This map shows the geographic impact of Joseph Dimino'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 Joseph Dimino with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Joseph Dimino more than expected).
This network shows the impact of papers produced by Joseph Dimino. 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 Joseph Dimino. The network helps show where Joseph Dimino may publish in the future.
Co-authorship network of co-authors of Joseph Dimino
This figure shows the co-authorship network connecting the top 25 collaborators of Joseph Dimino.
A scholar is included among the top collaborators of Joseph Dimino 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 Joseph Dimino. Joseph Dimino is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Foorman, Barbara R., Nicholas Beyler, Michael D. Coyne, et al.. (2016). Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade. Educator's Practice Guide. NCEE 2016-4008..15 indexed citations
5.
Rolfhus, Eric, et al.. (2013). From Efficacy Trial to Large Scale Effectiveness Trial: A Tier 2 Mathematics Intervention for First Graders with Difficulties in Mathematics.. Society for Research on Educational Effectiveness.1 indexed citations
6.
Rolfhus, Eric, et al.. (2012). An Evaluation of "Number Rockets": A Tier-2 Intervention for Grade 1 Students at Risk for Difficulties in Mathematics. Final Report. NCEE 2012-4007..2 indexed citations
7.
Hitchcock, John H., et al.. (2011). The Impact of Collaborative Strategic Reading on the Reading Comprehension of Grade 5 Students in Linguistically Diverse Schools. Final Report. NCEE 2011-4001..5 indexed citations
8.
James‐Burdumy, Susanne, John Deke, Julieta Lugo‐Gil, et al.. (2010). Effectiveness of Selected Supplemental Reading Comprehension Interventions: Findings from Two Student Cohorts. NCEE 2010-4015..14 indexed citations
9.
James‐Burdumy, Susanne, Wendy Mansfield, John Deke, et al.. (2009). Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students. NCEE 2009-4032..17 indexed citations
10.
James‐Burdumy, Susanne, Wendy Mansfield, John Deke, et al.. (2009). Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students. Mathematica Policy Research Reports.19 indexed citations
James‐Burdumy, Susanne, David Myers, John Deke, et al.. (2006). The National Evaluation of Reading Comprehension Interventions: Design Report. Final Report.. Mathematica Policy Research Reports.1 indexed citations
Gersten, Russell, et al.. (1990). Story Grammar. Journal of Learning Disabilities. 23(6). 335–342.47 indexed citations
20.
Gersten, Russell & Joseph Dimino. (1989). Teaching Literature to At-Risk Students.. Educational leadership. 46(5). 53–57.3 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.