Anna‐Mária Fall

1.7k total citations
54 papers, 1.1k citations indexed

About

Anna‐Mária Fall is a scholar working on Developmental and Educational Psychology, Education and Statistics and Probability. According to data from OpenAlex, Anna‐Mária Fall has authored 54 papers receiving a total of 1.1k indexed citations (citations by other indexed papers that have themselves been cited), including 40 papers in Developmental and Educational Psychology, 33 papers in Education and 16 papers in Statistics and Probability. Recurrent topics in Anna‐Mária Fall's work include Reading and Literacy Development (29 papers), Cognitive and developmental aspects of mathematical skills (16 papers) and Educational and Psychological Assessments (7 papers). Anna‐Mária Fall is often cited by papers focused on Reading and Literacy Development (29 papers), Cognitive and developmental aspects of mathematical skills (16 papers) and Educational and Psychological Assessments (7 papers). Anna‐Mária Fall collaborates with scholars based in United States, United Kingdom and United Arab Emirates. Anna‐Mária Fall's co-authors include Greg Roberts, Sharon Vaughn, Greg Roberts, Elizabeth Swanson, Greg Roberts, Bonnie S. Billingsley, Jeanne Wanzek, Sarah R. Powell, Leticia Martínez and Thomas O. Williams and has published in prestigious journals such as Journal of Educational Psychology, Preventive Medicine and Educational Psychology Review.

In The Last Decade

Anna‐Mária Fall

48 papers receiving 1.0k citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Anna‐Mária Fall United States	20	705	590	266	172	121	54	1.1k
Greg Roberts United States	17	649 0.9×	623 1.1×	219 0.8×	181 1.1×	133 1.1×	32	1.1k
Diane Haager United States	17	759 1.1×	615 1.0×	150 0.6×	243 1.4×	212 1.8×	31	1.1k
Michael Solís United States	18	657 0.9×	648 1.1×	154 0.6×	217 1.3×	220 1.8×	39	1.2k
Stephen Ciullo United States	17	551 0.8×	735 1.2×	205 0.8×	189 1.1×	98 0.8×	43	1.0k
Sheri Berkeley United States	18	687 1.0×	797 1.4×	188 0.7×	320 1.9×	170 1.4×	38	1.3k
John C. Begeny United States	22	582 0.8×	774 1.3×	230 0.9×	74 0.4×	240 2.0×	65	1.2k
Nancy Scammacca United States	17	916 1.3×	1.3k 2.3×	583 2.2×	185 1.1×	119 1.0×	36	1.8k
Jim Ysseldyke United States	19	669 0.9×	547 0.9×	177 0.7×	287 1.7×	244 2.0×	49	1.2k
Joseph Calvin Gagnon United States	17	536 0.8×	350 0.6×	238 0.9×	218 1.3×	221 1.8×	81	900
Alysia D. Roehrig United States	16	677 1.0×	503 0.9×	105 0.4×	51 0.3×	130 1.1×	38	1.1k

Countries citing papers authored by Anna‐Mária Fall

Since Specialization

Citations

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

Fields of papers citing papers by Anna‐Mária Fall

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Anna‐Mária Fall

This figure shows the co-authorship network connecting the top 25 collaborators of Anna‐Mária Fall. A scholar is included among the top collaborators of Anna‐Mária Fall 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‐Mária Fall. Anna‐Mária Fall 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

Roberts, Garrett J., et al.. (2025). The Efficacy of Integrating Engaged Learners Into Small Group Reading Instruction on Reading and Attention Outcomes: A Randomized Controlled Trial. Exceptional Children.

Fall, Anna‐Mária, et al.. (2025). The Role of Instructional Design in the Delivery of Early Science Instruction. Remedial and Special Education.

