Greg Roberts

1.6k total citations
32 papers, 1.1k citations indexed

About

Greg Roberts is a scholar working on Education, Developmental and Educational Psychology and Statistics and Probability. According to data from OpenAlex, Greg Roberts has authored 32 papers receiving a total of 1.1k indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 20 papers in Developmental and Educational Psychology and 8 papers in Statistics and Probability. Recurrent topics in Greg Roberts's work include Reading and Literacy Development (15 papers), Early Childhood Education and Development (8 papers) and Cognitive and developmental aspects of mathematical skills (6 papers). Greg Roberts is often cited by papers focused on Reading and Literacy Development (15 papers), Early Childhood Education and Development (8 papers) and Cognitive and developmental aspects of mathematical skills (6 papers). Greg Roberts collaborates with scholars based in United States. Greg Roberts's co-authors include Anna‐Mária Fall, Sharon Vaughn, Jeanne Wanzek, Elizabeth Swanson, Heather Becker, Christy S. Murray, Nancy Scammacca, Stephanie J. Stillman‐Spisak, Louis Danielson and Kristina Metz and has published in prestigious journals such as Journal of Educational Psychology, Developmental Psychology and Review of Educational Research.

In The Last Decade

Greg Roberts

29 papers receiving 1.0k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Greg Roberts United States 17 649 623 219 181 133 32 1.1k
Anna‐Mária Fall United States 20 705 1.1× 590 0.9× 266 1.2× 172 1.0× 121 0.9× 54 1.1k
Jim Ysseldyke United States 19 669 1.0× 547 0.9× 177 0.8× 287 1.6× 244 1.8× 49 1.2k
David Allsopp United States 14 460 0.7× 292 0.5× 108 0.5× 155 0.9× 123 0.9× 39 741
Joseph Calvin Gagnon United States 17 536 0.8× 350 0.6× 238 1.1× 218 1.2× 221 1.7× 81 900
Leena Holopainen Finland 14 506 0.8× 487 0.8× 133 0.6× 64 0.4× 269 2.0× 38 994
Jorge E. González United States 18 882 1.4× 1.1k 1.8× 159 0.7× 104 0.6× 442 3.3× 57 1.6k
Ryan J. Kettler United States 18 606 0.9× 291 0.5× 64 0.3× 189 1.0× 372 2.8× 69 1.0k
Jessica Vick Whittaker United States 22 1.3k 1.9× 436 0.7× 95 0.4× 87 0.5× 567 4.3× 57 1.5k
Greta L. Doctoroff United States 18 908 1.4× 294 0.5× 181 0.8× 57 0.3× 500 3.8× 24 1.2k
Janine M. Jones United States 13 410 0.6× 350 0.6× 79 0.4× 57 0.3× 259 1.9× 27 834

Countries citing papers authored by Greg Roberts

Since Specialization
Citations

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

Fields of papers citing papers by Greg Roberts

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Greg Roberts

This figure shows the co-authorship network connecting the top 25 collaborators of Greg Roberts. A scholar is included among the top collaborators of Greg Roberts 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 Greg Roberts. Greg Roberts 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.
2.
Grills, Amie E., et al.. (2024). Efficacy of a Cognitive-Behavioral Anxiety Management Program Integrated Within a Reading Intervention. International Journal of Cognitive Therapy. 17(3). 549–577. 1 indexed citations
3.
Barnes, Marcia A., Nathan H. Clemens, Deborah C. Simmons, et al.. (2024). A Randomized Controlled Trial of Tutor- and Computer-Delivered Inferential Comprehension Interventions for Middle School Students with Reading Difficulties. Scientific Studies of Reading. 28(4). 411–440.
4.
Capin, Philip, Sharon Vaughn, Jeremy Miciak, et al.. (2023). Investigating the Reading Profiles of Middle School Emergent Bilinguals with Significant Reading Comprehension Difficulties. Scientific Studies of Reading. 28(2). 190–213. 4 indexed citations
5.
Capin, Philip, Greg Roberts, Nathan H. Clemens, & Sharon Vaughn. (2021). When Treatment Adherence Matters: Interactions Among Treatment Adherence, Instructional Quality, and Student Characteristics on Reading Outcomes. Reading Research Quarterly. 57(2). 753–774. 16 indexed citations
6.
Vaughn, Michael G., Greg Roberts, Anna‐Mária Fall, Kristen P. Kremer, & Leticia Martínez. (2020). Preliminary validation of the dropout risk inventory for middle and high school students. Children and Youth Services Review. 111. 104855–104855. 13 indexed citations
7.
Roberts, Greg, et al.. (2016). Implementation Fidelity: Examples from the Reading for Understanding Initiative. 69–87. 2 indexed citations
8.
Vaughn, Michael G., Christopher P. Salas‐Wright, Kristen P. Kremer, et al.. (2015). Are homeschooled adolescents less likely to use alcohol, tobacco, and other drugs?. Drug and Alcohol Dependence. 155. 97–104. 17 indexed citations
9.
Cho, Eunsoo, Garrett J. Roberts, Philip Capin, et al.. (2015). Cognitive Attributes, Attention, and Self–Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention. Learning Disabilities Research and Practice. 30(4). 159–170. 37 indexed citations
10.
Vaughn, Sharon, et al.. (2014). High School Students With Reading Comprehension Difficulties. Journal of Learning Disabilities. 48(5). 546–558. 35 indexed citations
11.
Wanzek, Jeanne, Greg Roberts, Stephanie Al Otaiba, & Shawn C. Kent. (2014). The Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students at Risk of Reading Difficulties. Learning Disability Quarterly. 37(3). 148–160. 6 indexed citations
12.
Vaughn, Sharon, Greg Roberts, & Colleen K. Reutebuch. (2013). Collaborative Strategic Reading: Replications with Consideration of the Role of Fidelity.. Society for Research on Educational Effectiveness. 2 indexed citations
13.
Wanzek, Jeanne, Sharon Vaughn, Nancy Scammacca, et al.. (2013). Extensive Reading Interventions for Students With Reading Difficulties After Grade 3. Review of Educational Research. 83(2). 163–195. 177 indexed citations
14.
Vaughn, Sharon, Elizabeth Swanson, Greg Roberts, et al.. (2013). Improving Reading Comprehension and Social Studies Knowledge in Middle School. Reading Research Quarterly. 48(1). 77–93. 143 indexed citations
15.
Wanzek, Jeanne, Greg Roberts, & Stephanie Al Otaiba. (2013). Academic responding during instruction and reading outcomes for kindergarten students at-risk for reading difficulties. Reading and Writing. 27(1). 55–78. 16 indexed citations
16.
Vaughn, Sharon, Greg Roberts, Janette K. Klingner, et al.. (2013). Collaborative Strategic Reading: Findings From Experienced Implementers. Journal of Research on Educational Effectiveness. 6(2). 137–163. 40 indexed citations
17.
Roberts, Greg & Diane Pedrotty Bryant. (2011). Early mathematics achievement trajectories: English-language learner and native English-speaker estimates, using the Early Childhood Longitudinal Survey.. Developmental Psychology. 47(4). 916–930. 29 indexed citations
18.
Murray, Christy S., et al.. (2011). Conversations with Practitioners: Supporting State-Level Collaboration among General and Special Educators.. 2 indexed citations
19.
20.
Becker, Heather, et al.. (2004). Recruiting People With Disabilities as Research Participants: Challenges and Strategies to Address Them. Mental Retardation. 42(6). 471–475. 64 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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