Lara‐Jeane C. Costa

528 total citations
11 papers, 293 citations indexed

About

Lara‐Jeane C. Costa is a scholar working on Education, Developmental and Educational Psychology and Cognitive Neuroscience. According to data from OpenAlex, Lara‐Jeane C. Costa has authored 11 papers receiving a total of 293 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Education, 11 papers in Developmental and Educational Psychology and 2 papers in Cognitive Neuroscience. Recurrent topics in Lara‐Jeane C. Costa's work include Reading and Literacy Development (8 papers), Writing and Handwriting Education (7 papers) and Innovative Teaching and Learning Methods (4 papers). Lara‐Jeane C. Costa is often cited by papers focused on Reading and Literacy Development (8 papers), Writing and Handwriting Education (7 papers) and Innovative Teaching and Learning Methods (4 papers). Lara‐Jeane C. Costa collaborates with scholars based in United States. Lara‐Jeane C. Costa's co-authors include Jeffrey A. Greene, Stephen R. Hooper, Yi Pan, Jane Robertson, Helen Crompton, Matthew T. McBee, Kathleen Anderson, Amy Childress, John Sideris and Melissa J. Green and has published in prestigious journals such as Computers & Education, Contemporary Educational Psychology and Journal of Learning Disabilities.

In The Last Decade

Lara‐Jeane C. Costa

10 papers receiving 280 citations

Peers

Lara‐Jeane C. Costa

DEP

EDUCA

ECP

CSA

Qais Al-Meqdad Jordan

Andju Sara Labuhn Germany

Beth A. Rogowsky United States

Crystal M. Ramsay United States

Claudio Vezzani Italy

Anna Potocki France

Juan Antonio García Madruga Spain

Anabela Malpique Australia

Cristina D. Zepeda United States

Molly Ness United States

Qais Al-Meqdad Jordan

Lara‐Jeane C. Costa

265 ×1.1

DEP

271 ×1.4

EDUCA

29 ×0.7

ECP

31 ×0.8

CSA

26 ×1.2

Citations per year, relative to Lara‐Jeane C. Costa Lara‐Jeane C. Costa (= 1×) peers Qais Al-Meqdad

Countries citing papers authored by Lara‐Jeane C. Costa

Since Specialization

Citations

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

Fields of papers citing papers by Lara‐Jeane C. Costa

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Lara‐Jeane C. Costa. 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 Lara‐Jeane C. Costa. The network helps show where Lara‐Jeane C. Costa may publish in the future.

Co-authorship network of co-authors of Lara‐Jeane C. Costa

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

All Works

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11 of 11 papers shown

Costa, Lara‐Jeane C., et al.. (2020). Internalizing and Externalizing Behaviors of Children with Writing Disabilities. Learning Disabilities Research and Practice. 35(2). 72–81. 1 indexed citations

Hooper, Stephen R., et al.. (2019). The relationship of teacher ratings of executive functions to emergent literacy in Head Start. Reading and Writing. 33(4). 963–989. 10 indexed citations

Costa, Lara‐Jeane C.. (2019). Predictors of students at-risk for writing problems: the development of written expression for early elementary school children. Carolina Digital Repository (University of North Carolina at Chapel Hill).

Costa, Lara‐Jeane C., Melissa J. Green, John Sideris, & Stephen R. Hooper. (2017). First-Grade Cognitive Predictors of Writing Disabilities in Grades 2 Through 4 Elementary School Students. Journal of Learning Disabilities. 51(4). 351–362. 21 indexed citations

Costa, Lara‐Jeane C., et al.. (2015). Writing Disabilities and Reading Disabilities in Elementary School Students. Learning Disability Quarterly. 39(1). 17–30. 19 indexed citations

Greene, Jeffrey A., et al.. (2012). Investigating how college students’ task definitions and plans relate to self-regulated learning processing and understanding of a complex science topic. Contemporary Educational Psychology. 37(4). 307–320. 55 indexed citations

Costa, Lara‐Jeane C., et al.. (2012). The Use of Curriculum-Based Measures in Young At-Risk Writers: Measuring Change Over Time and Potential Moderators of Change. Exceptionality. 20(4). 199–217. 8 indexed citations

Hooper, Stephen R., et al.. (2011). A written language intervention for at-risk second grade students: a randomized controlled trial of the process assessment of the learner lesson plans in a tier 2 response-to-intervention (RtI) model. Annals of Dyslexia. 63(1). 44–64. 18 indexed citations

Greene, Jeffrey A., et al.. (2011). Analysis of self-regulated learning processing using statistical models for count data. Metacognition and Learning. 6(3). 275–301. 22 indexed citations

10.

Greene, Jeffrey A., et al.. (2010). Exploring relations among college students’ prior knowledge, implicit theories of intelligence, and self-regulated learning in a hypermedia environment. Computers & Education. 55(3). 1027–1043. 80 indexed citations

11.

Hooper, Stephen R., et al.. (2010). Concurrent and longitudinal neuropsychological contributors to written language expression in first and second grade students. Reading and Writing. 24(2). 221–252. 59 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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