of moderated mediation. Learning and Individual Differences. 23. 10–21. 6 indexed citations

13.

Cirino, Paul T., Melissa Romain, Amy E. Barth, et al.. (2012). Reading skill components and impairments in middle school struggling readers. Reading and Writing. 26(7). 1059–1086. 99 indexed citations

14.

Denton, Carolyn A., Paul T. Cirino, Amy E. Barth, et al.. (2011). An Experimental Study of Scheduling and Duration of “Tier 2” First-Grade Reading Intervention. Journal of Research on Educational Effectiveness. 4(3). 208–230. 45 indexed citations

15.

Vaughn, Michael G., Matt DeLisi, Kevin M. Beaver, et al.. (2010). Juvenile Psychopathic Personality Traits are Associated with Poor Reading Achievement. Psychiatric Quarterly. 82(3). 177–190. 39 indexed citations

16.

Barth, Amy E., Carolyn A. Denton, Karla K. Stuebing, et al.. (2010). A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention. Journal of the International Neuropsychological Society. 16(3). 526–536. 13 indexed citations

17.

Vaughn, Sharon, Jeanne Wanzek, Jade Wexler, et al.. (2009). The relative effects of group size on reading progress of older students with reading difficulties. Reading and Writing. 23(8). 931–956. 68 indexed citations

18.

Barth, Amy E., Karla K. Stuebing, Jason L. Anthony, et al.. (2008). Agreement among response to intervention criteria for identifying responder status. Learning and Individual Differences. 18(3). 296–307. 76 indexed citations

19.

Stuebing, Karla K., Amy E. Barth, Paul T. Cirino, David J. Francis, & Jack Μ. Fletcher. (2008). A response to recent reanalyses of the National Reading Panel report: Effects of systematic phonics instruction are practically significant.. Journal of Educational Psychology. 100(1). 123–134. 33 indexed citations

20.

Burd, Larry, Mary Bradford Ivey, Amy E. Barth, & Jacob Kerbeshian. (1998). Two males with childhood disintegrative disorder: a prospective 14‐year outcome study. Developmental Medicine & Child Neurology. 40(10). 702–707. 19 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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