Catherine Martinet

455 total citations
26 papers, 223 citations indexed

About

Catherine Martinet is a scholar working on Developmental and Educational Psychology, Linguistics and Language and Education. According to data from OpenAlex, Catherine Martinet has authored 26 papers receiving a total of 223 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Developmental and Educational Psychology, 11 papers in Linguistics and Language and 7 papers in Education. Recurrent topics in Catherine Martinet's work include Reading and Literacy Development (15 papers), French Language Learning Methods (11 papers) and Linguistics and Discourse Analysis (6 papers). Catherine Martinet is often cited by papers focused on Reading and Literacy Development (15 papers), French Language Learning Methods (11 papers) and Linguistics and Discourse Analysis (6 papers). Catherine Martinet collaborates with scholars based in Switzerland and France. Catherine Martinet's co-authors include Sylviane Valdois, Rachel Sermier Dessemontet, Michel Fayol, Catherine Audrin, Urs Moser, Marie‐Josèphe Tainturier, Marie‐Line Bosse, Catherine Thévenot, Jasinta Dewi and Philippe Terrier and has published in prestigious journals such as SHILAP Revista de lepidopterología, Cognition and Acta Psychologica.

In The Last Decade

Catherine Martinet

19 papers receiving 205 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Catherine Martinet Switzerland 7 184 97 48 41 26 26 223
Noelia Pulido García United States 5 323 1.8× 328 3.4× 54 1.1× 43 1.0× 18 0.7× 8 396
Jennifer P. Cheatham United States 8 247 1.3× 102 1.1× 64 1.3× 47 1.1× 4 0.2× 9 295
Sana Tibi United States 10 268 1.5× 118 1.2× 122 2.5× 77 1.9× 18 0.7× 30 320
Laura Hedin United States 10 148 0.8× 187 1.9× 25 0.5× 26 0.6× 3 0.1× 25 274
Tatiana Cury Pollo United States 11 436 2.4× 312 3.2× 84 1.8× 38 0.9× 19 0.7× 20 488
Cindy D. Jones United States 12 214 1.2× 213 2.2× 39 0.8× 12 0.3× 8 0.3× 23 296
Keith T. Greaney New Zealand 9 307 1.7× 178 1.8× 100 2.1× 50 1.2× 13 0.5× 16 340
Melodee A. Walker United States 6 286 1.6× 203 2.1× 102 2.1× 31 0.8× 3 0.1× 9 353
Joanne D. Meier United States 4 372 2.0× 222 2.3× 57 1.2× 43 1.0× 21 0.8× 6 417
Carol Chase Thomas United States 5 228 1.2× 229 2.4× 33 0.7× 11 0.3× 4 0.2× 7 306

Countries citing papers authored by Catherine Martinet

Since Specialization
Citations

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

Fields of papers citing papers by Catherine Martinet

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Catherine Martinet

This figure shows the co-authorship network connecting the top 25 collaborators of Catherine Martinet. A scholar is included among the top collaborators of Catherine Martinet 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 Catherine Martinet. Catherine Martinet 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.
Dessemontet, Rachel Sermier, et al.. (2024). Effects of shared text reading for students with intellectual disability: A meta-analytical review of instructional strategies. Educational Research Review. 44. 100615–100615. 2 indexed citations
2.
Pedrotti, Marco, et al.. (2023). Raw eye tracking data of healthy adults reading aloud words, pseudowords and numerals. Data in Brief. 49. 109360–109360.
3.
4.
Pedrotti, Marco, et al.. (2023). Reading numbers is harder than reading words: An eye-tracking study. Acta Psychologica. 237. 103942–103942. 1 indexed citations
5.
Martinet, Catherine, et al.. (2023). Stratégies d’apprentissage de la compréhension de textes oraux et écrits : en vue d’une clarification des concepts pour l’enseignement. Archive ouverte UNIGE (University of Geneva). 1 indexed citations
6.
Dessemontet, Rachel Sermier, et al.. (2021). Effects of a phonics-based intervention on the reading skills of students with intellectual disability. Research in Developmental Disabilities. 111. 103883–103883. 22 indexed citations
7.
Dessemontet, Rachel Sermier, et al.. (2021). A descriptive study on reading instruction provided to students with intellectual disability. Journal of Intellectual Disabilities. 26(3). 575–593. 12 indexed citations
8.
Dessemontet, Rachel Sermier, et al.. (2021). Rapid automatized naming skills of children with intellectual disability. Heliyon. 7(5). e06944–e06944. 6 indexed citations
9.
Martinet, Catherine, et al.. (2021). Copie de mots, connaissance des lettres et conscience phonémique : une étude longitudinale chez des enfants de 5 ans. Éducation et francophonie. 34(2). 104–125.
10.
Martinet, Catherine, et al.. (2021). Microgenèses comparées en lecture interactive à 4 ans : co-construction de la langue écrite entre élèves et enseignants. Éducation et francophonie. 34(2). 214–235.
11.
Dessemontet, Rachel Sermier, et al.. (2021). Apprendre à lire aux élèves présentant une déficience intellectuelle, quel défi !. Érudit (Université de Montréal). 30. 1–14. 2 indexed citations
12.
Dessemontet, Rachel Sermier, et al.. (2019). A meta-analysis on the effectiveness of phonics instruction for teaching decoding skills to students with intellectual disability. Educational Research Review. 26. 52–70. 52 indexed citations
13.
Dessemontet, Rachel Sermier, et al.. (2019). Investigating the reading instruction provided to students with intellectual disability in order to identify levers of action. 1 indexed citations
14.
Dessemontet, Rachel Sermier, et al.. (2017). Exploring Phonological Awareness Skills in Children With Intellectual Disability. American Journal on Intellectual and Developmental Disabilities. 122(6). 476–491. 11 indexed citations
15.
Martinet, Catherine, et al.. (2016). Scriptum: apprendre à écrire: copier et orthographier. Archive ouverte UNIGE (University of Geneva). 1 indexed citations
16.
Martinet, Catherine, et al.. (2016). SCRIPTUM : un outil pour apprendre à écrire : copier et orthographier (classes ordinaires et spécialisées).
17.
Martinet, Catherine, et al.. (2006). La lecture interactive d’albums de littérature enfantine à 4 ans en classe. Étude microgénétique.. Les dossiers des sciences de l éducation. 15(1). 41–52. 4 indexed citations
18.
Martinet, Catherine, Sylviane Valdois, & Michel Fayol. (2003). Lexical orthographic knowledge develops from the beginning of literacy acquisition. Cognition. 91(2). B11–B22. 66 indexed citations
19.
Martinet, Catherine, Marie‐Line Bosse, Sylviane Valdois, & Marie‐Josèphe Tainturier. (1999). Discussion de la notion de stades successifs dans l'acquisition de l'orthographe d'usage. 2 indexed citations
20.
Martinet, Catherine, et al.. (1999). Existe-t-il des stades successifs dans l'acquisition de l'orthographe d'usage ?. Langue française. 124(1). 58–73. 6 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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