Beth Harn

1.4k total citations
27 papers, 957 citations indexed

About

Beth Harn is a scholar working on Developmental and Educational Psychology, Education and Statistics and Probability. According to data from OpenAlex, Beth Harn has authored 27 papers receiving a total of 957 indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Developmental and Educational Psychology, 11 papers in Education and 8 papers in Statistics and Probability. Recurrent topics in Beth Harn's work include Reading and Literacy Development (14 papers), Behavioral and Psychological Studies (9 papers) and Cognitive and developmental aspects of mathematical skills (8 papers). Beth Harn is often cited by papers focused on Reading and Literacy Development (14 papers), Behavioral and Psychological Studies (9 papers) and Cognitive and developmental aspects of mathematical skills (8 papers). Beth Harn collaborates with scholars based in United States, Colombia and Australia. Beth Harn's co-authors include Mike Stoolmiller, Danielle Parisi, Michael D. Coyne, Edward J. Kameenui, Deborah C. Simmons, David J. Chard, Sylvia Linan‐Thompson, Oi‐Man Kwok, McKay Moore Sohlberg and Courtney Stevens and has published in prestigious journals such as NeuroImage, Journal of Learning Disabilities and Neurorehabilitation and neural repair.

In The Last Decade

Beth Harn

26 papers receiving 876 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Beth Harn United States 15 677 429 203 201 126 27 957
Ronald C. Martella United States 15 569 0.8× 382 0.9× 117 0.6× 226 1.1× 189 1.5× 71 940
Renee O. Hawkins United States 18 559 0.8× 292 0.7× 130 0.6× 217 1.1× 169 1.3× 47 775
Nancy E. Marchand‐Martella United States 17 669 1.0× 463 1.1× 99 0.5× 274 1.4× 286 2.3× 77 1.1k
Ruth A. Kaminski United States 18 824 1.2× 668 1.6× 174 0.9× 77 0.4× 260 2.1× 26 1.1k
Claudine Bowyer‐Crane United Kingdom 18 1.4k 2.0× 597 1.4× 409 2.0× 340 1.7× 133 1.1× 27 1.6k
Todd A. Glover United States 13 419 0.6× 569 1.3× 53 0.3× 146 0.7× 495 3.9× 34 1.0k
Timothy A. Slocum United States 20 918 1.4× 364 0.8× 152 0.7× 332 1.7× 243 1.9× 49 1.2k
Cristina Rodríguez Spain 15 376 0.6× 367 0.9× 135 0.7× 137 0.7× 42 0.3× 68 756
Helena Viholainen Finland 16 598 0.9× 316 0.7× 196 1.0× 145 0.7× 109 0.9× 33 985
Tanya Serry Australia 14 351 0.5× 238 0.6× 31 0.2× 180 0.9× 113 0.9× 53 740

Countries citing papers authored by Beth Harn

Since Specialization
Citations

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

Fields of papers citing papers by Beth Harn

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Beth Harn

This figure shows the co-authorship network connecting the top 25 collaborators of Beth Harn. A scholar is included among the top collaborators of Beth Harn 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 Beth Harn. Beth Harn 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.
Harn, Beth, et al.. (2023). Implementation Factors and Their Influence on Student Mathematics Outcomes. Learning Disabilities Research and Practice. 38(1). 5–14.
2.
Harn, Beth, et al.. (2022). Examining the Use of Video Analysis on Teacher Instruction and Teacher Outcomes. The Journal of Special Education. 57(2). 83–93. 2 indexed citations
3.
Harn, Beth, et al.. (2021). Student Engagement Within Adolescent Reading Comprehension Interventions: A Systematic Literature Review. Journal of Education. 203(2). 258–268. 1 indexed citations
4.
Harn, Beth, et al.. (2019). Comparing Self-Reported and Performance-Based Online Feedback on Early Childhood Teachers’ Implementation of Language Strategies. Early Childhood Education Journal. 47(3). 353–365. 8 indexed citations
5.
Harn, Beth, et al.. (2018). How Much Is Enough? Evaluating Intervention Implementation Efficiently. Assessment for Effective Intervention. 44(2). 135–144. 4 indexed citations
6.
Sinclair, James, et al.. (2016). An Analysis of Motivation in Three Self-Determination Curricula. Career Development and Transition for Exceptional Individuals. 40(3). 175–185. 4 indexed citations
7.
Yuan, Weihong, Amery Treble‐Barna, McKay Moore Sohlberg, Beth Harn, & Shari L. Wade. (2016). Changes in Structural Connectivity Following a Cognitive Intervention in Children With Traumatic Brain Injury. Neurorehabilitation and neural repair. 31(2). 190–201. 39 indexed citations
8.
Harn, Beth, et al.. (2015). The Impact of Schoolwide Prevention Efforts: Lessons Learned from Implementing Independent Academic and Behavior Support Systems.. 13(1). 3–20. 6 indexed citations
9.
Sohlberg, McKay Moore, et al.. (2014). A Pilot Study Evaluating Attention and Strategy Training Following Pediatric Traumatic Brain Injury. Clinical Practice in Pediatric Psychology. 2(3). 263–280. 22 indexed citations
10.
Barton, Erin E. & Beth Harn. (2012). Educating Young Children with Autism Spectrum Disorders. Corwin Press eBooks. 3 indexed citations
11.
Harn, Beth, David J. Chard, & Edward J. Kameenui. (2011). Meeting Societies’ Increased Expectations Through Responsive Instruction: The Power and Potential of Systemwide Approaches. Preventing School Failure Alternative Education for Children and Youth. 55(4). 232–239. 7 indexed citations
12.
Harn, Beth, David J. Chard, Gina Biancarosa, & Edward J. Kameenui. (2011). Coordinating Instructional Supports to Accelerate At-Risk First-Grade Readers' Performance. The Elementary School Journal. 112(2). 332–355. 16 indexed citations
13.
Stevens, Courtney, et al.. (2011). Examining the Role of Attention and Instruction in At-Risk Kindergarteners. Journal of Learning Disabilities. 46(1). 73–86. 32 indexed citations
14.
15.
Chard, David J., Mike Stoolmiller, Beth Harn, et al.. (2008). Predicting Reading Success in a Multilevel Schoolwide Reading Model. Journal of Learning Disabilities. 41(2). 174–188. 30 indexed citations
16.
Harn, Beth, et al.. (2008). Intensifying Instruction. Journal of Learning Disabilities. 41(2). 115–125. 51 indexed citations
17.
Harn, Beth, Mike Stoolmiller, & David J. Chard. (2008). Measuring the Dimensions of Alphabetic Principle on the Reading Development of First Graders. Journal of Learning Disabilities. 41(2). 143–157. 52 indexed citations
18.
Coyne, Michael D. & Beth Harn. (2005). Promoting beginning reading success through meaningful assessment of early literacy skills. Psychology in the Schools. 43(1). 33–43. 45 indexed citations
19.
Coyne, Michael D., Edward J. Kameenui, Deborah C. Simmons, & Beth Harn. (2004). Beginning Reading Intervention as Inoculation or Insulin. Journal of Learning Disabilities. 37(2). 90–104. 86 indexed citations
20.
Simmons, Deborah C., et al.. (2000). Building, Implementing, & Sustaining a Beginning Reading Model: School by School and Lessons Learned.. 43(3). 44 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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