Eric L. Oslund

741 total citations
27 papers, 496 citations indexed

About

Eric L. Oslund is a scholar working on Developmental and Educational Psychology, Education and Statistics and Probability. According to data from OpenAlex, Eric L. Oslund has authored 27 papers receiving a total of 496 indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Developmental and Educational Psychology, 14 papers in Education and 13 papers in Statistics and Probability. Recurrent topics in Eric L. Oslund's work include Reading and Literacy Development (22 papers), Cognitive and developmental aspects of mathematical skills (12 papers) and Parental Involvement in Education (6 papers). Eric L. Oslund is often cited by papers focused on Reading and Literacy Development (22 papers), Cognitive and developmental aspects of mathematical skills (12 papers) and Parental Involvement in Education (6 papers). Eric L. Oslund collaborates with scholars based in United States. Eric L. Oslund's co-authors include Amy M. Elleman, Deborah C. Simmons, Leslie E. Simmons, Nathan H. Clemens, Melissa Fogarty, Timothy N. Odegard, John L. Davis, Oi‐Man Kwok, Emily A. Farris and Michael D. Coyne and has published in prestigious journals such as Educational Psychology Review, Journal of Learning Disabilities and Journal of School Psychology.

In The Last Decade

Eric L. Oslund

24 papers receiving 456 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Eric L. Oslund United States 14 375 279 126 64 36 27 496
Steven J. Amendum United States 12 397 1.1× 350 1.3× 67 0.5× 51 0.8× 42 1.2× 38 575
Julie Alonzo United States 11 394 1.1× 275 1.0× 145 1.2× 58 0.9× 56 1.6× 57 541
Stephanie J. Stillman‐Spisak United States 9 435 1.2× 366 1.3× 80 0.6× 48 0.8× 25 0.7× 11 575
Melissa Fogarty United States 10 303 0.8× 235 0.8× 92 0.7× 41 0.6× 16 0.4× 22 396
Doris Luft Baker United States 14 536 1.4× 324 1.2× 154 1.2× 49 0.8× 89 2.5× 46 660
Meaghan Edmonds United States 8 613 1.6× 410 1.5× 197 1.6× 56 0.9× 56 1.6× 10 729
Emily Binks‐Cantrell United States 8 408 1.1× 339 1.2× 115 0.9× 38 0.6× 33 0.9× 13 514
Mary Beth Calhoon United States 13 454 1.2× 389 1.4× 204 1.6× 36 0.6× 40 1.1× 27 621
Phyllis Underwood United States 7 507 1.4× 500 1.8× 152 1.2× 33 0.5× 32 0.9× 9 692
Lana Edwards Santoro United States 11 406 1.1× 399 1.4× 116 0.9× 32 0.5× 18 0.5× 20 560

Countries citing papers authored by Eric L. Oslund

Since Specialization
Citations

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

Fields of papers citing papers by Eric L. Oslund

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Eric L. Oslund. 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 Eric L. Oslund. The network helps show where Eric L. Oslund may publish in the future.

