Andrea Rolla

746 total citations
17 papers, 514 citations indexed

About

Andrea Rolla is a scholar working on Education, Developmental and Educational Psychology and Statistics and Probability. According to data from OpenAlex, Andrea Rolla has authored 17 papers receiving a total of 514 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Education, 10 papers in Developmental and Educational Psychology and 3 papers in Statistics and Probability. Recurrent topics in Andrea Rolla's work include Reading and Literacy Development (8 papers), Early Childhood Education and Development (7 papers) and Parental Involvement in Education (3 papers). Andrea Rolla is often cited by papers focused on Reading and Literacy Development (8 papers), Early Childhood Education and Development (7 papers) and Parental Involvement in Education (3 papers). Andrea Rolla collaborates with scholars based in United States, Chile and Portugal. Andrea Rolla's co-authors include Catherine E. Snow, Christina Weiland, Ernesto Treviño, Diana Leyva, M. Clara Barata, Hirokazu Yoshikawa, Mary Catherine Arbour, Celia J. Gomez, María S. Carlo and Diane August and has published in prestigious journals such as Child Development, Developmental Psychology and Applied Psycholinguistics.

In The Last Decade

Andrea Rolla

16 papers receiving 472 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Andrea Rolla United States 7 395 242 78 45 38 17 514
Endia J. Lindo United States 8 241 0.6× 389 1.6× 79 1.0× 31 0.7× 107 2.8× 22 525
Ann M. Berghout Austin United States 11 215 0.5× 94 0.4× 92 1.2× 18 0.4× 47 1.2× 36 348
Kerry G. Hofer United States 11 405 1.0× 222 0.9× 40 0.5× 16 0.4× 148 3.9× 22 491
Gisele M. Crawford United States 3 386 1.0× 189 0.8× 56 0.7× 13 0.3× 51 1.3× 5 437
Daryl Greaves Australia 8 177 0.4× 132 0.5× 93 1.2× 30 0.7× 38 1.0× 16 282
Rebecca A. Marcon United States 10 641 1.6× 123 0.5× 217 2.8× 33 0.7× 30 0.8× 29 713
Kelli D. Cummings United States 14 194 0.5× 244 1.0× 69 0.9× 56 1.2× 78 2.1× 25 376
Doug Marston United States 15 290 0.7× 406 1.7× 99 1.3× 105 2.3× 115 3.0× 21 503
Jessica De Feyter United States 6 268 0.7× 119 0.5× 108 1.4× 16 0.4× 6 0.2× 9 353
Amanda Wilcox‐Herzog United States 8 359 0.9× 116 0.5× 90 1.2× 23 0.5× 11 0.3× 14 418

Countries citing papers authored by Andrea Rolla

Since Specialization
Citations

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

Fields of papers citing papers by Andrea Rolla

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Andrea Rolla. 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 Andrea Rolla. The network helps show where Andrea Rolla may publish in the future.

Co-authorship network of co-authors of Andrea Rolla

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

All Works

17 of 17 papers shown
1.
Rolla, Andrea, et al.. (2024). Using teach ECE to observe the quality of online teaching during the pandemic: an exploratory study in a pre-school in Chile. European Early Childhood Education Research Journal. 33(3). 403–420.
2.
Strasser, Katherine, Andrea Rolla, & Silvia Romero Contreras. (2016). School Readiness Research in Latin America: Findings and Challenges. New Directions for Child and Adolescent Development. 2016(152). 31–44. 9 indexed citations
3.
Rolla, Andrea, et al.. (2015). Girls; the latest. A study of female dropout in Central Kibosho (Tanzania). e-rph (University of Granada). 1 indexed citations
4.
Leyva, Diana, Christina Weiland, M. Clara Barata, et al.. (2015). Teacher–Child Interactions in Chile and Their Associations With Prekindergarten Outcomes. Child Development. 86(3). 781–799. 182 indexed citations
5.
Yoshikawa, Hirokazu, Diana Leyva, Catherine E. Snow, et al.. (2015). Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes.. Developmental Psychology. 51(3). 309–322. 182 indexed citations
6.
Leyva, Diana, Hirokazu Yoshikawa, Catherine E. Snow, et al.. (2014). Can We Improve Preschool Classroom Quality in Chile? A Cluster-Randomized Trial Evaluation of a Professional Development Program.. Society for Research on Educational Effectiveness. 2 indexed citations
7.
Rolla, Andrea, et al.. (2014). Reapropiándonos de nuestras vidas. Un espacio para el empoderamiento y la visibilización de mujeres lesbianas, bisexuales y pansexuales. Dialnet (Universidad de la Rioja). 1(2). 209–216. 3 indexed citations
8.
Treviño, Ernesto, Hirokazu Yoshikawa, Diana Leyva, et al.. (2012). Teacher practices and learning improvement in Chilean preschool classrooms. 1 indexed citations
9.
Moreno, Lorenzo, Ernesto Treviño, Hirokazu Yoshikawa, et al.. (2011). Aftershocks of Chile’s Earthquake for an Ongoing, Large-Scale Experimental Evaluation. Evaluation Review. 35(2). 103–117. 4 indexed citations
10.
Rolla, Andrea, Elaine Mo, María S. Carlo, Diane August, & Catherine E. Snow. (2006). The influences of language of literacy instruction and vocabulary on the spelling of Spanish–English bilinguals. Reading and Writing. 19(6). 627–642. 40 indexed citations
11.
Rolla, Andrea, María S. Carlo, Diane August, & Catherine E. Snow. (2006). The role of language of instruction and vocabulary in the English phonological awareness of Spanish–English bilingual children. Applied Psycholinguistics. 27(2). 229–246. 36 indexed citations
12.
Rolla, Andrea, et al.. (2006). Evaluating the impact of different early literacy interventions on low-income Costa Rican kindergarteners. International Journal of Educational Research. 45(3). 188–201. 32 indexed citations
13.
Rolla, Andrea, et al.. (2005). The importance of reading difficulties and family in teachers' decisions to retain children : a case study in Costa Rica.'La importancia de las dificultades de lectura y la familia : factores que influyen en la decisión de los profesores sobre la repetición de curso de los alumnos de primer grado en Costa Rica'. 1 indexed citations
14.
Rolla, Andrea, et al.. (2005). The Importance of Reading Difficulties and Family in Teachers' Decisions to Retain Children: A Case Study in Costa Rica. Digital Access to Scholarship at Harvard (DASH) (Harvard University). 147–164. 3 indexed citations
15.
Rolla, Andrea, et al.. (2005). Quality early childhood education in Costa Rica? Policy, practice, outcomes and challenges. Early Years Journal of International Research and Development. 25(2). 113–127. 16 indexed citations
16.
Francisco, San & Andrea Rolla. (2003). Cross-Language Interference in the Phonological Awareness of Spanish-English Bilingual Children.. 1 indexed citations
17.
Rolla, Andrea, et al.. (2001). Assessment and Evaluation of Phonological Awareness, Concepts of Print, and Early Reading and Writing in Young Chilean Children: A Comparison with International Results.. 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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