Ben Seipel

427 total citations
17 papers, 245 citations indexed

About

Ben Seipel is a scholar working on Developmental and Educational Psychology, Artificial Intelligence and Education. According to data from OpenAlex, Ben Seipel has authored 17 papers receiving a total of 245 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Developmental and Educational Psychology, 7 papers in Artificial Intelligence and 4 papers in Education. Recurrent topics in Ben Seipel's work include Reading and Literacy Development (13 papers), Educational Strategies and Epistemologies (11 papers) and Text Readability and Simplification (7 papers). Ben Seipel is often cited by papers focused on Reading and Literacy Development (13 papers), Educational Strategies and Epistemologies (11 papers) and Text Readability and Simplification (7 papers). Ben Seipel collaborates with scholars based in United States, Netherlands and Cyprus. Ben Seipel's co-authors include Sarah E. Carlson, Virginia Clinton‐Lisell, Mark L. Davison, Kristen McMaster, Michael F. Graves, Gregory C. Sales, Bowen Liu, Gina Biancarosa, Panayiota Kendeou and Kristen L. McMaster and has published in prestigious journals such as Educational and Psychological Measurement, Contemporary Educational Psychology and Journal of Learning Disabilities.

In The Last Decade

Ben Seipel

16 papers receiving 233 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Ben Seipel United States 9 170 80 49 39 29 17 245
Kyle B. Dempsey United States 4 220 1.3× 113 1.4× 88 1.8× 49 1.3× 30 1.0× 8 330
Jay Samuels United States 7 180 1.1× 115 1.4× 56 1.1× 40 1.0× 31 1.1× 9 272
Chen-Huei Liao Taiwan 10 175 1.0× 133 1.7× 51 1.0× 26 0.7× 44 1.5× 20 305
Marloes M. L. Muijselaar Netherlands 11 265 1.6× 150 1.9× 27 0.6× 40 1.0× 56 1.9× 12 349
Tomás Martínez Spain 11 305 1.8× 234 2.9× 43 0.9× 40 1.0× 21 0.7× 27 400
Yuhtsuen Tzeng Taiwan 7 268 1.6× 97 1.2× 77 1.6× 90 2.3× 78 2.7× 10 352
Juan Antonio García Madruga Spain 10 118 0.7× 136 1.7× 49 1.0× 47 1.2× 50 1.7× 54 281
Rune Andreassen Norway 7 263 1.5× 173 2.2× 22 0.4× 45 1.2× 26 0.9× 12 326
Crystal M. Ramsay United States 9 131 0.8× 157 2.0× 19 0.4× 36 0.9× 15 0.5× 23 262
Roberto A. Ferreira Chile 9 86 0.5× 93 1.2× 19 0.4× 55 1.4× 86 3.0× 26 231

Countries citing papers authored by Ben Seipel

Since Specialization
Citations

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

Fields of papers citing papers by Ben Seipel

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Ben Seipel

This figure shows the co-authorship network connecting the top 25 collaborators of Ben Seipel. A scholar is included among the top collaborators of Ben Seipel 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 Ben Seipel. Ben Seipel 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.
Biancarosa, Gina, et al.. (2025). Diagnostic and Instructionally Relevant Measurement of Reading Comprehension. Intervention in School and Clinic. 61(1). 19–28.
2.
Clinton‐Lisell, Virginia, et al.. (2024). Identifying Clusters of Less-Skilled College Student Readers Based on Cognitive Processes. Journal of College Reading and Learning. 54(2). 125–141. 1 indexed citations
3.
Carlson, Sarah E., et al.. (2022). Emotional factors of causal coherence in text comprehension. Contemporary Educational Psychology. 72. 102141–102141. 3 indexed citations
4.
Clinton‐Lisell, Virginia, et al.. (2022). Performance on Reading Comprehension Assessments and College Achievement: A Meta-Analysis. Journal of College Reading and Learning. 52(3). 191–211. 12 indexed citations
5.
Seipel, Ben, et al.. (2022). MOCCA-College: Preliminary Validity Evidence of a Cognitive Diagnostic Reading Comprehension Assessment. Journal of Learning Disabilities. 56(1). 58–71. 2 indexed citations
6.
Clinton‐Lisell, Virginia, et al.. (2021). Interactive features of E-texts’ effects on learning: a systematic review and meta-analysis. Interactive Learning Environments. 31(6). 3728–3743. 18 indexed citations
7.
Davison, Mark L., et al.. (2020). MOCCA College: An assessment of inferential narrative and expository comprehension. UND Scholarly Commons (University of North Dakota). 1–8. 2 indexed citations
8.
Clinton‐Lisell, Virginia, et al.. (2020). Inferential comprehension differences between narrative and expository texts: a systematic review and meta-analysis. Reading and Writing. 33(9). 2223–2248. 58 indexed citations
9.
Liu, Bowen, et al.. (2019). Can We Learn From Student Mistakes in a Formative, Reading Comprehension Assessment?. Journal of Educational Measurement. 56(4). 815–835. 5 indexed citations
10.
Biancarosa, Gina, et al.. (2018). Constructing Subscores That Add Validity: A Case Study of Identifying Students at Risk. Educational and Psychological Measurement. 79(1). 65–84. 8 indexed citations
11.
Davison, Mark L., Gina Biancarosa, Sarah E. Carlson, Ben Seipel, & Bowen Liu. (2017). Preliminary Findings on the Computer-Administered Multiple-Choice Online Causal Comprehension Assessment, a Diagnostic Reading Comprehension Test. Assessment for Effective Intervention. 43(3). 169–181. 8 indexed citations
12.
Seipel, Ben, Sarah E. Carlson, & Virginia Clinton‐Lisell. (2016). When Do Comprehender Groups Differ? A Moment-by-Moment Analysis of Think-Aloud Protocols of Good and Poor Comprehenders. Reading Psychology. 38(1). 39–70. 19 indexed citations
13.
Goto, Keiko, et al.. (2016). Development of a Mindful-Eating Intervention Program among Third Through Fifth Grade Elementary School Children and Their Parents. Californian Journal of Health Promotion. 14(3). 70–76. 6 indexed citations
14.
Clinton‐Lisell, Virginia, Sarah E. Carlson, & Ben Seipel. (2015). Linguistic Markers of Inference Generation While Reading. Journal of Psycholinguistic Research. 45(3). 553–574. 5 indexed citations
15.
Carlson, Sarah E., Ben Seipel, & Kristen McMaster. (2014). Development of a new reading comprehension assessment: Identifying comprehension differences among readers. Learning and Individual Differences. 32. 40–53. 47 indexed citations
16.
Clinton‐Lisell, Virginia, Ben Seipel, Paul van den Broek, et al.. (2012). Gender differences in inference generation by fourth‐grade students. Journal of Research in Reading. 37(4). 356–374. 22 indexed citations
17.
Davison, Mark L., et al.. (2011). The effects of individualized, online vocabulary instruction on picture vocabulary scores: an efficacy study. Computer Assisted Language Learning. 25(1). 87–102. 29 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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2026