Co-authorship network of co-authors of Eric L. Oslund

This figure shows the co-authorship network connecting the top 25 collaborators of Eric L. Oslund. A scholar is included among the top collaborators of Eric L. Oslund 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 Eric L. Oslund. Eric L. Oslund 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.
Phillips, Joshua L., et al.. (2024). Positive Impact of an S-STEM Scholarship Program on Computer Science Students’ Academic Performance and Retention Rate. 2021 ASEE Virtual Annual Conference Content Access Proceedings.
2.
Odegard, Timothy N., et al.. (2023). Effects of teacher knowledge of early reading on students’ gains in reading foundational skills and comprehension. Reading and Writing. 37(8). 2007–2023. 6 indexed citations
3.
Elleman, Amy M., et al.. (2021). The Impact of Growth Mindset Instruction on the Vocabulary Acquisition and Comprehension of First Grade Students. Reading Psychology. 42(7). 758–776. 7 indexed citations
4.
Odegard, Timothy N., et al.. (2021). External evaluations for dyslexia: do the data support parent concerns?. Annals of Dyslexia. 71(1). 50–59. 7 indexed citations
5.
Oslund, Eric L., et al.. (2020). Factors Related to Data-Based Decision-Making: Examining Experience, Professional Development, and the Mediating Effect of Confidence on Teacher Graph Literacy. Journal of Learning Disabilities. 54(4). 243–255. 10 indexed citations
6.
Odegard, Timothy N., et al.. (2020). Characteristics of Students Identified With Dyslexia Within the Context of State Legislation. Journal of Learning Disabilities. 53(5). 366–379. 35 indexed citations
7.
Elleman, Amy M. & Eric L. Oslund. (2019). Reading Comprehension Research: Implications for Practice and Policy. Policy Insights from the Behavioral and Brain Sciences. 6(1). 3–11. 110 indexed citations
8.
Oslund, Eric L., et al.. (2019). Characterizing the knowledge of educators receiving training in systematic literacy instruction. Annals of Dyslexia. 69(1). 21–33. 16 indexed citations
9.
Elleman, Amy M., et al.. (2019). A Review of Middle School Vocabulary Interventions: Five Research-Based Recommendations for Practice. Language Speech and Hearing Services in Schools. 50(4). 477–492. 22 indexed citations
10.
Oslund, Eric L., Shanna Hagan–Burke, Deborah C. Simmons, et al.. (2016). Predictive Validity of Curriculum-Embedded Measures on Outcomes of Kindergarteners Identified as At Risk for Reading Difficulty. Journal of Learning Disabilities. 50(6). 712–723. 5 indexed citations
11.
Fogarty, Melissa, Nathan H. Clemens, Deborah C. Simmons, et al.. (2016). Impact of a Technology-Mediated Reading Intervention on Adolescents' Reading Comprehension. Journal of Research on Educational Effectiveness. 10(2). 326–353. 13 indexed citations
12.
Oslund, Eric L., et al.. (2015). How vocabulary knowledge of middle-school students from low socioeconomic backgrounds influences comprehension processes and outcomes. Learning and Individual Differences. 45. 159–165. 16 indexed citations
13.
Clemens, Nathan H., Eric L. Oslund, Leslie E. Simmons, & Deborah C. Simmons. (2014). Assessing spelling in kindergarten: Further comparison of scoring metrics and their relation to reading skills. Journal of School Psychology. 52(1). 49–61. 32 indexed citations
14.
Fogarty, Melissa, Eric L. Oslund, Deborah C. Simmons, et al.. (2014). Examining the Effectiveness of a Multicomponent Reading Comprehension Intervention in Middle Schools: A Focus on Treatment Fidelity. Educational Psychology Review. 26(3). 425–449. 49 indexed citations
15.
Clemens, Nathan H., John L. Davis, Leslie E. Simmons, Eric L. Oslund, & Deborah C. Simmons. (2014). Interpreting Secondary Students’ Performance on a Timed, Multiple-Choice Reading Comprehension Assessment. Journal of Psychoeducational Assessment. 33(2). 154–165. 8 indexed citations
16.
Simmons, Deborah C., Aaron B. Taylor, Eric L. Oslund, et al.. (2013). Predictors of at-risk kindergarteners’ later reading difficulty: examining learner-by-intervention interactions. Reading and Writing. 27(3). 451–479. 10 indexed citations
17.
Simmons, Deborah C., Minjung Kim, Oi‐Man Kwok, et al.. (2013). Examining the Effects of Linking Student Performance and Progression in a Tier 2 Kindergarten Reading Intervention. Journal of Learning Disabilities. 48(3). 255–270. 7 indexed citations
18.
Coyne, Michael D., Deborah C. Simmons, Shanna Hagan–Burke, et al.. (2013). Adjusting Beginning Reading Intervention Based on Student Performance: An Experimental Evaluation. Exceptional Children. 80(1). 25–44. 28 indexed citations
19.
Oslund, Eric L., Shanna Hagan–Burke, Aaron B. Taylor, et al.. (2012). Predicting Kindergarteners’ Response to Early Reading Intervention: An Examination of Progress-Monitoring Measures. Reading Psychology. 33(1-2). 78–103. 14 indexed citations
20.
Little, Mary E., Deborah C. Simmons, Minjung Kim, et al.. (2012). A Comparison of Responsive Interventions on Kindergarteners’ Early Reading Achievement. Learning Disabilities Research and Practice. 27(4). 189–202. 20 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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