Janet M. Sturm

477 total citations
20 papers, 310 citations indexed

About

Janet M. Sturm is a scholar working on Education, Developmental and Educational Psychology and Occupational Therapy. According to data from OpenAlex, Janet M. Sturm has authored 20 papers receiving a total of 310 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 12 papers in Developmental and Educational Psychology and 7 papers in Occupational Therapy. Recurrent topics in Janet M. Sturm's work include Reading and Literacy Development (12 papers), Writing and Handwriting Education (10 papers) and Assistive Technology in Communication and Mobility (7 papers). Janet M. Sturm is often cited by papers focused on Reading and Literacy Development (12 papers), Writing and Handwriting Education (10 papers) and Assistive Technology in Communication and Mobility (7 papers). Janet M. Sturm collaborates with scholars based in United States, United Kingdom and Australia. Janet M. Sturm's co-authors include Joan L. Rankin‐Erickson, Sally Clendon, David A. Koppenhaver, Nickola Wolf Nelson, Karen A. Erickson, David E. Yoder, James W. Cunningham, Stephanie Richards, Sjaak Kroon and Diane R. Paul and has published in prestigious journals such as Reading Research Quarterly, Language Resources and Evaluation and Language Speech and Hearing Services in Schools.

In The Last Decade

Janet M. Sturm

19 papers receiving 255 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Janet M. Sturm United States 10 196 136 100 50 45 20 310
Christine M. Bahr United States 10 189 1.0× 180 1.3× 59 0.6× 18 0.4× 42 0.9× 18 330
Maryann Mraz United States 12 217 1.1× 254 1.9× 28 0.3× 31 0.6× 17 0.4× 26 378
Christopher J. Rivera United States 10 160 0.8× 117 0.9× 49 0.5× 64 1.3× 26 0.6× 35 295
Linda Fälth Sweden 9 236 1.2× 145 1.1× 22 0.2× 55 1.1× 30 0.7× 46 349
Lauren A. Katz United States 10 375 1.9× 174 1.3× 30 0.3× 83 1.7× 7 0.2× 11 437
Lynne Outhred Australia 11 241 1.2× 328 2.4× 20 0.2× 30 0.6× 25 0.6× 23 489
Tilly Mortimore United Kingdom 7 154 0.8× 124 0.9× 17 0.2× 38 0.8× 26 0.6× 13 274
Shawn M. Datchuk United States 11 247 1.3× 217 1.6× 12 0.1× 60 1.2× 30 0.7× 28 309
Jennifer P. Cheatham United States 8 247 1.3× 102 0.8× 25 0.3× 47 0.9× 28 0.6× 9 295
Noelia Pulido García United States 5 323 1.6× 328 2.4× 22 0.2× 43 0.9× 21 0.5× 8 396

Countries citing papers authored by Janet M. Sturm

Since Specialization
Citations

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

Fields of papers citing papers by Janet M. Sturm

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Janet M. Sturm. 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 Janet M. Sturm. The network helps show where Janet M. Sturm may publish in the future.

Co-authorship network of co-authors of Janet M. Sturm

This figure shows the co-authorship network connecting the top 25 collaborators of Janet M. Sturm. A scholar is included among the top collaborators of Janet M. Sturm 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 Janet M. Sturm. Janet M. Sturm 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.
Sturm, Janet M., et al.. (2019). Administrator Perspectives on Writing Instructional Practices for Students With Complex Learning Needs. Topics in Language Disorders. 39(2). 208–227.
2.
Clendon, Sally, et al.. (2013). Vocabulary Use Across Genres: Implications for Students With Complex Communication Needs. Language Speech and Hearing Services in Schools. 44(1). 61–72. 10 indexed citations
3.
Sturm, Janet M.. (2012). An Enriched Writers' Workshop for Beginning Writers with Developmental Disabilities. Topics in Language Disorders. 32(4). 335–360. 12 indexed citations
4.
Sturm, Janet M., et al.. (2012). The Developmental Writing Scale. Topics in Language Disorders. 32(4). 297–318. 13 indexed citations
5.
Richards, Stephanie, et al.. (2012). Writing Instruction in Elementary Classrooms: Making the Connection to Common Core State Standards. Seminars in Speech and Language. 33(2). 130–145. 8 indexed citations
6.
Roth, Froma P., et al.. (2012). Integrating the Core. ASHA Leader. 17(10). 12–15. 9 indexed citations
7.
Erickson, Karen A., Sally Clendon, James W. Cunningham, et al.. (2008). Automatic word recognition: The validity of a universally accessible assessment task. Augmentative and Alternative Communication. 24(1). 64–75. 4 indexed citations
8.
Sturm, Janet M., et al.. (2006). What happens to reading between first and third grade? Implications for students who use AAC. Augmentative and Alternative Communication. 22(1). 21–36. 18 indexed citations
9.
Cunningham, James W., et al.. (2005). Investigating the instructional supportiveness of leveled texts. Reading Research Quarterly. 40(4). 410–427. 39 indexed citations
10.
Sturm, Janet M. & Sally Clendon. (2004). Augmentative and Alternative Communication, Language, and Literacy. Topics in Language Disorders. 24(1). 76–91. 56 indexed citations
11.
Sturm, Janet M.. (2003). Writing in AAC. ASHA Leader. 8(16). 8–27. 4 indexed citations
12.
Cucchiarini, Catia, et al.. (2002). Towards a roadmap for Human Language Technologies: Dutch-Flemish experience. Language Resources and Evaluation. 7 indexed citations
13.
Sturm, Janet M., Karen A. Erickson, & David E. Yoder. (2002). Enhancing Literacy Development Through AAC Technologies. Assistive Technology. 14(1). 71–80. 6 indexed citations
14.
Sturm, Janet M. & Joan L. Rankin‐Erickson. (2002). Effects of Hand‐Drawn and Computer‐Generated Concept Mapping on the Expository Writing of Middle School Students with Learning Disabilities. Learning Disabilities Research and Practice. 17(2). 124–139. 82 indexed citations
15.
Sturm, Janet M.. (2002). Improving Literacy Technologies for School-Age Children With Severe Physical Impairments. Perspectives on Augmentative and Alternative Communication. 11(2). 12–14. 1 indexed citations
16.
Sturm, Janet M. & David A. Koppenhaver. (2000). Supporting Writing Development in Adolescents with Developmental Disabilities. Topics in Language Disorders. 20(2). 73–92. 19 indexed citations
17.
Sturm, Janet M. & Nickola Wolf Nelson. (1997). Formal Classroom Lessons. Language Speech and Hearing Services in Schools. 28(3). 255–273. 14 indexed citations
18.
Sturm, Janet M., et al.. (1997). How to Select Appropriate Software for Computer-Assisted Writing. Intervention in School and Clinic. 32(3). 148–161. 4 indexed citations
19.
Sturm, Janet M.. (1996). Effects of hand-drawn and computer-generated concept mapping on expository writing and writing attitudes of middle level students with learning and reading disabilities. Insecta mundi. 1 indexed citations
20.
Kroon, Sjaak & Janet M. Sturm. (1996). Davut, Canan en de schildpad : Over (taal)onderwijs in een meertalige klas. Data Archiving and Networked Services (DANS). 14(1). 27–53. 3 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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