Gustaf B. Skar

516 total citations
38 papers, 291 citations indexed

About

Gustaf B. Skar is a scholar working on Education, Developmental and Educational Psychology and Literature and Literary Theory. According to data from OpenAlex, Gustaf B. Skar has authored 38 papers receiving a total of 291 indexed citations (citations by other indexed papers that have themselves been cited), including 32 papers in Education, 20 papers in Developmental and Educational Psychology and 11 papers in Literature and Literary Theory. Recurrent topics in Gustaf B. Skar's work include Writing and Handwriting Education (16 papers), Reading and Literacy Development (10 papers) and Student Assessment and Feedback (10 papers). Gustaf B. Skar is often cited by papers focused on Writing and Handwriting Education (16 papers), Reading and Literacy Development (10 papers) and Student Assessment and Feedback (10 papers). Gustaf B. Skar collaborates with scholars based in Norway, United States and Sweden. Gustaf B. Skar's co-authors include Steve Graham, Alan Huebner, Pui‐Wa Lei, Michael Tengberg, Kristen C. Wilcox, Jill V. Jeffery, Gert Rijlaarsdam, Caroline Liberg, Pia Sundqvist and Astrid Roe and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Educational Psychology and Frontiers in Psychology.

In The Last Decade

Gustaf B. Skar

31 papers receiving 261 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Gustaf B. Skar Norway 9 237 124 79 70 20 38 291
Tracey S. Hodges United States 12 243 1.0× 122 1.0× 61 0.8× 48 0.7× 14 0.7× 37 319
Masoomeh Estaji Iran 12 192 0.8× 100 0.8× 81 1.0× 83 1.2× 27 1.4× 55 343
Rob Waring Indonesia 3 211 0.9× 149 1.2× 54 0.7× 96 1.4× 7 0.3× 4 321
Terrell A. Young United States 11 187 0.8× 118 1.0× 114 1.4× 71 1.0× 10 0.5× 62 344
Hassan Mohebbi Iran 11 165 0.7× 97 0.8× 121 1.5× 150 2.1× 13 0.7× 40 312
Sultan Türkan United States 9 191 0.8× 100 0.8× 133 1.7× 110 1.6× 21 1.1× 31 344
Jiyoon Lee United States 7 218 0.9× 101 0.8× 143 1.8× 179 2.6× 8 0.4× 22 360
Gholam Reza Kiany Iran 10 125 0.5× 71 0.6× 110 1.4× 132 1.9× 8 0.4× 26 276
Fulan Liu China 9 167 0.7× 114 0.9× 58 0.7× 61 0.9× 5 0.3× 13 255
Birgit Heppt Germany 11 200 0.8× 158 1.3× 39 0.5× 74 1.1× 7 0.3× 27 345

Countries citing papers authored by Gustaf B. Skar

Since Specialization
Citations

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

Fields of papers citing papers by Gustaf B. Skar

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Gustaf B. Skar. 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 Gustaf B. Skar. The network helps show where Gustaf B. Skar may publish in the future.

