Eileen Kintsch

2.3k total citations · 1 hit paper
17 papers, 1.6k citations indexed

About

Eileen Kintsch is a scholar working on Developmental and Educational Psychology, Education and Artificial Intelligence. According to data from OpenAlex, Eileen Kintsch has authored 17 papers receiving a total of 1.6k indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Developmental and Educational Psychology, 7 papers in Education and 5 papers in Artificial Intelligence. Recurrent topics in Eileen Kintsch's work include Educational Strategies and Epistemologies (7 papers), Reading and Literacy Development (6 papers) and Innovative Teaching and Learning Methods (4 papers). Eileen Kintsch is often cited by papers focused on Educational Strategies and Epistemologies (7 papers), Reading and Literacy Development (6 papers) and Innovative Teaching and Learning Methods (4 papers). Eileen Kintsch collaborates with scholars based in United States, Ghana and Spain. Eileen Kintsch's co-authors include Walter Kintsch, Danielle S. McNamara, Nancy Butler Songer, Marita Franzke, David Premack, Gerry Stahl, Ladislao Salmerón, Catherine Curran, Angela Eckhoff and Angela Friend and has published in prestigious journals such as Journal of Educational Psychology, Journal of Experimental Child Psychology and Cognition and Instruction.

In The Last Decade

Eileen Kintsch

16 papers receiving 1.4k citations

Hit Papers

Are Good Texts Always Better? Interactions of Text Cohere... 1996 2026 2006 2016 1996 250 500 750
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.

  1. 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, Eileen Kintsch et al. Cognition and Instruction profile →

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Eileen Kintsch United States 14 1.1k 553 528 347 180 17 1.6k
Tenaha O’Reilly United States 25 1.4k 1.4× 800 1.4× 436 0.8× 202 0.6× 179 1.0× 75 2.0k
Yasuhiro Ozuru United States 15 906 0.9× 400 0.7× 312 0.6× 200 0.6× 184 1.0× 24 1.3k
Keith Millis United States 22 1.1k 1.0× 344 0.6× 495 0.9× 563 1.6× 536 3.0× 48 1.9k
Frank R. Yekovich United States 15 698 0.7× 450 0.8× 190 0.4× 318 0.9× 268 1.5× 27 1.3k
Robert C. Calfee United States 21 961 0.9× 826 1.5× 162 0.3× 270 0.8× 214 1.2× 119 1.7k
Lawrence T. Frase United States 20 798 0.8× 556 1.0× 335 0.6× 412 1.2× 119 0.7× 58 1.4k
Peter Winograd United States 17 1.2k 1.1× 883 1.6× 123 0.2× 201 0.6× 103 0.6× 40 1.6k
Paul Deane United States 27 717 0.7× 795 1.4× 546 1.0× 214 0.6× 125 0.7× 94 1.8k
Annie Piolat France 18 461 0.4× 605 1.1× 120 0.2× 335 1.0× 160 0.9× 51 1.3k
B.H.A.M. van Hout‐Wolters Netherlands 15 1.5k 1.5× 1.3k 2.4× 142 0.3× 255 0.7× 91 0.5× 34 2.1k

Countries citing papers authored by Eileen Kintsch

Since Specialization
Citations

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

Fields of papers citing papers by Eileen Kintsch

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Eileen Kintsch

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

All Works

17 of 17 papers shown
1.
Friend, Angela, et al.. (2014). Teaching Struggling Middle School Readers to Comprehend Informational Text.. ICLS. 1 indexed citations
2.
Salmerón, Ladislao, Walter Kintsch, & Eileen Kintsch. (2010). Self-Regulation and Link Selection Strategies in Hypertext. Discourse Processes. 47(3). 175–211. 34 indexed citations
3.
Kintsch, Eileen, et al.. (2008). Constructivist theory and the situation model: Relevance to future assessment of reading comprehension.. 8 indexed citations
4.
Franzke, Marita, et al.. (2007). Guided practice in technology-based summary writing.. 13 indexed citations
5.
Kintsch, Eileen, et al.. (2007). Summary Street®: Computer-guided Summary writing. 275–290. 22 indexed citations
6.
Franzke, Marita, et al.. (2005). Summary Street®: Computer Support for Comprehension and Writing. Journal of Educational Computing Research. 33(1). 53–80. 91 indexed citations
7.
Kintsch, Eileen. (2005). Comprehension Theory as a Guide for the Design of Thoughtful Questions. Topics in Language Disorders. 25(1). 51–64. 50 indexed citations
8.
Kintsch, Eileen, et al.. (2004). Summary Street: Interactive Computer Support for Writing. Cognition and Instruction. 22(3). 333–362. 138 indexed citations
9.
Kintsch, Eileen, et al.. (2000). Developing Summarization Skills through the Use of LSA-Based Feedback. Interactive Learning Environments. 8(2). 87–109. 88 indexed citations
10.
Curran, Catherine, et al.. (1996). Learning-disabled adolescents' comprehension of naturalistic narratives.. Journal of Educational Psychology. 88(3). 494–507. 16 indexed citations
11.
McNamara, Danielle S., Eileen Kintsch, Nancy Butler Songer, & Walter Kintsch. (1996). Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning From Text. Cognition and Instruction. 14(1). 1–43. 920 indexed citations breakdown →
12.
Curran, Catherine, et al.. (1996). Learning-disabled adolescents' comprehension of naturalistic narratives.. Journal of Educational Psychology. 88(3). 494–507. 14 indexed citations
13.
Kintsch, Eileen & Walter Kintsch. (1995). Strategies to promote active learning from text: Individual differences in background knowledge.. Swiss Journal of Psychology. 54(2). 141–151. 27 indexed citations
14.
Kintsch, Eileen. (1990). Macroprocesses and Microprocesses in the Development of Summarization Skill. Cognition and Instruction. 7(3). 161–195. 89 indexed citations
15.
Kintsch, Eileen. (1988). The role of mental representations of text in the development of summarization strategies. Medical Entomology and Zoology. 1 indexed citations
16.
Kintsch, Eileen, et al.. (1979). Children's comprehension and memory for stories. Journal of Experimental Child Psychology. 28(3). 379–403. 73 indexed citations
17.
Kintsch, Walter & Eileen Kintsch. (1969). Interlingual interference and memory processes. Journal of Verbal Learning and Verbal Behavior. 8(1). 16–19. 27 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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