Danielle S. McNamara

26.7k total citations · 7 hit papers
397 papers, 15.8k citations indexed

About

Danielle S. McNamara is a scholar working on Artificial Intelligence, Developmental and Educational Psychology and Education. According to data from OpenAlex, Danielle S. McNamara has authored 397 papers receiving a total of 15.8k indexed citations (citations by other indexed papers that have themselves been cited), including 232 papers in Artificial Intelligence, 214 papers in Developmental and Educational Psychology and 83 papers in Education. Recurrent topics in Danielle S. McNamara's work include Text Readability and Simplification (117 papers), Reading and Literacy Development (92 papers) and Innovative Teaching and Learning Methods (85 papers). Danielle S. McNamara is often cited by papers focused on Text Readability and Simplification (117 papers), Reading and Literacy Development (92 papers) and Innovative Teaching and Learning Methods (85 papers). Danielle S. McNamara collaborates with scholars based in United States, Romania and Germany. Danielle S. McNamara's co-authors include Scott A. Crossley, Arthur C. Graesser, Walter Kintsch, Philip M. McCarthy, Max M. Louwerse, Zhiqiang Cai, Tenaha O’Reilly, Yasuhiro Ozuru, Laura K. Allen and Rod D. Roscoe and has published in prestigious journals such as SHILAP Revista de lepidopterología, PLoS ONE and NeuroImage.

In The Last Decade

Danielle S. McNamara

376 papers receiving 14.3k citations

Hit Papers

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What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Coh-Metrix: Analysis of text on cohesion and language

2004 988 citations Arthur C. Graesser, Danielle S. McNamara et al. profile →
Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning From Text

1996 920 citations Danielle S. McNamara et al. profile →
Automated Evaluation of Text and Discourse with Coh-Metrix

2014 586 citations Danielle S. McNamara, Arthur C. Graesser et al. profile →
Learning from texts: Effects of prior knowledge and text coherence

1996 536 citations Danielle S. McNamara et al. profile →
Coh-Metrix

2011 429 citations Arthur C. Graesser, Danielle S. McNamara et al. profile →
Linguistic Features of Writing Quality

2009 367 citations Danielle S. McNamara, Scott A. Crossley et al. profile →
The Multidimensional Knowledge in Text Comprehension framework

2021 94 citations Danielle S. McNamara et al. profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Danielle S. McNamara United States	63	9.0k	6.8k	4.3k	2.0k	2.0k	397	15.8k
Arthur C. Graesser United States	73	11.4k 1.3×	8.9k 1.3×	4.7k 1.1×	1.6k 0.8×	4.5k 2.3×	379	22.5k
Michael Pressley United States	71	12.2k 1.4×	1.3k 0.2×	8.6k 2.0×	973 0.5×	3.1k 1.6×	280	17.6k
Ann L. Brown United States	53	12.8k 1.4×	1.9k 0.3×	8.7k 2.0×	757 0.4×	3.0k 1.5×	110	19.0k
Scott A. Crossley United States	45	4.0k 0.4×	4.0k 0.6×	1.7k 0.4×	1.8k 0.9×	410 0.2×	218	7.4k
Allan Collins United States	27	6.9k 0.8×	1.2k 0.2×	8.5k 2.0×	574 0.3×	1.3k 0.7×	58	15.4k
Roxana Moreno United States	37	4.9k 0.5×	1.6k 0.2×	4.6k 1.1×	323 0.2×	5.5k 2.8×	67	11.4k
Roger C. Schank United States	37	2.2k 0.2×	3.3k 0.5×	1.3k 0.3×	538 0.3×	1.6k 0.8×	153	9.2k
Jan L. Plass United States	40	3.9k 0.4×	956 0.1×	2.3k 0.5×	362 0.2×	2.8k 1.4×	106	7.6k
Stephen Krashen United States	44	9.9k 1.1×	1.6k 0.2×	4.3k 1.0×	8.7k 4.3×	1.5k 0.7×	215	20.5k
Deanna Kuhn United States	61	9.6k 1.1×	936 0.1×	9.9k 2.3×	416 0.2×	1.5k 0.8×	188	15.0k

Countries citing papers authored by Danielle S. McNamara

Since Specialization

Citations

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

Fields of papers citing papers by Danielle S. McNamara

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Danielle S. McNamara. 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 S. McNamara. The network helps show where Danielle S. McNamara may publish in the future.

