Joan Bryant

1.9k total citations
9 papers, 1.4k citations indexed

About

Joan Bryant is a scholar working on Developmental and Educational Psychology, Education and Statistics and Probability. According to data from OpenAlex, Joan Bryant has authored 9 papers receiving a total of 1.4k indexed citations (citations by other indexed papers that have themselves been cited), including 7 papers in Developmental and Educational Psychology, 6 papers in Education and 6 papers in Statistics and Probability. Recurrent topics in Joan Bryant's work include Reading and Literacy Development (6 papers), Cognitive and developmental aspects of mathematical skills (6 papers) and Mathematics Education and Teaching Techniques (5 papers). Joan Bryant is often cited by papers focused on Reading and Literacy Development (6 papers), Cognitive and developmental aspects of mathematical skills (6 papers) and Mathematics Education and Teaching Techniques (5 papers). Joan Bryant collaborates with scholars based in United States and United Arab Emirates. Joan Bryant's co-authors include Lynn S. Fuchs, Donald L. Compton, Douglas Fuchs, Carol L. Hamlett, Pamela M. Seethaler, David C. Geary, Christopher Schatschneider, Jon R. Star, Caitlin Craddock and Julie Wilson and has published in prestigious journals such as Child Development, Journal of Educational Psychology and Developmental Psychology.

In The Last Decade

Joan Bryant

9 papers receiving 1.3k citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Joan Bryant United States	8	1.0k	979	839	114	107	9	1.4k
Pamela M. Seethaler United States	20	1.5k 1.5×	1.3k 1.3×	1.2k 1.4×	191 1.7×	162 1.5×	29	1.9k
Andrea M. Capizzi United States	11	502 0.5×	601 0.6×	605 0.7×	90 0.8×	106 1.0×	15	938
Tammy D. Tolar United States	16	373 0.4×	561 0.6×	431 0.5×	126 1.1×	96 0.9×	23	886
Robin F. Schumacher United States	15	844 0.8×	565 0.6×	737 0.9×	78 0.7×	49 0.5×	25	1.0k
Anne Foegen United States	15	688 0.7×	705 0.7×	784 0.9×	29 0.3×	55 0.5×	41	1.1k
Paul J. Riccomini United States	16	401 0.4×	447 0.5×	568 0.7×	36 0.3×	88 0.8×	52	837
Paul Morphy United States	9	463 0.5×	933 1.0×	921 1.1×	26 0.2×	109 1.0×	10	1.3k
Bradley S. Witzel United States	14	607 0.6×	524 0.5×	653 0.8×	29 0.3×	60 0.6×	31	908
Paula Maccini United States	15	552 0.5×	466 0.5×	584 0.7×	27 0.2×	78 0.7×	34	886
Sarah H. Eason United States	13	502 0.5×	803 0.8×	576 0.7×	104 0.9×	269 2.5×	24	1.2k

Countries citing papers authored by Joan Bryant

Since Specialization

Citations

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

Fields of papers citing papers by Joan Bryant

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Joan Bryant

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

All Works

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9 of 9 papers shown

Bryant, Joan. (2016). Crossword Puzzles - Entertaining tool to reinforce lecture content in undergraduate physiology teaching. Scholar Science Journals - International Journal of Biomedical Research. 7(6). 346–349. 3 indexed citations

Fuchs, Lynn S., David C. Geary, Donald L. Compton, et al.. (2012). Effects of first-grade number knowledge tutoring with contrasting forms of practice.. Journal of Educational Psychology. 105(1). 58–77. 115 indexed citations

Seethaler, Pamela M., Lynn S. Fuchs, Jon R. Star, & Joan Bryant. (2011). The cognitive predictors of computational skill with whole versus rational numbers: An exploratory study. Learning and Individual Differences. 21(5). 536–542. 63 indexed citations

Fuchs, Lynn S., David C. Geary, Donald L. Compton, et al.. (2010). The Contributions of Numerosity and Domain-General Abilities to School Readiness. Child Development. 81(5). 1520–1533. 138 indexed citations

Fuchs, Lynn S., David C. Geary, Donald L. Compton, et al.. (2010). Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities?. Developmental Psychology. 46(6). 1731–1746. 212 indexed citations

Fuchs, Douglas, et al.. (2007). Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: findings from the first-grade longitudinal reading study of the National Research Center on Learning Disabilities. Reading and Writing. 21(4). 413–436. 95 indexed citations

Fuchs, Lynn S., Douglas Fuchs, Donald L. Compton, et al.. (2007). Mathematics Screening and Progress Monitoring at First Grade: Implications for Responsiveness to Intervention. Exceptional Children. 73(3). 311–330. 107 indexed citations

Compton, Donald L., Douglas Fuchs, Lynn S. Fuchs, & Joan Bryant. (2006). Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures.. Journal of Educational Psychology. 98(2). 394–409. 214 indexed citations

Fuchs, Lynn S., et al.. (2005). The Prevention, Identification, and Cognitive Determinants of Math Difficulty.. Journal of Educational Psychology. 97(3). 493–513. 416 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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