Anna Potocki

696 total citations
28 papers, 458 citations indexed

About

Anna Potocki is a scholar working on Developmental and Educational Psychology, Education and Experimental and Cognitive Psychology. According to data from OpenAlex, Anna Potocki has authored 28 papers receiving a total of 458 indexed citations (citations by other indexed papers that have themselves been cited), including 27 papers in Developmental and Educational Psychology, 15 papers in Education and 4 papers in Experimental and Cognitive Psychology. Recurrent topics in Anna Potocki's work include Reading and Literacy Development (19 papers), Educational Strategies and Epistemologies (11 papers) and Writing and Handwriting Education (6 papers). Anna Potocki is often cited by papers focused on Reading and Literacy Development (19 papers), Educational Strategies and Epistemologies (11 papers) and Writing and Handwriting Education (6 papers). Anna Potocki collaborates with scholars based in France, Spain and United States. Anna Potocki's co-authors include Jean Écalle, Jean‐François Rouet, Annie Magnan, Annie Magnan, Marc Stadtler, Mônica Macedo‐Rouet, Ladislao Salmerón, Christine Ros, Ana Isabel García Pérez and Lisa Scharrer and has published in prestigious journals such as PLoS ONE, Computers in Human Behavior and Computers & Education.

In The Last Decade

Anna Potocki

28 papers receiving 439 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Anna Potocki France 13 379 248 87 72 57 28 458
Elizabeth Ka Yee Loh Hong Kong 14 338 0.9× 235 0.9× 33 0.4× 82 1.1× 73 1.3× 29 539
Tanya Kaefer Canada 14 271 0.7× 280 1.1× 62 0.7× 34 0.5× 43 0.8× 27 437
Sandra Martin‐Chang Canada 13 360 0.9× 346 1.4× 27 0.3× 75 1.0× 59 1.0× 28 544
Jean Osborn United States 11 478 1.3× 360 1.5× 40 0.5× 50 0.7× 97 1.7× 33 618
Riitta Kinnunen Finland 10 375 1.0× 249 1.0× 18 0.2× 41 0.6× 57 1.0× 14 484
Nancy Padak United States 11 375 1.0× 386 1.6× 37 0.4× 34 0.5× 76 1.3× 60 574
Alina Galvão Spinillo Brazil 12 289 0.8× 348 1.4× 87 1.0× 39 0.5× 165 2.9× 74 559
Jianpeng Guo China 10 155 0.4× 233 0.9× 25 0.3× 46 0.6× 68 1.2× 24 390
Alice Wilder United States 8 134 0.4× 242 1.0× 105 1.2× 91 1.3× 17 0.3× 9 378
Donald J. Richgels United States 12 421 1.1× 379 1.5× 37 0.4× 24 0.3× 49 0.9× 30 572