Co-authorship network of co-authors of Gustaf B. Skar

This figure shows the co-authorship network connecting the top 25 collaborators of Gustaf B. Skar. A scholar is included among the top collaborators of Gustaf B. Skar 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 Gustaf B. Skar. Gustaf B. Skar 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.
Sundqvist, Pia, Elke Peters, Gustaf B. Skar, & Henrik Gyllstad. (2025). Study Protocol: STarting AGe and Extramural English: Learning English in and Outside of School in Norway and Flanders (STAGE). Forum for Linguistic Studies. 7(8).
2.
Skar, Gustaf B., et al.. (2025). High school students’ use and beliefs about generative artificial intelligence and writing in school. Reading and Writing. 39(2). 597–627.
3.
Graham, Steve, et al.. (2025). Are Writing and Reading Beliefs Distinct Constructs?. Scientific Studies of Reading. 30(2). 128–156.
4.
Gyllstad, Henrik, et al.. (2025). Young learners’ receptive L2 English vocabulary knowledge in relation to extramural English exposure at the onset of formal instruction in Norway. IRAL - International Review of Applied Linguistics in Language Teaching.
5.
Tengberg, Michael, Gustaf B. Skar, & Alan Huebner. (2024). The impact of observable and perceived features of instruction on student achievement. Teaching and Teacher Education. 139. 104457–104457. 2 indexed citations
6.
Skar, Gustaf B., et al.. (2023). A longitudinal intervention study of the effects of increasing amount of meaningful writing across grades 1 and 2. Reading and Writing. 37(6). 1345–1373. 3 indexed citations
7.
Skar, Gustaf B., Steve Graham, & Alan Huebner. (2023). Efficacy for writing self-regulation, attitude toward writing, and quality of second grade students’ writing. Frontiers in Psychology. 14. 1265785–1265785. 4 indexed citations
8.
Graham, Steve, et al.. (2023). Teaching writing during the COVID-19 pandemic in the 2021–2022 school year. Reading and Writing. 37(6). 1605–1634. 2 indexed citations
9.
Skar, Gustaf B., Steve Graham, & Alan Huebner. (2023). The Long-Term Effects of the COVID-19 Pandemic on Children’s Writing: a Follow-up Replication Study. Educational Psychology Review. 35(1). 15–15. 11 indexed citations
10.
Skar, Gustaf B., Steve Graham, & Gert Rijlaarsdam. (2022). Formative writing assessment for change – introduction to the special issue. Assessment in Education Principles Policy and Practice. 29(2). 121–126. 5 indexed citations
11.
Skar, Gustaf B. & Alan Huebner. (2022). Predicting first grade students’ writing proficiency. Assessment in Education Principles Policy and Practice. 29(2). 219–237. 2 indexed citations
12.
Graham, Steve, et al.. (2022). Teaching Chinese characters to students in grades 1 to 3 through emergency remote instruction during the COVID-19 pandemic. Reading and Writing. 35(8). 1975–2014. 5 indexed citations
13.
Skar, Gustaf B., Steve Graham, & Alan Huebner. (2021). Learning loss during the COVID-19 pandemic and the impact of emergency remote instruction on first grade students’ writing: A natural experiment.. Journal of Educational Psychology. 114(7). 1553–1566. 69 indexed citations
14.
Sundqvist, Pia, Erica Sandlund, Gustaf B. Skar, & Michael Tengberg. (2020). Effects of Rater Training on the Assessment of L2 English Oral Proficiency. KTH Publication Database DiVA (KTH Royal Institute of Technology). 8(1). 3–29. 2 indexed citations
15.
Graham, Steve, et al.. (2020). Teaching writing in the primary grades in Norway: a national survey. Reading and Writing. 34(2). 529–563. 31 indexed citations
16.
Skar, Gustaf B., et al.. (2018). “Digging for Gold” or “Sticking to the Criteria”: Teachers’ Rationales When Serving as Professional Raters. Scandinavian Journal of Educational Research. 64(2). 283–299. 4 indexed citations
17.
Skar, Gustaf B.. (2017). The Norwegian National Sample-Based Writing Test 2016: Technical Report. Duo Research Archive (University of Oslo). 8 indexed citations
18.
Skar, Gustaf B., et al.. (2017). Introducing teachers to new semiotic tools for writing instruction and writing assessment: consequences for students’ writing proficiency. Assessment in Education Principles Policy and Practice. 26(1). 6–25. 31 indexed citations
19.
Tengberg, Michael & Gustaf B. Skar. (2017). Hur tillförlitligt är det nationella provet i läsning i åk 9?. SHILAP Revista de lepidopterología. 26(2). 113–137. 1 indexed citations
20.
Tengberg, Michael & Gustaf B. Skar. (2016). Samstämmighet i lärares bedömning av nationella prov i läsförståelse. SHILAP Revista de lepidopterología. 2. 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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