Iolanda Ribeiro

627 total citations
50 papers, 426 citations indexed

About

Iolanda Ribeiro is a scholar working on Developmental and Educational Psychology, Education and Cognitive Neuroscience. According to data from OpenAlex, Iolanda Ribeiro has authored 50 papers receiving a total of 426 indexed citations (citations by other indexed papers that have themselves been cited), including 33 papers in Developmental and Educational Psychology, 18 papers in Education and 9 papers in Cognitive Neuroscience. Recurrent topics in Iolanda Ribeiro's work include Reading and Literacy Development (30 papers), Neurobiology of Language and Bilingualism (8 papers) and Language Development and Disorders (8 papers). Iolanda Ribeiro is often cited by papers focused on Reading and Literacy Development (30 papers), Neurobiology of Language and Bilingualism (8 papers) and Language Development and Disorders (8 papers). Iolanda Ribeiro collaborates with scholars based in Portugal, Spain and United States. Iolanda Ribeiro's co-authors include Irene Cadime, Fernanda Leopoldina Viana, Sandra Santos, Alexandra Marques‐Pinto, Sara Lima, Gerardo Prieto, José Maia, Ana Lúcia Santos, Leandro S. Almeida and Alina Galvão Spinillo and has published in prestigious journals such as SHILAP Revista de lepidopterología, Frontiers in Psychology and Journal of Adolescence.

In The Last Decade

Iolanda Ribeiro

46 papers receiving 409 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Iolanda Ribeiro Portugal 11 253 185 66 57 51 50 426
Krisztián Józsa Hungary 12 138 0.5× 220 1.2× 75 1.1× 100 1.8× 38 0.7× 85 475
Elena Escolano-Pérez Spain 9 142 0.6× 113 0.6× 32 0.5× 34 0.6× 35 0.7× 44 297
Dennis McDougall United States 13 290 1.1× 205 1.1× 97 1.5× 44 0.8× 123 2.4× 36 518
Juan Pablo Barreyro Argentina 12 167 0.7× 205 1.1× 29 0.4× 51 0.9× 60 1.2× 84 414
Kathrin E. Maki United States 12 304 1.2× 141 0.8× 77 1.2× 46 0.8× 51 1.0× 39 440
Christa Haring United States 8 227 0.9× 177 1.0× 72 1.1× 29 0.5× 57 1.1× 12 339
Janet S. Twyman United States 12 261 1.0× 127 0.7× 38 0.6× 40 0.7× 127 2.5× 27 397
Terrence Tivnan United States 11 184 0.7× 277 1.5× 90 1.4× 28 0.5× 33 0.6× 19 419
M. Clara Barata Portugal 10 254 1.0× 496 2.7× 146 2.2× 31 0.5× 34 0.7× 22 646
Verônica Bender Haydu Brazil 8 108 0.4× 82 0.4× 29 0.4× 39 0.7× 38 0.7× 78 258

