Colby Hall

664 total citations
35 papers, 365 citations indexed

About

Colby Hall is a scholar working on Developmental and Educational Psychology, Education and Statistics and Probability. According to data from OpenAlex, Colby Hall has authored 35 papers receiving a total of 365 indexed citations (citations by other indexed papers that have themselves been cited), including 32 papers in Developmental and Educational Psychology, 18 papers in Education and 16 papers in Statistics and Probability. Recurrent topics in Colby Hall's work include Reading and Literacy Development (30 papers), Cognitive and developmental aspects of mathematical skills (16 papers) and Educational and Psychological Assessments (9 papers). Colby Hall is often cited by papers focused on Reading and Literacy Development (30 papers), Cognitive and developmental aspects of mathematical skills (16 papers) and Educational and Psychological Assessments (9 papers). Colby Hall collaborates with scholars based in United States. Colby Hall's co-authors include Sharon Vaughn, Eunsoo Cho, Marcia A. Barnes, Greg Roberts, Lisa V. McCulley, Garrett J. Roberts, Jeanne Wanzek, Emily J. Solari, Philip Capin and Anna‐Mária Fall and has published in prestigious journals such as Educational Psychologist, Educational Psychology Review and Reading Research Quarterly.

In The Last Decade

Colby Hall

30 papers receiving 345 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Colby Hall United States 10 285 181 99 31 26 35 365
Kelly J. Williams United States 8 272 1.0× 172 1.0× 106 1.1× 21 0.7× 21 0.8× 15 326
Melissa Fogarty United States 10 303 1.1× 235 1.3× 92 0.9× 41 1.3× 16 0.6× 22 396
Yonghan Park United States 12 262 0.9× 179 1.0× 58 0.6× 72 2.3× 36 1.4× 30 385
Luke Duesbery United States 9 159 0.6× 185 1.0× 62 0.6× 21 0.7× 24 0.9× 15 299
Alison Madelaine Australia 15 442 1.6× 365 2.0× 145 1.5× 45 1.5× 51 2.0× 50 545
Miya Miura Wayman United States 8 350 1.2× 196 1.1× 152 1.5× 13 0.4× 32 1.2× 8 428
Eric L. Oslund United States 14 375 1.3× 279 1.5× 126 1.3× 64 2.1× 36 1.4× 27 496
Lorraine Hammond Australia 9 212 0.7× 230 1.3× 31 0.3× 33 1.1× 20 0.8× 20 355
Hanne Næss Hjetland Norway 8 287 1.0× 246 1.4× 70 0.7× 32 1.0× 57 2.2× 18 422
Vinita Chhabra United States 5 397 1.4× 281 1.6× 108 1.1× 28 0.9× 57 2.2× 9 471

Countries citing papers authored by Colby Hall

Since Specialization
Citations

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

Fields of papers citing papers by Colby Hall

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Colby Hall

This figure shows the co-authorship network connecting the top 25 collaborators of Colby Hall. A scholar is included among the top collaborators of Colby Hall 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 Colby Hall. Colby Hall 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.
Hall, Colby, et al.. (2025). Examining the Effects of Family-Implemented Literacy Interventions for School-Aged Children: A Meta-Analysis. Educational Psychology Review. 37(1). 1 indexed citations
2.
Capin, Philip, Sharon Vaughn, Colby Hall, Eunsoo Cho, & Laura Mesite. (2025). Centering students with learning disabilities in intervention research: Implications for educational theory. Educational Psychologist. 60(3). 154–171. 3 indexed citations
3.
Capin, Philip, et al.. (2024). Reading Comprehension Instruction: Evaluating Our Progress Since Durkin’s Seminal Study. Scientific Studies of Reading. 29(1). 85–114. 2 indexed citations
4.
Hall, Colby, et al.. (2024). A meta-analysis of technology-delivered literacy instruction for elementary students. Educational Technology Research and Development. 72(3). 1507–1538. 3 indexed citations
5.
Hall, Colby, et al.. (2024). Unpacking Implementation. The Elementary School Journal. 125(1). 77–105.
6.
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.
7.
Hall, Colby, et al.. (2024). Exploring the feasibility of implementing the SPELL-Links to Reading and Writing intervention. Annals of Dyslexia. 75(1). 71–95.
8.
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
9.
Hall, Colby, et al.. (2023). Validation of an instrument for assessing elementary-grade educators’ knowledge to teach reading. Reading and Writing. 37(8). 1955–1974. 6 indexed citations
10.
11.
Daucourt, Mia Cristina, et al.. (2023). Examining the heterogeneous early literacy profiles of first-grade students who are English learners. Reading and Writing. 37(8). 1931–1953. 3 indexed citations
12.
Hall, Colby, et al.. (2022). Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta‐Analysis. Reading Research Quarterly. 58(2). 285–312. 52 indexed citations
13.
Capin, Philip, et al.. (2022). Evidence-Based Reading Instruction for Secondary Students With Reading Difficulties Within Multitiered Systems of Support. Teaching Exceptional Children. 56(5). 370–385. 2 indexed citations
14.
Roberts, Garrett J., et al.. (2021). The State of Current Reading Intervention Research for English Learners in Grades K–2: a Best-Evidence Synthesis. Educational Psychology Review. 34(1). 335–361. 14 indexed citations
15.
Denton, Carolyn A., et al.. (2021). A meta-analysis of the effects of foundational skills and multicomponent reading interventions on reading comprehension for primary-grade students. Learning and Individual Differences. 93. 102062–102062. 15 indexed citations
16.
Hall, Colby, et al.. (2021). Observing Two Reading Intervention Programs for Students with Dyslexia. Exceptionality. 30(2). 109–125. 8 indexed citations
17.
Hall, Colby & Sharon Vaughn. (2021). Current Research Informing the Conceptualization, Identification, and Treatment of Dyslexia Across Orthographies: An Introduction to the Special Series. Learning Disability Quarterly. 44(3). 140–144. 1 indexed citations
18.
Hall, Colby, et al.. (2019). Reading Instruction for English Learners With Learning Disabilities: What Do We Already Know, and What Do We Still Need to Learn?. New Directions for Child and Adolescent Development. 2019(166). 145–189. 13 indexed citations
19.
Hall, Colby. (2015). Inference Instruction for Struggling Readers: a Synthesis of Intervention Research. Educational Psychology Review. 28(1). 1–22. 66 indexed citations
20.
Roberts, Greg, et al.. (2014). Team-Based Learning: Moderating Effects of Metacognitive Elaborative Rehearsal and Middle School History Content Recall. Educational Psychology Review. 26(3). 451–468. 4 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