Danielle Guzman‐Orth

410 total citations
22 papers, 241 citations indexed

About

Danielle Guzman‐Orth is a scholar working on Education, Developmental and Educational Psychology and Linguistics and Language. According to data from OpenAlex, Danielle Guzman‐Orth has authored 22 papers receiving a total of 241 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Education, 8 papers in Developmental and Educational Psychology and 6 papers in Linguistics and Language. Recurrent topics in Danielle Guzman‐Orth's work include Multilingual Education and Policy (6 papers), Second Language Learning and Teaching (6 papers) and Reading and Literacy Development (4 papers). Danielle Guzman‐Orth is often cited by papers focused on Multilingual Education and Policy (6 papers), Second Language Learning and Teaching (6 papers) and Reading and Literacy Development (4 papers). Danielle Guzman‐Orth collaborates with scholars based in United States. Danielle Guzman‐Orth's co-authors include Alexis A. López, Sultan Türkan, H. Lee Swanson, Michael M. Gerber, Cathy Lussier, Michael J. Orosco, Mikyung Kim Wolf, Martha Thurlow, Michael E. Walker and Blair Lehman and has published in prestigious journals such as Journal of Educational Psychology, Language Testing and Computer Assisted Language Learning.

In The Last Decade

Danielle Guzman‐Orth

22 papers receiving 229 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Danielle Guzman‐Orth United States 9 117 95 67 60 59 22 241
Deni Basaraba United States 10 175 1.5× 122 1.3× 37 0.6× 40 0.7× 24 0.4× 22 277
Susan Watts‐Taffe United States 9 222 1.9× 209 2.2× 67 1.0× 37 0.6× 99 1.7× 16 388
Catherine Richards‐Tutor United States 8 186 1.6× 191 2.0× 71 1.1× 71 1.2× 67 1.1× 9 337
Jackie Eunjung Relyea United States 9 174 1.5× 142 1.5× 24 0.4× 25 0.4× 19 0.3× 32 266
Barbara S. Pettegrew United States 7 190 1.6× 150 1.6× 78 1.2× 26 0.4× 60 1.0× 9 326
Rasmus Steinkrauss Netherlands 11 194 1.7× 84 0.9× 77 1.1× 57 0.9× 149 2.5× 30 342
Jeanne R. Paratore United States 13 212 1.8× 272 2.9× 52 0.8× 34 0.6× 44 0.7× 35 386
Ken Spencer United Kingdom 9 183 1.6× 148 1.6× 30 0.4× 16 0.3× 69 1.2× 18 280
François Pichette Canada 8 147 1.3× 68 0.7× 55 0.8× 17 0.3× 137 2.3× 20 268
Katherine A. Dougherty Stahl United States 10 270 2.3× 217 2.3× 35 0.5× 21 0.3× 49 0.8× 35 359

Countries citing papers authored by Danielle Guzman‐Orth

Since Specialization
Citations

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

Fields of papers citing papers by Danielle Guzman‐Orth

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Danielle Guzman‐Orth. 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 Danielle Guzman‐Orth. The network helps show where Danielle Guzman‐Orth may publish in the future.

