Leilani Sáez

675 total citations
16 papers, 485 citations indexed

About

Leilani Sáez is a scholar working on Developmental and Educational Psychology, Statistics and Probability and Education. According to data from OpenAlex, Leilani Sáez has authored 16 papers receiving a total of 485 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Developmental and Educational Psychology, 5 papers in Statistics and Probability and 4 papers in Education. Recurrent topics in Leilani Sáez's work include Reading and Literacy Development (10 papers), Cognitive and developmental aspects of mathematical skills (5 papers) and Language Development and Disorders (3 papers). Leilani Sáez is often cited by papers focused on Reading and Literacy Development (10 papers), Cognitive and developmental aspects of mathematical skills (5 papers) and Language Development and Disorders (3 papers). Leilani Sáez collaborates with scholars based in United States. Leilani Sáez's co-authors include H. Lee Swanson, Michael M. Gerber, Jill Leafstedt, Stephanie Al Otaiba, Christopher Schatschneider, Jessica Sidler Folsom, Jean Louise M. Smith, Christian T. Doabler, Julie Alonzo and Gerald Tindal and has published in prestigious journals such as Journal of Educational Psychology, Journal of Learning Disabilities and Educational Technology Research and Development.

In The Last Decade

Leilani Sáez

15 papers receiving 449 citations

Peers

Leilani Sáez

DEP

EDUCA

ECP

Eric Lundquist United States

Garrett J. Roberts United States

Cathy Lussier United States

MJ Snowling

Stephen C. Walker United States

Michal Shany Israel

Virginia Berninger United States

K.P. Van den Bos Netherlands

Ian Smythe United Kingdom

Denyse V. Hayward Canada

Eric Lundquist United States

Leilani Sáez

552 ×1.4

DEP

247 ×1.5

239 ×1.5

EDUCA

181 ×1.6

34 ×0.5

ECP

Citations per year, relative to Leilani Sáez Leilani Sáez (= 1×) peers Eric Lundquist

Countries citing papers authored by Leilani Sáez

Since Specialization

Citations

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

Fields of papers citing papers by Leilani Sáez

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Leilani Sáez

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

All Works

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16 of 16 papers shown

Sáez, Leilani, et al.. (2024). Reading Prosody: A Listening Guide for Teachers. The Reading Teacher. 78(4). 243–251.

Sáez, Leilani, et al.. (2022). Preventing reading disabilities in prekindergarten using a technology-aided tool. Educational Technology Research and Development. 70(4). 1391–1413. 2 indexed citations

Smith, Jean Louise M., Leilani Sáez, & Christian T. Doabler. (2018). Using Explicit and Systematic Instruction to Support Working Memory. Teaching Exceptional Children. 50(4). 250–257. 2 indexed citations

Sáez, Leilani, et al.. (2016). Innovation Need Survey: Implementing a Technology Tool to Improve Early Data-Based Decisions to Address and Prevent Learning Disabilities. Technical Report #1602.. 2 indexed citations

Sáez, Leilani, Joseph F. T. Nese, Julie Alonzo, & Gerald Tindal. (2016). Individual differences in Kindergarten through Grade 2 fluency relations. Learning and Individual Differences. 49. 100–109. 5 indexed citations

Smith, Jean Louise M., Leilani Sáez, & Christian T. Doabler. (2016). Using Explicit and Systematic Instruction to Support Working Memory. Teaching Exceptional Children. 48(6). 275–281. 15 indexed citations

Sáez, Leilani, et al.. (2013). easyCBM Beginning Reading Measures: Grades K-1 Alternate Form Reliability and Criterion Validity with the SAT-10. Technical Report #1403.. 1 indexed citations

Sáez, Leilani, Jessica Sidler Folsom, Stephanie Al Otaiba, & Christopher Schatschneider. (2011). Relations Among Student Attention Behaviors, Teacher Practices, and Beginning Word Reading Skill. Journal of Learning Disabilities. 45(5). 418–432. 48 indexed citations

Nese, Joseph F. T., Daniel Anderson, Akihito Kamata, et al.. (2010). Technical Adequacy of the easyCBM[R] Mathematics Measures: Grades 3-8, 2009-2010 Version. Technical Report #1007.. 1 indexed citations

10.

Sáez, Leilani, Joseph F. T. Nese, D. Mark Anderson, et al.. (2010). Technical Adequacy of the easyCBM Reading Measures (Grades 3-7), 2009-2010 Version. Technical Report #1005.. 5 indexed citations

11.

Nese, Joseph F. T., et al.. (2010). Technical Adequacy of the easyCBM Grade 2 Reading Measures. Technical Report #1004.. 3 indexed citations

12.

Swanson, H. Lee, Leilani Sáez, & Michael M. Gerber. (2006). Growth in literacy and cognition in bilingual children at risk or not at risk for reading disabilities.. Journal of Educational Psychology. 98(2). 247–264. 66 indexed citations

13.

Swanson, H. Lee, et al.. (2006). Do Different Components of Working Memory Underlie Different Subgroups of Reading Disabilities?. Journal of Learning Disabilities. 39(3). 252–269. 166 indexed citations

14.

Swanson, H. Lee, Leilani Sáez, & Michael M. Gerber. (2004). Do Phonological and Executive Processes in English Learners at Risk for Reading Disabilities in Grade 1 Predict Performance in Grade 2?. Learning Disabilities Research and Practice. 19(4). 225–238. 17 indexed citations

15.

Swanson, H. Lee, Leilani Sáez, Michael M. Gerber, & Jill Leafstedt. (2004). Literacy and Cognitive Functioning in Bilingual and Nonbilingual Children at or Not at Risk for Reading Disabilities.. Journal of Educational Psychology. 96(1). 3–18. 81 indexed citations

16.

Swanson, H. Lee & Leilani Sáez. (2003). Memory difficulties in children and adults with learning disabilities.. 71 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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