Leticia Martínez

455 total citations
19 papers, 316 citations indexed

About

Leticia Martínez is a scholar working on Developmental and Educational Psychology, Education and Sociology and Political Science. According to data from OpenAlex, Leticia Martínez has authored 19 papers receiving a total of 316 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Developmental and Educational Psychology, 9 papers in Education and 7 papers in Sociology and Political Science. Recurrent topics in Leticia Martínez's work include Reading and Literacy Development (9 papers), Educator Training and Historical Pedagogy (6 papers) and Educational Assessment and Pedagogy (3 papers). Leticia Martínez is often cited by papers focused on Reading and Literacy Development (9 papers), Educator Training and Historical Pedagogy (6 papers) and Educational Assessment and Pedagogy (3 papers). Leticia Martínez collaborates with scholars based in United States and Spain. Leticia Martínez's co-authors include Sharon Vaughn, Anna‐Mária Fall, Greg Roberts, David J. Francis, Sylvia Linan‐Thompson, Coleen D. Carlson, Colleen K. Reutebuch, Elizabeth Swanson, Jeanne Wanzek and Philip Capin and has published in prestigious journals such as Journal of Educational Psychology, Reading Research Quarterly and Journal of Learning Disabilities.

In The Last Decade

Leticia Martínez

19 papers receiving 287 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Leticia Martínez United States 8 180 163 41 38 35 19 316
Judith Hillman Australia 5 194 1.1× 187 1.1× 29 0.7× 32 0.8× 45 1.3× 8 336
Naomi Slonim Canada 4 357 2.0× 164 1.0× 34 0.8× 26 0.7× 75 2.1× 4 483
Yonghan Park United States 12 262 1.5× 179 1.1× 22 0.5× 14 0.4× 58 1.7× 30 385
Sandra Martin‐Chang Canada 13 360 2.0× 346 2.1× 27 0.7× 50 1.3× 59 1.7× 28 544
Amanda Thomas United States 8 95 0.5× 172 1.1× 41 1.0× 39 1.0× 65 1.9× 34 275
Elin Reikerås Norway 10 174 1.0× 177 1.1× 23 0.6× 26 0.7× 71 2.0× 30 346
Elizabeth Burke Hadley United States 12 330 1.8× 264 1.6× 25 0.6× 21 0.6× 32 0.9× 26 444
Steven J. Amendum United States 12 397 2.2× 350 2.1× 17 0.4× 19 0.5× 67 1.9× 38 575
Kathleen J. Brown United States 9 229 1.3× 205 1.3× 12 0.3× 15 0.4× 38 1.1× 14 328
S. Elisabeth Faller United States 5 279 1.6× 168 1.0× 13 0.3× 19 0.5× 52 1.5× 6 365

Countries citing papers authored by Leticia Martínez

Since Specialization
Citations

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

Fields of papers citing papers by Leticia Martínez

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Leticia Martínez

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

All Works

19 of 19 papers shown
1.
Martínez, Leticia, et al.. (2024). Supporting Knowledge and Language Acquisition of Secondary Emergent Bilinguals through Social Studies Instruction. Reading Research Quarterly. 59(3). 349–370. 4 indexed citations
2.
3.
Roberts, Greg, et al.. (2023). Promoting adolescents’ comprehension of text: A randomized control trial of its effectiveness.. Journal of Educational Psychology. 115(5). 665–682. 4 indexed citations
4.
Williams, Kelly J., Leticia Martínez, Anna‐Mária Fall, Jeremy Miciak, & Sharon Vaughn. (2021). Student Engagement Among High School English Learners with Reading Comprehension Difficulties. School Psychology Review. 52(1). 38–56. 3 indexed citations
5.
Vaughn, Sharon, Leticia Martínez, Kelly J. Williams, et al.. (2021). Effects of a Reading Intervention and a Mentoring Intervention for Ninth-Grade English Learners with Reading Difficulties. Journal of Research on Educational Effectiveness. 15(3). 558–583. 2 indexed citations
6.
Vaughn, Michael G., Greg Roberts, Anna‐Mária Fall, Kristen P. Kremer, & Leticia Martínez. (2020). Preliminary validation of the dropout risk inventory for middle and high school students. Children and Youth Services Review. 111. 104855–104855. 13 indexed citations
7.
Williams, Kelly J. & Leticia Martínez. (2019). Supporting Reading Comprehension for Students Who Are Learning English and Have Learning Disabilities. Intervention in School and Clinic. 55(1). 23–31. 1 indexed citations
8.
Wanzek, Jeanne, et al.. (2018). Text Reading Supports in Social Studies Content Instruction and Their Relationship to Student Knowledge Acquisition. Reading & Writing Quarterly. 34(4). 349–360. 2 indexed citations
9.
Vaughn, Sharon, Anna‐Mária Fall, Greg Roberts, et al.. (2018). Class Percentage of Students With Reading Difficulties on Content Knowledge and Comprehension. Journal of Learning Disabilities. 52(2). 120–134. 15 indexed citations
10.
Toste, Jessica R., et al.. (2018). Content-area reading comprehension and teachers’ use of instructional time: effects on middle school students’ social studies knowledge. Reading and Writing. 32(7). 1705–1722. 3 indexed citations
11.
Vaughn, Sharon, Leticia Martínez, Kelly J. Williams, et al.. (2018). Efficacy of a high school extensive reading intervention for English learners with reading difficulties.. Journal of Educational Psychology. 111(3). 373–386. 22 indexed citations
12.
Kent, Shawn C., Jeanne Wanzek, & Leticia Martínez. (2017). The Application of Empirically Supported Practices in Middle School Social Studies Classrooms. Remedial and Special Education. 39(6). 341–352. 5 indexed citations
13.
Vaughn, Michael G., Eunsoo Cho, Amy E. Barth, et al.. (2016). Physiological Arousal and Juvenile Psychopathy: Is Low Resting Heart Rate Associated with Affective Dimensions?. Psychiatric Quarterly. 88(1). 103–114. 34 indexed citations
14.
Barth, Amy E., Sharon Vaughn, Philip Capin, et al.. (2016). Effects of a Text-Processing Comprehension Intervention on Struggling Middle School Readers. Topics in Language Disorders. 36(4). 368–389. 12 indexed citations
15.
Galindo, Liliana, Leticia Martínez, Mireia Ventura, et al.. (2016). 25I-NBOMe: The legal LSD. European Psychiatry. 33(S1). S72–S73. 4 indexed citations
16.
Vaughn, Sharon, Leticia Martínez, Jeanne Wanzek, et al.. (2016). Improving content knowledge and comprehension for English language learners: Findings from a randomized control trial.. Journal of Educational Psychology. 109(1). 22–34. 70 indexed citations
17.
Vaughn, Sharon, Leticia Martínez, Sylvia Linan‐Thompson, et al.. (2009). Enhancing Social Studies Vocabulary and Comprehension for Seventh-Grade English Language Learners: Findings From Two Experimental Studies. Journal of Research on Educational Effectiveness. 2(4). 297–324. 101 indexed citations
18.
Worthy, Jo, et al.. (2003). Fifth-Grade Bilingual Students and Precursors to “Subtractive Schooling”. Bilingual Research Journal. 27(2). 275–294. 17 indexed citations
19.
Martínez, Leticia, et al.. (1996). El manejo integral del paciente esquizofrénico. Un modelo del Instituto Mexicano de Psiquiatría. 19(4). 1–7. 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.

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