Doabler, Christian T., et al.. (2024). Challenging Educational Inequities in Early STEM Instruction. The Elementary School Journal. 125(2). 211–232. 2 indexed citations

Capin, Philip, et al.. (2024). Understanding the relation between reading and anxiety among upper elementary students with reading difficulties. Annals of Dyslexia. 74(1). 123–141. 4 indexed citations

Barnes, Marcia A., Nathan H. Clemens, Deborah C. Simmons, et al.. (2024). A Randomized Controlled Trial of Tutor- and Computer-Delivered Inferential Comprehension Interventions for Middle School Students with Reading Difficulties. Scientific Studies of Reading. 28(4). 411–440.

Capin, Philip, Sharon Vaughn, Sandra Laing Gillam, et al.. (2023). Evaluating the Efficacy of a Narrative Language Intervention for Bilingual Students. American Journal of Speech-Language Pathology. 32(6). 2999–3020. 3 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

Gillam, Sandra Laing, Sharon Vaughn, Greg Roberts, et al.. (2022). Improving oral and written narration and reading comprehension of children at-risk for language and literacy difficulties: Results of a randomized clinical trial.. Journal of Educational Psychology. 10 indexed citations

Capin, Philip, et al.. (2022). Understanding the nature and severity of reading difficulties among students with language and reading comprehension difficulties. Annals of Dyslexia. 72(2). 249–275. 8 indexed citations

10.

Powell, Sarah R., Anna‐Mária Fall, Greg Roberts, et al.. (2021). Does Word-Problem Performance Maintain? Follow-Up One Year After Implementation of a Word-Problem Intervention. Journal of Research on Educational Effectiveness. 15(1). 52–77. 6 indexed citations

11.

Williams, Kelly J., Leticia Martínez, Anna‐Mária Fall, Jeremy Miciak, & Sharon Vaughn. (2021). Student Engagement Among High School English Learners with Reading Comprehension Difficulties. School Psychology Review. 52(1). 38–56. 3 indexed citations

12.

Vaughn, Sharon, Leticia Martínez, Kelly J. Williams, et al.. (2021). Effects of a Reading Intervention and a Mentoring Intervention for Ninth-Grade English Learners with Reading Difficulties. Journal of Research on Educational Effectiveness. 15(3). 558–583. 2 indexed citations

13.

Fuchs, Lynn S., Sarah R. Powell, Anna‐Mária Fall, et al.. (2019). Do the processes engaged during mathematical word-problem solving differ along the distribution of word-problem competence?. Contemporary Educational Psychology. 60. 101811–101811. 14 indexed citations

14.

Scammacca, Nancy, Anna‐Mária Fall, Philip Capin, Greg Roberts, & Elizabeth Swanson. (2019). Examining factors affecting reading and math growth and achievement gaps in grades 1–5: A cohort-sequential longitudinal approach.. Journal of Educational Psychology. 112(4). 718–734. 26 indexed citations

15.

Bartholomew, John B., et al.. (2018). Active Learning Increases Childrenʼs Physical Activity across Demographic Subgroups. Translational Journal of the American College of Sports Medicine. 3(1). 1–9. 30 indexed citations

16.

Scammacca, Nancy, Anna‐Mária Fall, & Greg Roberts. (2014). Benchmarks for Expected Annual Academic Growth for Students in the Bottom Quartile of the Normative Distribution. Journal of Research on Educational Effectiveness. 8(3). 366–379. 16 indexed citations

17.

Roberts, Greg, et al.. (2014). The Impact of Intensive Reading Intervention on Level of Attention in Middle School Students. Journal of Clinical Child & Adolescent Psychology. 44(6). 942–953. 24 indexed citations

18.

Vaughn, Sharon, et al.. (2014). High School Students With Reading Comprehension Difficulties. Journal of Learning Disabilities. 48(5). 546–558. 35 indexed citations

19.

Roberts, Greg, Jade Wexler, Sharon Vaughn, et al.. (2012). Efficacy of an Individualized Reading Intervention with Secondary Students.. Society for Research on Educational Effectiveness.

20.

Fall, Anna‐Mária. (2010). Recruiting and Retaining Highly Qualified Special Education Teachers for High-Poverty Districts and Schools: Recommendations for Educational Leaders.. 23(2). 76–83. 8 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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