Co-authorship network of co-authors of Danielle S. McNamara

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

All Works

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20 of 20 papers shown

Day, Stephanie, et al.. (2025). Choose Your Own Adventure: Interactive E‐Books to Improve Word Knowledge and Comprehension Skills. Journal of Computer Assisted Learning. 41(2).

McCrudden, Matthew T., et al.. (2024). Coherence building while reading multiple complementary documents. Contemporary Educational Psychology. 77. 102266–102266. 6 indexed citations

Schillinger, Dean, Renu Balyan, Scott A. Crossley, et al.. (2020). Employing computational linguistics techniques to identify limited patient health literacy: Findings from the ECLIPPSE study. Health Services Research. 56(1). 132–144. 10 indexed citations

Allen, Laura K., Aaron D. Likens, & Danielle S. McNamara. (2017). Recurrence Quantification Analysis: A Technique for the Dynamical Analysis of Student Writing.. Grantee Submission. 240–245. 3 indexed citations

Crossley, Scott A., Tiffany Barnes, Collin Lynch, & Danielle S. McNamara. (2017). Linking Language to Math Success in a Blended Course.. Educational Data Mining. 3 indexed citations

Brown, Rebecca, Collin Lynch, Michael Eagle, et al.. (2015). Good Communities and Bad Communities: Does Membership Affect Performance?. Educational Data Mining. 612–613. 5 indexed citations

Jackson, G. Tanner, et al.. (2015). Natural Language Processing and Game-Based Practice in iSTART.. The Journal of Interactive Learning Research. 26(2). 189–208. 6 indexed citations

Crossley, Scott A., et al.. (2014). The Importance of Grammar and Mechanics in Writing Assessment and Instruction: Evidence from Data Mining.. Educational Data Mining. 300–303. 10 indexed citations

Crossley, Scott A., et al.. (2013). Paragraph specific n-gram approaches to automatically assessing essay quality. Educational Data Mining. 216–219. 4 indexed citations

10.

McNamara, Danielle S., Yasuhiro Ozuru, & Randy G. Floyd. (2011). Comprehension challenges in the fourth grade: The roles of text cohesion, text genre, and readers’ prior knowledge. SHILAP Revista de lepidopterología. 98 indexed citations

11.

McNamara, Danielle S. & Panayiota Kendeou. (2011). Translating Advances in Reading Comprehension Research to Educational Practice.. SHILAP Revista de lepidopterología. 4(1). 33–46. 31 indexed citations

12.

Crossley, Scott A. & Danielle S. McNamara. (2010). Cohesion, coherence, and expert evaluations of writing proficiency. eScholarship (California Digital Library). 32(32). 87 indexed citations

13.

Moss, Jarrod, Christian D. Schunn, Walter Schneider, Danielle S. McNamara, & Kurt VanLehn. (2010). An fMRI Study of Strategic Reading Comprehension. eScholarship (California Digital Library). 32(32). 1 indexed citations

14.

Crossley, Scott A. & Danielle S. McNamara. (2010). Interlanguage talk: What can breadth of knowledge features tell us about input and output differences?. The Florida AI Research Society. 229–234. 2 indexed citations

15.

Crossley, Scott A., Max M. Louwerse, & Danielle S. McNamara. (2008). Identifying Linguistic Cues that Distinguish Text Types. 어학연구. 44(2). 361–381. 2 indexed citations

16.

Ozuru, Yasuhiro, Kyle B. Dempsey, & Danielle S. McNamara. (2008). Prior knowledge, reading skill, and text cohesion in the comprehension of science texts. Learning and Instruction. 19(3). 228–242. 296 indexed citations

17.

McCarthy, Philip M. & Danielle S. McNamara. (2007). Are Seven Words All We Need? Recognizing Genre at the Sub-Sentential Level. eScholarship (California Digital Library). 29(29). 4 indexed citations

18.

O’Reilly, Tenaha, et al.. (2004). Reading Strategy Training: Automated Verses Live. eScholarship (California Digital Library). 26(26). 2 indexed citations

19.

Hu, Xuemei, Zhiqiang Cai, Donald R. Franceschetti, et al.. (2003). LSA: First dimension and dimensional weighting. eScholarship (California Digital Library). 25(25). 1 indexed citations

20.

McNamara, Danielle S., et al.. (2000). IAS volume 198 Cover and Front Matter. Symposium - International Astronomical Union. 198. f1–f11. 1 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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