Laura Sáenz

960 total citations
18 papers, 679 citations indexed

About

Laura Sáenz is a scholar working on Education, Developmental and Educational Psychology and Linguistics and Language. According to data from OpenAlex, Laura Sáenz has authored 18 papers receiving a total of 679 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 13 papers in Developmental and Educational Psychology and 2 papers in Linguistics and Language. Recurrent topics in Laura Sáenz's work include Reading and Literacy Development (12 papers), Parental Involvement in Education (8 papers) and Early Childhood Education and Development (5 papers). Laura Sáenz is often cited by papers focused on Reading and Literacy Development (12 papers), Parental Involvement in Education (8 papers) and Early Childhood Education and Development (5 papers). Laura Sáenz collaborates with scholars based in United States, Canada and Israel. Laura Sáenz's co-authors include Lynn S. Fuchs, Douglas Fuchs, Heather Davis, Sharolyn D. Pollard‐Durodola, Jorge E. González, Denise A. Soares, Loulee Yen, Kristen L. McMaster, Mark Berends and Oi‐Man Kwok and has published in prestigious journals such as Early Childhood Research Quarterly, Exceptional Children and Educational Evaluation and Policy Analysis.

In The Last Decade

Laura Sáenz

14 papers receiving 583 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Laura Sáenz United States 12 485 442 82 63 59 18 679
Erin K. Washburn United States 13 549 1.1× 511 1.2× 154 1.9× 45 0.7× 55 0.9× 33 757
Orly Lipka Israel 12 432 0.9× 238 0.5× 153 1.9× 50 0.8× 81 1.4× 29 614
Steven J. Amendum United States 12 397 0.8× 350 0.8× 67 0.8× 40 0.6× 24 0.4× 38 575
Jan Hasbrouck United States 9 591 1.2× 470 1.1× 122 1.5× 21 0.3× 47 0.8× 15 764
Jan E. Hasbrouck United States 13 479 1.0× 336 0.8× 169 2.1× 34 0.5× 48 0.8× 21 582
Michael J. Orosco United States 15 420 0.9× 401 0.9× 302 3.7× 40 0.6× 64 1.1× 31 684
Anne W. Graves United States 16 514 1.1× 427 1.0× 129 1.6× 75 1.2× 94 1.6× 26 783
Jeanne Wanzek United States 17 843 1.7× 676 1.5× 215 2.6× 47 0.7× 82 1.4× 30 1.1k
Mary Beth Calhoon United States 13 454 0.9× 389 0.9× 204 2.5× 18 0.3× 94 1.6× 27 621
Carmen Arreaga‐Mayer United States 11 308 0.6× 232 0.5× 49 0.6× 35 0.6× 52 0.9× 14 420

Countries citing papers authored by Laura Sáenz

Since Specialization
Citations

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

Fields of papers citing papers by Laura Sáenz

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Laura Sáenz

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

All Works

18 of 18 papers shown
1.
Pollard‐Durodola, Sharolyn D., Jorge E. González, Laura Sáenz, & Heather Davis. (2023). The sustainability of content enriched shared book reading vocabulary practices and preschool emergent bilinguals. International Journal of Bilingual Education and Bilingualism. 27(3). 315–331.
2.
Pollard‐Durodola, Sharolyn D., et al.. (2021). The Social Validity of Content Enriched Shared Book Reading Vocabulary Instruction and Preschool DLLs’ Language Outcomes. Early Education and Development. 33(7). 1175–1197. 6 indexed citations
3.
Pollard‐Durodola, Sharolyn D., et al.. (2017). The Effects of Content-Enriched Shared Book Reading Versus Vocabulary-Only Discussions on the Vocabulary Outcomes of Preschool Dual Language Learners. Early Education and Development. 29(2). 245–265. 24 indexed citations
4.
González, Jorge E., Sandra Acosta, Heather Davis, et al.. (2016). Latino Maternal Literacy Beliefs and Practices Mediating Socioeconomic Status and Maternal Education Effects in Predicting Child Receptive Vocabulary. Early Education and Development. 28(1). 78–95. 50 indexed citations
5.
Pollard‐Durodola, Sharolyn D., Jorge E. González, Laura Sáenz, et al.. (2016). The effects of content-related shared book reading on the language development of preschool dual language learners. Early Childhood Research Quarterly. 36. 106–121. 43 indexed citations
6.
Davis, Heather, Jorge E. González, Sharolyn D. Pollard‐Durodola, et al.. (2015). Home literacy beliefs and practices among low-income Latino families. Early Child Development and Care. 186(7). 1152–1172. 43 indexed citations
7.
Pollard‐Durodola, Sharolyn D., et al.. (2015). Spanish and English Early Literacy Profiles of Preschool Latino English Language Learner Children. Early Education and Development. 27(4). 513–531. 24 indexed citations
8.
Hagan–Burke, Shanna, Denise A. Soares, Jorge E. González, et al.. (2015). Associations Between Problem Behaviors and Early Vocabulary Skills Among Hispanic Dual-Language Learners in Pre-K. Topics in Early Childhood Special Education. 36(2). 91–102. 13 indexed citations
9.
McMaster, Kristen L., Douglas Fuchs, Devin M. Kearns, et al.. (2014). Customizing a Research‐Based Reading Practice. The Reading Teacher. 68(3). 173–183. 14 indexed citations
10.
Fuchs, Douglas, Lynn S. Fuchs, Adina Shamir, et al.. (2011). Peer mediation: A means of differentiating classroom instruction. 362–372. 2 indexed citations
11.
Kearns, Devin M., Douglas Fuchs, Kristen L. McMaster, et al.. (2010). Factors Contributing to Teachers’ Sustained Use of Kindergarten Peer-Assisted Learning Strategies. Journal of Research on Educational Effectiveness. 3(4). 315–342. 18 indexed citations
12.
Wayman, Miya Miura, et al.. (2010). Using Curriculum-Based Measurement to Monitor Secondary English Language Learners’ Responsiveness to Peer-Mediated Reading Instruction. Reading & Writing Quarterly. 26(4). 308–332. 7 indexed citations
13.
Sáenz, Laura, et al.. (2009). Preparing Teachers of English Language Learners. TQ Connection Issue Paper.. 1 indexed citations
14.
Stein, Marc, Mark Berends, Douglas Fuchs, et al.. (2008). Scaling Up an Early Reading Program: Relationships Among Teacher Support, Fidelity of Implementation, and Student Performance Across Different Sites and Years. Educational Evaluation and Policy Analysis. 30(4). 368–388. 70 indexed citations
15.
Sáenz, Laura, Kristen L. McMaster, Douglas Fuchs, & Lynn S. Fuchs. (2007). Peer-Assisted Learning Strategies in Reading for Students With Different Learning Needs. Journal of Cognitive Education and Psychology. 6(3). 395–410. 1 indexed citations
16.
Sáenz, Laura, Lynn S. Fuchs, & Douglas Fuchs. (2005). Peer-Assisted Learning Strategies for English Language Learners with Learning Disabilities. Exceptional Children. 71(3). 231–247. 123 indexed citations
17.
Sáenz, Laura & Lynn S. Fuchs. (2002). Examining the Reading Difficulty of Secondary Students with Learning Disabilities. Remedial and Special Education. 23(1). 31–41. 137 indexed citations
18.
Fuchs, Douglas, et al.. (2001). Peer-Assisted Learning Strategies in Reading. Remedial and Special Education. 22(1). 15–21. 103 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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