Co-authorship network of co-authors of Danielle Guzman‐Orth

This figure shows the co-authorship network connecting the top 25 collaborators of Danielle Guzman‐Orth. A scholar is included among the top collaborators of Danielle Guzman‐Orth 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 Danielle Guzman‐Orth. Danielle Guzman‐Orth 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.
Walker, Michael E., et al.. (2023). Culturally Responsive Assessment: Provisional Principles. ETS Research Report Series. 2023(1). 1–24. 16 indexed citations
2.
3.
Yi, Song, Jesse R. Sparks, & Danielle Guzman‐Orth. (2021). Investigating student performance on an assessment tool to support the development of English learners’ argumentation skills. Computer Assisted Language Learning. 35(9). 2291–2311. 2 indexed citations
4.
Wolf, Mikyung Kim, et al.. (2021). Investigating the Effects of Test Accommodations with Process Data for English Learners in a Mathematics Assessment. Educational Assessment. 27(1). 27–45. 5 indexed citations
5.
López, Alexis A., et al.. (2021). Examining the Accuracy of a Conversation‐Based Assessment in Interpreting English Learners' Written Responses. ETS Research Report Series. 2021(1). 1–15. 8 indexed citations
6.
Guzman‐Orth, Danielle, Cary A. Supalo, Derrick W. Smith, Okhee Lee, & Teresa King. (2021). EquitableSTEMInstruction and Assessment: Accessibility and Fairness Considerations for Special Populations. ETS Research Report Series. 2021(1). 1–16. 7 indexed citations
7.
Guzman‐Orth, Danielle, et al.. (2019). Developing an Alternate English Language Proficiency Assessment System: A Theory of Action. ETS Research Report Series. 2019(1). 1–19. 2 indexed citations
8.
López, Alexis A., Danielle Guzman‐Orth, & Sultan Türkan. (2019). Exploring the use of translanguaging to measure the mathematics knowledge of emergent bilingual students. 5(2). 143–164. 13 indexed citations
9.
Guzman‐Orth, Danielle, et al.. (2019). Exploring the Use of a Dual Language Assessment Task to Assess Young English Learners. Language Assessment Quarterly. 16(4-5). 447–463. 2 indexed citations
10.
Guzman‐Orth, Danielle, Song Yi, & Jesse R. Sparks. (2019). Designing Accessible Formative Assessment Tasks to Measure Argumentation Skills for English Learners. ETS Research Report Series. 2019(1). 1–15. 2 indexed citations
11.
Guzman‐Orth, Danielle, et al.. (2017). A Framework for the Dual Language Assessment of Young Dual Language Learners in the United States. Research Report. ETS RR-17-37.. ETS Research Report Series. 3 indexed citations
12.
López, Alexis A., Sultan Türkan, & Danielle Guzman‐Orth. (2017). Conceptualizing the Use of Translanguaging in Initial Content Assessments for Newly Arrived Emergent Bilingual Students. Research Report. ETS RR-17-07.. ETS Research Report Series. 4 indexed citations
13.
López, Alexis A., Sultan Türkan, & Danielle Guzman‐Orth. (2017). Conceptualizing the Use of Translanguaging in Initial Content Assessments for Newly Arrived Emergent Bilingual Students. ETS Research Report Series. 2017(1). 1–12. 39 indexed citations
14.
Guzman‐Orth, Danielle, et al.. (2016). Conceptualizing Accessibility for English Language Proficiency Assessments. Research Report. ETS RR-16-07.. ETS Research Report Series. 5 indexed citations
15.
Wolf, Mikyung Kim, et al.. (2016). Next-Generation Summative English Language Proficiency Assessments for English Learners: Priorities for Policy and Research. Research Report. ETS RR-16-08.. ETS Research Report Series. 5 indexed citations
16.
Guzman‐Orth, Danielle, et al.. (2016). Conceptualizing Accessibility for English Language Proficiency Assessments. ETS Research Report Series. 2016(1). 1–12. 13 indexed citations
17.
Swanson, H. Lee, et al.. (2016). Cognition and literacy in English language learners at risk for reading disabilities: A latent transition analysis.. Journal of Educational Psychology. 108(6). 830–856. 14 indexed citations
18.
Wolf, Mikyung Kim, et al.. (2016). Next‐Generation Summative English Language Proficiency Assessments for English Learners: Priorities for Policy and Research. ETS Research Report Series. 2016(1). 1–23. 9 indexed citations
19.
Wolf, Mikyung Kim, et al.. (2016). Integrating Scaffolding Strategies Into Technology-Enhanced Assessments of English Learners: Task Types and Measurement Models. Educational Assessment. 21(3). 157–175. 18 indexed citations
20.
Guzman‐Orth, Danielle, Ryan P. Grimm, Michael M. Gerber, et al.. (2014). Psychometric Properties of the Working Memory Rating Scale for Spanish-Speaking English Language Learners. Journal of Psychoeducational Assessment. 33(6). 555–567. 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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