Countries citing papers authored by Anna Potocki

Since Specialization
Citations

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

Fields of papers citing papers by Anna Potocki

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Anna Potocki

This figure shows the co-authorship network connecting the top 25 collaborators of Anna Potocki. A scholar is included among the top collaborators of Anna Potocki 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 Anna Potocki. Anna Potocki 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.
Potocki, Anna, et al.. (2025). Advanced theory of mind predicts adolescents’ evaluation of source benevolence while reading. Computers in Human Behavior. 165. 108552–108552. 1 indexed citations
2.
Potocki, Anna, et al.. (2023). A short teacher-led intervention using direct instruction enhances 5th graders' purposeful reading skills. Learning and Instruction. 86. 101781–101781. 1 indexed citations
3.
Quémart, Pauline, et al.. (2023). Improving literacy development with fine motor skills training: A digital game-based intervention in fourth grade. Cognitive Development. 67. 101363–101363. 5 indexed citations
4.
Potocki, Anna, et al.. (2023). Role of advanced theory of mind in teenagers’ evaluation of source information. Discourse Processes. 60(4-5). 363–377. 4 indexed citations
5.
Potocki, Anna, et al.. (2022). Disponibilité des textes et performances en compréhension écrite à l’adolescence : quelle implication des fonctions exécutives ?. L’Année psychologique. Vol. 123(1). 91–135. 1 indexed citations
6.
Potocki, Anna, et al.. (2022). Predictors of procrastination in first-year university students: role of achievement goals and learning strategies. Social Psychology of Education. 26(2). 309–331. 7 indexed citations
7.
Potocki, Anna, et al.. (2021). ProVoc : An app to train vocabulary depth in order to foster children's reading comprehension. Journal of Computer Assisted Learning. 37(5). 1324–1335. 2 indexed citations
8.
Potocki, Anna, et al.. (2021). Do you know what you are reading for? Exploring the effects of a task model enhancement on fifth graders' purposeful reading. Journal of Research in Reading. 44(4). 837–858. 11 indexed citations
9.
Quémart, Pauline, et al.. (2021). Modeling the influence of motor skills on literacy in third grade: Contributions of executive functions and handwriting. PLoS ONE. 16(11). e0259016–e0259016. 14 indexed citations
10.
Quémart, Pauline, et al.. (2020). Rhythm in the blood: The influence of rhythm skills on literacy development in third graders. Journal of Experimental Child Psychology. 198. 104880–104880. 13 indexed citations
11.
Vibert, Nicolas, Jason L. G. Braasch, Anna Potocki, et al.. (2019). Adolescents’ Developing Sensitivity to Orthographic and Semantic Cues During Visual Search for Words. Frontiers in Psychology. 10. 642–642. 1 indexed citations
12.
Potocki, Anna, et al.. (2018). Evaluation informatisée de la compréhension en lecture d’enfants autistes sans déficience intellectuelle. Revue de psychoéducation. 47(2). 333–356. 1 indexed citations
13.
Rouet, Jean‐François & Anna Potocki. (2018). From reading comprehension to document literacy: learning to search for, evaluate and integrate information across texts / De la lectura a la alfabetización documental: aprender a buscar, evaluar e integrar información de diversos textos. Journal for the Study of Education and Development Infancia y Aprendizaje. 41(3). 415–446. 19 indexed citations
14.
Pérez, Ana Isabel García, Anna Potocki, Marc Stadtler, et al.. (2018). Fostering teenagers' assessment of information reliability: Effects of a classroom intervention focused on critical source dimensions. Learning and Instruction. 58. 53–64. 79 indexed citations
15.
Potocki, Anna, et al.. (2017). Profiles of French poor readers: Underlying difficulties and effects of computerized training programs. Learning and Individual Differences. 57. 45–57. 8 indexed citations
16.
Potocki, Anna, Christine Ros, Nicolas Vibert, & Jean‐François Rouet. (2017). Children’s Visual Scanning of Textual Documents: Effects of Document Organization, Search Goals, and Metatextual Knowledge. Scientific Studies of Reading. 21(6). 480–497. 15 indexed citations
17.
Favart, Monik, et al.. (2016). The management of cohesion in written narratives in students with specific language impairment: Differences between childhood and adolescence. Research in Developmental Disabilities. 59. 318–327. 9 indexed citations
18.
Potocki, Anna, Jean Écalle, & Annie Magnan. (2016). Early cognitive and linguistic profiles of different types of 7‐ to 8‐year‐old readers. Journal of Research in Reading. 40(S1). 6 indexed citations
19.
Potocki, Anna, Annie Magnan, & Jean Écalle. (2015). Computerized trainings in four groups of struggling readers: Specific effects on word reading and comprehension. Research in Developmental Disabilities. 45-46. 83–92. 19 indexed citations
20.
Écalle, Jean, et al.. (2011). Comprehension of written sentences as a core component of children's reading comprehension. Journal of Research in Reading. 36(2). 117–131. 24 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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