Leigh A. Hall

1.7k total citations
33 papers, 1.0k citations indexed

About

Leigh A. Hall is a scholar working on Education, Developmental and Educational Psychology and Literature and Literary Theory. According to data from OpenAlex, Leigh A. Hall has authored 33 papers receiving a total of 1.0k indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 17 papers in Developmental and Educational Psychology and 13 papers in Literature and Literary Theory. Recurrent topics in Leigh A. Hall's work include Reading and Literacy Development (16 papers), Literacy, Media, and Education (13 papers) and Educator Training and Historical Pedagogy (8 papers). Leigh A. Hall is often cited by papers focused on Reading and Literacy Development (16 papers), Literacy, Media, and Education (13 papers) and Educator Training and Historical Pedagogy (8 papers). Leigh A. Hall collaborates with scholars based in United States and Canada. Leigh A. Hall's co-authors include Leslie David Burns, Victoria Purcell‐Gates, Nell K. Duke, Amy Hutchison, Seth A. Parsons, Allison Ward Parsons, Amy Suzanne Johnson, Stanton Wortham, Melissa Mosley and Mary M. Juzwik and has published in prestigious journals such as Nutrients, Teaching and Teacher Education and Public Health Nutrition.

In The Last Decade

Leigh A. Hall

32 papers receiving 811 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Leigh A. Hall United States 17 670 378 277 182 109 33 1.0k
Deborah R. Dillon United States 13 575 0.9× 235 0.6× 149 0.5× 173 1.0× 55 0.5× 40 915
David G. O’Brien United States 14 636 0.9× 329 0.9× 276 1.0× 229 1.3× 21 0.2× 40 959
Roger A. Stewart United States 16 616 0.9× 315 0.8× 157 0.6× 221 1.2× 24 0.2× 45 991
Ali Rahimi Iran 17 346 0.5× 179 0.5× 233 0.8× 39 0.2× 59 0.5× 101 855
Linda Espinosa United States 16 945 1.4× 489 1.3× 54 0.2× 122 0.7× 47 0.4× 48 1.3k
Emmanuel O. Acquah Finland 13 338 0.5× 132 0.3× 128 0.5× 130 0.7× 27 0.2× 25 705
Yolanda N. Padrón United States 15 530 0.8× 166 0.4× 111 0.4× 85 0.5× 28 0.3× 45 890
Leslie Reese United States 17 1.0k 1.5× 467 1.2× 82 0.3× 263 1.4× 43 0.4× 32 1.4k
M. Lee Manning United States 16 534 0.8× 132 0.3× 93 0.3× 127 0.7× 18 0.2× 75 859
Marjorie Siegel United States 16 399 0.6× 132 0.3× 443 1.6× 174 1.0× 78 0.7× 27 938

Countries citing papers authored by Leigh A. Hall

Since Specialization
Citations

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

Fields of papers citing papers by Leigh A. Hall

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Leigh A. Hall. 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 Leigh A. Hall. The network helps show where Leigh A. Hall may publish in the future.

Co-authorship network of co-authors of Leigh A. Hall

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

All Works

20 of 20 papers shown
1.
Hall, Leigh A.. (2020). How Youth and Adults With Negative Reading Histories Found a Way to Enjoy Reading. Journal of Adolescent & Adult Literacy. 63(6). 675–682. 5 indexed citations
2.
Hall, Leigh A., et al.. (2019). Cooking Matters Mobile Application: a meal planning and preparation tool for low-income parents. Public Health Nutrition. 22(12). 2220–2227. 17 indexed citations
3.
Hutchison, Amy, et al.. (2019). Teaching and Teacher Education: An International Journal of Research and Studies. 82(1). 6 indexed citations
4.
Hall, Leigh A.. (2019). “I Didn’t Enjoy Reading Until Now”: How Youth and Adults Engage with Interactive Digital Texts. Research in the Teaching of English. 54(2). 109–130. 6 indexed citations
5.
Hall, Leigh A.. (2017). Using Blogs to Support Reflection in Teacher Education. Literacy Research and Instruction. 57(1). 26–43. 11 indexed citations
6.
Hruby, George, et al.. (2016). The Metatheoretical Assumptions of Literacy Engagement. Review of Research in Education. 40(1). 588–643. 6 indexed citations
7.
Hall, Leigh A.. (2016). Reconfiguring the Reading Experience: Using Pop‐Culture Texts to Shift Reading Narratives. Journal of Adolescent & Adult Literacy. 60(3). 341–344. 5 indexed citations
8.
Hall, Leigh A.. (2012). The Role of Reading Identities and Reading Abilities in Students’ Discussions About Texts and Comprehension Strategies. Journal of Literacy Research. 44(3). 239–272. 49 indexed citations
9.
Hall, Leigh A.. (2011). How Popular Culture Texts Inform and Shape Students’ Discussions of Social Studies Texts. Journal of Adolescent & Adult Literacy. 55(4). 296–305. 13 indexed citations
10.
Hall, Leigh A., et al.. (2010). Challenging Texts: Engaging with Critical Literacy: Reflections on Teaching and Learning. The English Journal. 99(5). 91–94. 7 indexed citations
11.
Hall, Leigh A.. (2009). “A Necessary Part of Good Teaching”: Using Book Clubs to Develop Preservice Teachers’ Visions of Self. Literacy Research and Instruction. 48(4). 298–317. 22 indexed citations
12.
Amendum, Steven J., et al.. (2009). Which Reading Lesson Instruction Characteristics Matter for Early Reading Achievement?. Reading Psychology. 30(2). 119–147. 7 indexed citations
13.
Hall, Leigh A. & Leslie David Burns. (2009). Identity Development and Mentoring in Doctoral Education. Harvard Educational Review. 79(1). 49–70. 146 indexed citations
14.
Hall, Leigh A.. (2008). Understanding Youth Who Struggle With Middle School Reading. Journal of Adolescent & Adult Literacy. 52(4). 353–355. 1 indexed citations
15.
Hall, Leigh A., et al.. (2008). Critically Reading Texts: What Students Do and How Teachers Can Help. The Reading Teacher. 62(1). 32–41. 32 indexed citations
16.
Hall, Leigh A.. (2007). Bringing television back to the bedroom: Transactions between a seventh grade struggling reader and her mathematics teacher. Reading Research and Instruction. 46(4). 287–314. 1 indexed citations
17.
Hall, Leigh A.. (2007). Understanding the Silence: Struggling Readers Discuss Decisions About Reading Expository Text. The Journal of Educational Research. 100(3). 132–141. 36 indexed citations
18.
Hall, Leigh A.. (2006). Anything but lazy: New understandings about struggling readers, teaching, and text. Reading Research Quarterly. 41(4). 424–426. 19 indexed citations
19.
Hall, Leigh A.. (2005). Struggling Readers and Content Area Text: Interactions with and Perceptions of Comprehension, Self, and Success. RMLE Online. 29(4). 1–19. 8 indexed citations
20.
Hall, Leigh A.. (2004). Comprehending expository text: Promising strategies for struggling readers and students with reading disabilities?. Reading Research and Instruction. 44(2). 75–95. 34 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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