Countries citing papers authored by Iolanda Ribeiro

Since Specialization
Citations

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

Fields of papers citing papers by Iolanda Ribeiro

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Iolanda Ribeiro

This figure shows the co-authorship network connecting the top 25 collaborators of Iolanda Ribeiro. A scholar is included among the top collaborators of Iolanda Ribeiro 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 Iolanda Ribeiro. Iolanda Ribeiro 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.
Cadime, Irene, et al.. (2024). Does reading fluency mediate the relationship between cognitive-linguistic skills and reading comprehension? A study in European Portuguese. Cognitive Development. 71. 101490–101490. 1 indexed citations
2.
Cadime, Irene, et al.. (2024). Executive Functioning in Different Types of Reading Disabilities. Journal of Intelligence. 12(10). 101–101. 1 indexed citations
3.
Andrade, Vanda, Iolanda Ribeiro, Artur Santos, Michael Aschner, & M.L. Mateus. (2023). Metals in Cow Milk and Soy Beverages: Is There a Concern?. Toxics. 11(12). 1013–1013. 5 indexed citations
4.
Cadime, Irene, et al.. (2023). The Relationship of Oral Reading Fluency Endurance to Comprehension in an Intermediate Depth Orthography. Psicologí a Educativa. 29(2). 143–148. 2 indexed citations
5.
Ribeiro, Iolanda, et al.. (2022). Reading, linguistic, and metacognitive skills: are they reciprocally related past the first school years?. Reading and Writing. 36(9). 2251–2273. 4 indexed citations
6.
Cadime, Irene, et al.. (2022). Reading strategy use scale: an analysis using the rasch rating scale model. Reading and Writing. 36(8). 2081–2098. 1 indexed citations
7.
Cadime, Irene, et al.. (2022). Assessing oral reading fluency within and across grade levels: Development of equated test forms. Behavior Research Methods. 54(6). 3043–3054. 7 indexed citations
8.
Cadime, Irene, et al.. (2022). An Intervention in Reading Disabilities Using a Digital Tool During the COVID-19 Pandemic. Frontiers in Psychology. 13. 862383–862383. 6 indexed citations
9.
Cadime, Irene, Ana Lúcia Santos, Iolanda Ribeiro, & Fernanda Leopoldina Viana. (2021). Parental Reports of Preschoolers' Lexical and Syntactic Development: Validation of the CDI-III for European Portuguese. Frontiers in Psychology. 12. 677575–677575. 10 indexed citations
10.
Cadime, Irene, et al.. (2020). Developing and Validating Tests of Reading and Listening Comprehension for Fifth and Sixth Grade Students in Portugal. Frontiers in Psychology. 11. 610876–610876. 8 indexed citations
11.
Santos, Sandra, Irene Cadime, Fernanda Leopoldina Viana, & Iolanda Ribeiro. (2019). Cross‐Lagged Relations Among Linguistic Skills in European Portuguese: A Longitudinal Study. Reading Research Quarterly. 55(2). 177–192. 11 indexed citations
12.
Cadime, Irene, et al.. (2019). The development of vocabulary and grammar: a longitudinal study of European Portuguese-speaking toddlers. Journal of Child Language. 46(4). 653–681. 7 indexed citations
13.
Cadime, Irene, et al.. (2017). Homework self-regulation strategies: a gender and educational-level invariance analysis. Psicologia Reflexão e Crítica. 30(1). 8–8. 10 indexed citations
14.
Cadime, Irene, et al.. (2017). The interrelatedness between infants’ communicative gestures and lexicon size: A longitudinal study. Infant Behavior and Development. 48(Pt B). 88–97. 12 indexed citations
15.
Cadime, Irene, Sara Lima, Alexandra Marques‐Pinto, & Iolanda Ribeiro. (2016). Measurement invariance of the Utrecht Work Engagement Scale for Students: A study across secondary school pupils and university students. European Journal of Developmental Psychology. 13(2). 254–263. 22 indexed citations
16.
Santos, Sandra, et al.. (2015). Development of Listening Comprehension Tests with Narrative and Expository Texts for Portuguese Students. The Spanish Journal of Psychology. 18. E5–E5. 10 indexed citations
17.
Ribeiro, Iolanda, et al.. (2015). Validity Evidence of the Test of Word Reading for Portuguese Elementary Students. European Journal of Psychological Assessment. 33(6). 460–466. 8 indexed citations
18.
Viana, Fernanda Leopoldina, Iolanda Ribeiro, & Sandra Santos. (2014). Los desafíos de enseñar a comprender. 9–32. 5 indexed citations
19.
Cadime, Irene, Iolanda Ribeiro, & Fernanda Leopoldina Viana. (2014). Teste de compreensão da leitura (TCL). RepositóriUM (Universidade do Minho). 1 indexed citations
20.
Ribeiro, Iolanda, et al.. (2006). Previous knowledge, school success and learning path: from elementary to middle school. 5(2). 127–133. 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.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Krisztián Józsa Breakdown of academic impact, for papers by Elena Escolano-Pérez Breakdown of academic impact, for papers by Dennis McDougall Breakdown of academic impact, for papers by Juan Pablo Barreyro Breakdown of academic impact, for papers by Kathrin E. Maki Breakdown of academic impact, for papers by Christa Haring Breakdown of academic impact, for papers by Janet S. Twyman Breakdown of academic impact, for papers by Terrence Tivnan Breakdown of academic impact, for papers by M. Clara Barata Breakdown of academic impact, for papers by Verônica Bender Haydu
Rankless by CCL
2026