Irene H. Blum
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- Reading and Literacy Development 10
- Educational Strategies and Epistemologies 1
- Education top 5%
- Child Development and Digital Technology 4
- Writing and Handwriting Education 2
- Education Systems and Policy 2
- Language and Linguistics top 10%
- EFL/ESL Teaching and Learning 2
- Linguistics and Language top 10%
- Statistics and Probability top 10%
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- Educational Methods and Media Use 2
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- Social Media and Politics 1
- Journals
- Journal of Educational Psychology (2 papers)New Media & Society (1 paper)Reading Research Quarterly (1 paper)
- Partner nations
- United StatesDenmark
In The Last Decade
Irene H. Blum
13 papers receiving 208 citations
Peers
Comparison fields: 5 of 29
- Developmental and Educational Psychology 230
- Education 189
- Language and Linguistics 55
- Linguistics and Language 22
- Statistics and Probability 30
Countries citing papers authored by Irene H. Blum
This map shows the geographic impact of Irene H. Blum'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 Irene H. Blum with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Irene H. Blum more than expected).
Fields of papers citing papers by Irene H. Blum
This network shows the impact of papers produced by Irene H. Blum. 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 Irene H. Blum. The network helps show where Irene H. Blum may publish in the future.
Co-authorship network
The 5 scholars most cited alongside Irene H. Blum, 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 | 2010 | 8 | |
| 3 | 2000 | 4 | |
| 4 | 2000 | 65 | |
| 5 | Shared Reading, Books, and Audiotapes: Supporting Diverse Students in School and at Home. | 1999 | 16 |
| 6 | 1995 | 41 | |
| 7 | 1991 | 17 | |
| 8 | 1986 | 43 | |
| 9 | Paired Repeated Reading: A Classroom Strategy for Developing Fluent Reading. | 1986 | 50 |
| 10 | The Writing to Read Project. | 1983 | 3 |
| 11 | The Effects of Written Language Awareness on First Grade Reading Achievement. | 1981 | 3 |
| 12 | 1980 | 3 | |
| 13 | 1979 | 34 |
About Irene H. Blum
Irene H. Blum is a scholar working on Developmental and Educational Psychology, Education and Language and Linguistics, having authored 13 papers that have together received 288 indexed citations. Recurring topics across this work include Reading and Literacy Development (10 papers), Child Development and Digital Technology (4 papers), EFL/ESL Teaching and Learning (2 papers), Writing and Handwriting Education (2 papers), Educational Methods and Media Use (2 papers), Education Systems and Policy (2 papers), Social Media and Politics (1 paper) and Educational Strategies and Epistemologies (1 paper). The work is most often cited by research in Developmental and Educational Psychology (230 citations), Education (189 citations) and Language and Linguistics (55 citations). Irene H. Blum has collaborated with scholars based in United States and Denmark. Frequent co-authors include Patricia S. Koskinen, Nancy E. Taylor, Christine L. Curry, Shirley Jackson and Julie Uldam. Their work appears in journals such as Journal of Educational Psychology, New Media & Society and Reading Research Quarterly.
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.