Huy Q. Chung

529 total citations
13 papers, 314 citations indexed

About

Huy Q. Chung is a scholar working on Education, Literature and Literary Theory and Developmental and Educational Psychology. According to data from OpenAlex, Huy Q. Chung has authored 13 papers receiving a total of 314 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Education, 5 papers in Literature and Literary Theory and 3 papers in Developmental and Educational Psychology. Recurrent topics in Huy Q. Chung's work include Writing and Handwriting Education (8 papers), Discourse Analysis in Language Studies (5 papers) and Reflective Practices in Education (3 papers). Huy Q. Chung is often cited by papers focused on Writing and Handwriting Education (8 papers), Discourse Analysis in Language Studies (5 papers) and Reflective Practices in Education (3 papers). Huy Q. Chung collaborates with scholars based in United States and South Korea. Huy Q. Chung's co-authors include Carol Booth Olson, Hansol Lee, Mark Warschauer, Vicky Chen, Yu Zhang, Jamal Abedi, Elizabeth A. van Es, Tina Matuchniak, George Farkas and Penelope Collins and has published in prestigious journals such as Journal of Educational Psychology, Journal of Second Language Writing and Reading and Writing.

In The Last Decade

Huy Q. Chung

12 papers receiving 295 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Huy Q. Chung United States	8	220	123	60	60	33	13	314
Fulan Liu China	9	167 0.8×	114 0.9×	58 1.0×	61 1.0×	16 0.5×	13	255
Gustaf B. Skar Norway	9	237 1.1×	124 1.0×	79 1.3×	70 1.2×	16 0.5×	38	291
Suzanne Donovan United States	6	238 1.1×	169 1.4×	43 0.7×	28 0.5×	12 0.4×	10	325
Michael Lovorn United States	5	158 0.7×	60 0.5×	46 0.8×	48 0.8×	15 0.5×	12	256
You Su China	10	197 0.9×	217 1.8×	29 0.5×	58 1.0×	18 0.5×	15	340
S. Susan Marandi Iran	11	294 1.3×	118 1.0×	92 1.5×	74 1.2×	24 0.7×	36	418
Nicole Haag Germany	9	162 0.7×	113 0.9×	24 0.4×	49 0.8×	19 0.6×	15	290
Deni Basaraba United States	10	122 0.6×	175 1.4×	37 0.6×	24 0.4×	14 0.4×	22	277
Jason Fan China	11	211 1.0×	84 0.7×	146 2.4×	172 2.9×	29 0.9×	33	370
Md. Kamrul Hasan Bangladesh	9	142 0.6×	72 0.6×	70 1.2×	97 1.6×	21 0.6×	44	282

Countries citing papers authored by Huy Q. Chung

Since Specialization

Citations

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

Fields of papers citing papers by Huy Q. Chung

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Huy Q. Chung. 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 Huy Q. Chung. The network helps show where Huy Q. Chung may publish in the future.

Co-authorship network of co-authors of Huy Q. Chung

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

All Works

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13 of 13 papers shown

Graham, Steve, Young‐Suk Grace Kim, Tamara Tate, et al.. (2024). Effective writing instruction for students in grades 6 to 12: a best evidence meta-analysis. Reading and Writing. 38(4). 1–46. 4 indexed citations

Olson, Carol Booth, et al.. (2023). Post-Reform Placement and Writing Proficiency in Community College Transfer-Level Composition Courses. Community College Review. 51(3). 396–418.

Olson, Carol Booth, et al.. (2023). Examining the Impact of a Cognitive Strategies Approach on the Argument Writing of Mainstreamed English Learners in Secondary School. Written Communication. 40(2). 373–416. 8 indexed citations

Graham, Steve, Young‐Suk Grace Kim, Tamara Tate, et al.. (2023). A meta-analysis of writing treatments for students in grades 6–12.. Journal of Educational Psychology. 115(7). 1004–1027. 32 indexed citations

Olson, Carol Booth, et al.. (2021). Syntactic and lexical features of adolescent L2 students’ academic writing. Journal of Second Language Writing. 53. 100822–100822. 42 indexed citations

Chung, Huy Q., Vicky Chen, & Carol Booth Olson. (2021). The impact of self-assessment, planning and goal setting, and reflection before and after revision on student self-efficacy and writing performance. Reading and Writing. 34(7). 1885–1913. 52 indexed citations

Olson, Carol Booth, et al.. (2020). Feature: Differences in Academic Writing across Four Levels of Community College Composition Courses. Teaching English in the Two-Year College. 47(3). 263–296. 2 indexed citations

Lee, Hansol, Huy Q. Chung, Yu Zhang, Jamal Abedi, & Mark Warschauer. (2020). The Effectiveness and Features of Formative Assessment in US K-12 Education: A Systematic Review. Applied Measurement in Education. 33(2). 124–140. 84 indexed citations

Olson, Carol Booth, et al.. (2019). The pathway to academic success: Scaling up a text-based analytical writing intervention for Latinos and English learners in secondary school.. Journal of Educational Psychology. 112(4). 701–717. 14 indexed citations

10.

Olson, Carol Booth, et al.. (2019). Feature: Writing Proficiency and Student Placement in Community College Composition Courses. Teaching English in the Two-Year College. 46(4). 317–346. 2 indexed citations

11.

Olson, Carol Booth, et al.. (2016). Reducing achievement gaps in academic writing for Latinos and English learners in Grades 7–12.. Journal of Educational Psychology. 109(1). 1–21. 48 indexed citations

12.

Chung, Huy Q. & Elizabeth van Es. (2014). Varied Appropriation of Tools from Professional Development: Moving Beyond Levels.. ICLS. 1 indexed citations

13.

Chung, Huy Q. & Elizabeth A. van Es. (2013). Pre-service teachers’ use of tools to systematically analyze teaching and learning. Teachers and Teaching. 20(2). 113–135. 25 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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