Jeremy Miciak

1.8k total citations
48 papers, 1.1k citations indexed

About

Jeremy Miciak is a scholar working on Developmental and Educational Psychology, Statistics and Probability and Education. According to data from OpenAlex, Jeremy Miciak has authored 48 papers receiving a total of 1.1k indexed citations (citations by other indexed papers that have themselves been cited), including 43 papers in Developmental and Educational Psychology, 23 papers in Statistics and Probability and 11 papers in Education. Recurrent topics in Jeremy Miciak's work include Reading and Literacy Development (41 papers), Cognitive and developmental aspects of mathematical skills (22 papers) and Educational and Psychological Assessments (16 papers). Jeremy Miciak is often cited by papers focused on Reading and Literacy Development (41 papers), Cognitive and developmental aspects of mathematical skills (22 papers) and Educational and Psychological Assessments (16 papers). Jeremy Miciak collaborates with scholars based in United States, Slovakia and South Korea. Jeremy Miciak's co-authors include Jack Μ. Fletcher, Sharon Vaughn, Patrick Taylor, Paul T. Cirino, Karla K. Stuebing, Yusra Ahmed, Marcia A. Barnes, Elyssa H. Gerst, Greg Roberts and Garrett J. Roberts and has published in prestigious journals such as Journal of Educational Psychology, Review of Educational Research and Educational Researcher.

In The Last Decade

Jeremy Miciak

46 papers receiving 1.1k citations

Peers

Jeremy Miciak

DEP

EDUCA

PMH

Eunsoo Cho United States

Laurice M. Joseph United States

Nancy Mather United States

Stephen Ciullo United States

Andrea M. Capizzi United States

Elise de Bree Netherlands

Michelle K. Hosp United States

Rachel Schiff Israel

Michael Solís United States

Coleen D. Carlson United States

Eunsoo Cho United States

Jeremy Miciak

839 ×0.9

DEP

336 ×0.8

455 ×1.3

EDUCA

104 ×0.5

53 ×0.3

PMH

Citations per year, relative to Jeremy Miciak Jeremy Miciak (= 1×) peers Eunsoo Cho

Countries citing papers authored by Jeremy Miciak

Since Specialization

Citations

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

Fields of papers citing papers by Jeremy Miciak

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Jeremy Miciak

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

All Works

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20 of 20 papers shown

Vaughn, Sharon, et al.. (2024). Does the effectiveness of a reading intervention differ dependent on students' Spanish or English proficiencies?. Learning and Individual Differences. 116. 102546–102546.

Carlson, Coleen D., et al.. (2024). Ever English Learner 4-Year Graduation: Toward an Intersectional Approach. Educational Researcher. 53(6). 378–383.

Vaughn, Sharon, Jeremy Miciak, Nathan H. Clemens, & Jack Μ. Fletcher. (2024). The critical role of instructional response in defining and identifying students with dyslexia: a case for updating existing definitions. Annals of Dyslexia. 74(3). 325–336. 8 indexed citations

Capin, Philip, Sharon Vaughn, Jeremy Miciak, et al.. (2023). Investigating the Reading Profiles of Middle School Emergent Bilinguals with Significant Reading Comprehension Difficulties. Scientific Studies of Reading. 28(2). 190–213. 4 indexed citations

Capin, Philip, et al.. (2023). An Extensive Reading Intervention for Emergent Bilingual Students With Significant Reading Difficulties in Middle School. Remedial and Special Education. 45(4). 230–246. 2 indexed citations

Miciak, Jeremy, et al.. (2022). The reading profiles of late elementary English learners with and without risk for dyslexia. Annals of Dyslexia. 72(2). 276–300. 12 indexed citations

Williams, Kelly J., Leticia Martínez, Anna‐Mária Fall, Jeremy Miciak, & Sharon Vaughn. (2021). Student Engagement Among High School English Learners with Reading Comprehension Difficulties. School Psychology Review. 52(1). 38–56. 3 indexed citations

Vaughn, Sharon, Leticia Martínez, Kelly J. Williams, et al.. (2021). Effects of a Reading Intervention and a Mentoring Intervention for Ninth-Grade English Learners with Reading Difficulties. Journal of Research on Educational Effectiveness. 15(3). 558–583. 2 indexed citations

Roberts, Garrett J., Sharon Vaughn, Greg Roberts, & Jeremy Miciak. (2019). Problem Behaviors and Response to Reading Intervention for Upper Elementary Students With Reading Difficulties. Remedial and Special Education. 42(3). 169–181. 14 indexed citations

10.

Fletcher, Jack Μ. & Jeremy Miciak. (2019). The Identification of Specific Learning Disabilities: A Summary of Research on Best Practices.. Grantee Submission. 28 indexed citations

11.

Roberts, Garrett J., et al.. (2018). Examining the Effects of Afterschool Reading Interventions for Upper Elementary Struggling Readers. Remedial and Special Education. 39(3). 131–143. 14 indexed citations

12.

Cirino, Paul T., Yusra Ahmed, Jeremy Miciak, et al.. (2018). A framework for executive function in the late elementary years.. Neuropsychology. 32(2). 176–189. 47 indexed citations

13.

Taylor, Patrick, Jeremy Miciak, Jack Μ. Fletcher, & David J. Francis. (2016). Cognitive discrepancy models for specific learning disabilities identification: Simulations of psychometric limitations.. Psychological Assessment. 29(4). 446–457. 37 indexed citations

14.

Vaughn, Sharon, Michael Solís, Jeremy Miciak, Patrick Taylor, & Jack Μ. Fletcher. (2016). Effects From a Randomized Control Trial Comparing Researcher and School-Implemented Treatments With Fourth Graders With Significant Reading Difficulties. Journal of Research on Educational Effectiveness. 9(sup1). 23–44. 37 indexed citations

15.

Miciak, Jeremy, Patrick Taylor, Karla K. Stuebing, Jack Μ. Fletcher, & Sharon Vaughn. (2015). Designing Intervention Studies: Selected Populations, Range Restrictions, and Statistical Power. Journal of Research on Educational Effectiveness. 9(4). 556–569. 8 indexed citations

16.

Miciak, Jeremy, Jacob Williams, Patrick Taylor, et al.. (2015). Do processing patterns of strengths and weaknesses predict differential treatment response?. Journal of Educational Psychology. 108(6). 898–909. 28 indexed citations

17.

Miciak, Jeremy, Patrick Taylor, Carolyn A. Denton, & Jack Μ. Fletcher. (2014). The effect of achievement test selection on identification of learning disabilities within a patterns of strengths and weaknesses framework.. School Psychology Quarterly. 30(3). 321–334. 39 indexed citations

18.

Miciak, Jeremy, Karla K. Stuebing, Sharon Vaughn, et al.. (2014). Cognitive Attributes of Adequate and Inadequate Responders to Reading Intervention in Middle School. School Psychology Review. 43(4). 407–427. 18 indexed citations

19.

Fletcher, Jack Μ., Karla K. Stuebing, Amy E. Barth, et al.. (2014). Agreement and Coverage of Indicators of Response to Intervention. Topics in Language Disorders. 34(1). 74–89. 18 indexed citations

20.

Miciak, Jeremy, Jack Μ. Fletcher, Karla K. Stuebing, Sharon Vaughn, & Tammy D. Tolar. (2013). Patterns of cognitive strengths and weaknesses: Identification rates, agreement, and validity for learning disabilities identification.. School Psychology Quarterly. 29(1). 21–37. 68 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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