Bobette Bouton

721 total citations
15 papers, 495 citations indexed

About

Bobette Bouton is a scholar working on Developmental and Educational Psychology, Education and Clinical Psychology. According to data from OpenAlex, Bobette Bouton has authored 15 papers receiving a total of 495 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Developmental and Educational Psychology, 6 papers in Education and 4 papers in Clinical Psychology. Recurrent topics in Bobette Bouton's work include Reading and Literacy Development (9 papers), Educational and Psychological Assessments (4 papers) and Language Development and Disorders (4 papers). Bobette Bouton is often cited by papers focused on Reading and Literacy Development (9 papers), Educational and Psychological Assessments (4 papers) and Language Development and Disorders (4 papers). Bobette Bouton collaborates with scholars based in United States, Australia and France. Bobette Bouton's co-authors include Donald L. Compton, Douglas Fuchs, Lynn S. Fuchs, Laura A. Barquero, Jennifer K. Gilbert, Eunsoo Cho, Joseph R. Jenkins, Lisa Hill, Martha Allexsaht‐Snider and Youn‐Jeng Choi and has published in prestigious journals such as Journal of Educational Psychology, Reading Research Quarterly and Journal of Learning Disabilities.

In The Last Decade

Bobette Bouton

14 papers receiving 464 citations

Peers

Bobette Bouton

DEP

EDUCA

Anne F. Zaslofsky United States

Endia J. Lindo United States

Benjamin Silberglitt United States

Joseph Betts United States

Todd W. Busch United States

Shirley V. Dickson United States

Lisa Pericola Case United States

Adrea J. Truckenmiller United States

Garrett J. Roberts United States

Alison Madelaine Australia

Anne F. Zaslofsky United States

Bobette Bouton

314 ×0.7

DEP

208 ×1.1

EDUCA

253 ×1.7

40 ×0.8

61 ×1.6

Citations per year, relative to Bobette Bouton Bobette Bouton (= 1×) peers Anne F. Zaslofsky

Countries citing papers authored by Bobette Bouton

Since Specialization

Citations

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

Fields of papers citing papers by Bobette Bouton

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Bobette Bouton

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

All Works

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15 of 15 papers shown

Main, Katherine, Bobette Bouton, Donna Pendergast, & Nicole Whitaker. (2025). The Importance of Social and Emotional Skills During Adolescence to Promote a Positive Social Identity: A Systematic Literature Review and Reflection Using Bronfenbrenner’s Bioecological Theory. Education Sciences. 15(2). 258–258.

Bouton, Bobette. (2019). “Wonder” Through the Eyes of Empathy: A Middle Grades Teacher’s Guide. ScholarWorks -A service of University of Vermont Libraries (University of Vermont). 5(2). 5. 2 indexed citations

Bouton, Bobette, et al.. (2018). Upside‐Down Response to Intervention: A Quasi‐Experimental Study. Learning Disabilities Research and Practice. 33(4). 229–236. 2 indexed citations

Bouton, Bobette. (2016). Empathy Research and Teacher Preparation: Benefits and Obstacles.. 25(2). 16–25. 18 indexed citations

Bouton, Bobette. (2016). Understanding the Unique Needs of Adolescent Refugee Students. ScholarWorks -A service of University of Vermont Libraries (University of Vermont). 2(3). 6. 1 indexed citations

Toste, Jessica R., Donald L. Compton, Douglas Fuchs, et al.. (2014). Understanding Unresponsiveness to Tier 2 Reading Intervention. Learning Disability Quarterly. 37(4). 192–203. 22 indexed citations

Gilbert, Jennifer K., Donald L. Compton, Douglas Fuchs, et al.. (2013). Efficacy of a First‐Grade Responsiveness‐to‐Intervention Prevention Model for Struggling Readers. Reading Research Quarterly. 48(2). 135–154. 55 indexed citations

Compton, Donald L., et al.. (2012). Examining the Predictive Validity of a Dynamic Assessment of Decoding to Forecast Response to Tier 2 Intervention. Journal of Learning Disabilities. 47(5). 409–423. 25 indexed citations

Buxton, Cory, et al.. (2012). Using Educative Assessments to Support Science Teaching for Middle School English-language Learners. Journal of Science Teacher Education. 24(2). 347–366. 25 indexed citations

10.

Compton, Donald L., Jennifer K. Gilbert, Joseph R. Jenkins, et al.. (2012). Accelerating Chronically Unresponsive Children to Tier 3 Instruction. Journal of Learning Disabilities. 45(3). 204–216. 68 indexed citations

11.

Fuchs, Douglas, et al.. (2011). The Construct and Predictive Validity of a Dynamic Assessment of Young Children Learning to Read: Implications for RTI Frameworks. Journal of Learning Disabilities. 44(4). 339–347. 54 indexed citations

12.

Elleman, Amy M., Donald L. Compton, Douglas Fuchs, Lynn S. Fuchs, & Bobette Bouton. (2011). Exploring Dynamic Assessment as a Means of Identifying Children At Risk of Developing Comprehension Difficulties. Journal of Learning Disabilities. 44(4). 348–357. 22 indexed citations

13.

Compton, Donald L., Douglas Fuchs, Lynn S. Fuchs, et al.. (2010). Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process.. Journal of Educational Psychology. 102(2). 327–340. 145 indexed citations

14.

Lemons, Christopher J., Alexandra P. Key, Douglas Fuchs, et al.. (2009). Predicting reading growth with event-related potentials: Thinking differently about indexing “Responsiveness”. Learning and Individual Differences. 20(3). 158–166. 8 indexed citations

15.

Fuchs, Douglas, et al.. (2007). Dynamic Assessment as Responsiveness to Intervention; a Scripted Protocol to Identify Young At-Risk Readers. Teaching Exceptional Children. 39(5). 58–63. 48 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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