Gina N. Cervetti
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- Educational Strategies and Epistemologies 16
- Reading and Literacy Development 15
- Second Language Acquisition and Learning 7
- Education top 1%
- Education and Critical Thinking Development 11
- Science Education and Pedagogy 9
- Teacher Education and Leadership Studies 4
- School Choice and Performance 3
- Linguistics and Language top 10%
- Language and Linguistics top 5%
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- Text Readability and Simplification 3
- Co-authors
- P. David PearsonTanya S. WrightJames DamicoMarco BravoElfrieda H. HiebertJacqueline BarberMichael PardalesPete Goldschmidt
- Journals
- The Reading Teacher (4 papers)Reading Psychology (3 papers)Reading Research Quarterly (3 papers)
- Partner nations
- United StatesChinaSouth Korea
In The Last Decade
Gina N. Cervetti
31 papers receiving 938 citations
Peers
Comparison fields: 5 of 58
- Developmental and Educational Psychology 638
- Education 676
- Literature and Literary Theory 239
- Linguistics and Language 49
- Language and Linguistics 97
Countries citing papers authored by Gina N. Cervetti
This map shows the geographic impact of Gina N. Cervetti'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 Gina N. Cervetti with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Gina N. Cervetti more than expected).
Fields of papers citing papers by Gina N. Cervetti
This network shows the impact of papers produced by Gina N. Cervetti. 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 Gina N. Cervetti. The network helps show where Gina N. Cervetti may publish in the future.
Co-authorship network
The 25 scholars most cited alongside Gina N. Cervetti, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.
All Works
| # | Work | ||
|---|---|---|---|
| 1 | 2024 | 1 | |
| 2 | 2023 | 11 | |
| 3 | 2023 | 1 | |
| 4 | 2022 | 4 | |
| 5 | 2021 | 6 | |
| 6 | 2019 | 4 | |
| 7 | 2017 | 31 | |
| 8 | 2016 | 160 | |
| 9 | 2016 | 45 | |
| 10 | 2016 | 6 | |
| 11 | 2015 | 3 | |
| 12 | 2014 | 40 | |
| 13 | 2014 | 41 | |
| 14 | 2012 | 5 | |
| 15 | 2012 | 178 | |
| 16 | What Differences in Narrative and Informational Texts Mean for the Learning and Instruction of Vocabulary. Reading Research Report #11.01. | 2011 | 5 |
| 17 | Bringing Back Books. | 2009 | 2 |
| 18 | 2004 | 11 | |
| 19 | 2002 | 1 | |
| 20 | A TALE OF DIFFERENCES: COMPARING THE TRADITIONS, PERSPECTIVES, AND EDUCATIONAL GOALS OF CRITICAL READING AND CRITICAL LITERACY | 2001 | 135 |
About Gina N. Cervetti
Gina N. Cervetti is a scholar working on Developmental and Educational Psychology, Education, Library and Information Sciences, Literature and Literary Theory and Speech and Hearing, having authored 33 papers that have together received 1.1k indexed citations. Recurring topics across this work include Educational Strategies and Epistemologies (16 papers), Reading and Literacy Development (15 papers), Education and Critical Thinking Development (11 papers), Science Education and Pedagogy (9 papers), Second Language Acquisition and Learning (7 papers), Teacher Education and Leadership Studies (4 papers), School Choice and Performance (3 papers) and Text Readability and Simplification (3 papers). The work is most often cited by research in Developmental and Educational Psychology (638 citations), Education (676 citations), Literature and Literary Theory (239 citations), Linguistics and Language (49 citations) and Language and Linguistics (97 citations). Gina N. Cervetti has collaborated with scholars based in United States, China and South Korea. Frequent co-authors include P. David Pearson, Tanya S. Wright, James Damico, Marco Bravo, Elfrieda H. Hiebert, Jacqueline Barber, Michael Pardales, Pete Goldschmidt, Rena Dorph and HyeJin Hwang. Their work appears in journals such as The Reading Teacher, Reading Psychology, Reading Research Quarterly, Journal of Literacy Research and Theory Into Practice.
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.