Li‐Jen Kuo

797 total citations
21 papers, 510 citations indexed

About

Li‐Jen Kuo is a scholar working on Developmental and Educational Psychology, Education and Experimental and Cognitive Psychology. According to data from OpenAlex, Li‐Jen Kuo has authored 21 papers receiving a total of 510 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Developmental and Educational Psychology, 12 papers in Education and 5 papers in Experimental and Cognitive Psychology. Recurrent topics in Li‐Jen Kuo's work include Reading and Literacy Development (9 papers), EFL/ESL Teaching and Learning (5 papers) and Innovative Teaching and Learning Methods (4 papers). Li‐Jen Kuo is often cited by papers focused on Reading and Literacy Development (9 papers), EFL/ESL Teaching and Learning (5 papers) and Innovative Teaching and Learning Methods (4 papers). Li‐Jen Kuo collaborates with scholars based in United States, Canada and China. Li‐Jen Kuo's co-authors include Alina Reznitskaya, May Jadallah, Brian Miller, Kim Nguyen‐Jahiel, Richard C. Anderson, Erin M. McTigue, Taejin Kim, Zohreh R. Eslami, Stephanie Moody and Yuuko Uchikoshi and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers & Education and Frontiers in Psychology.

In The Last Decade

Li‐Jen Kuo

19 papers receiving 480 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Li‐Jen Kuo United States 12 313 286 92 71 50 21 510
Tanya S. Wright United States 14 535 1.7× 431 1.5× 68 0.7× 45 0.6× 16 0.3× 35 687
Alejandra Meneses Chile 11 351 1.1× 343 1.2× 84 0.9× 43 0.6× 19 0.4× 47 587
Emilia Ferreiro Mexico 9 285 0.9× 287 1.0× 102 1.1× 31 0.4× 39 0.8× 15 494
Victoria Johansson Sweden 11 233 0.7× 205 0.7× 129 1.4× 48 0.7× 38 0.8× 34 488
Monik Favart France 10 269 0.9× 321 1.1× 42 0.5× 31 0.4× 29 0.6× 19 474
Claire Sams United Kingdom 5 440 1.4× 576 2.0× 97 1.1× 49 0.7× 32 0.6× 8 725
Jean Osborn United States 11 478 1.5× 360 1.3× 65 0.7× 42 0.6× 39 0.8× 33 618
Firooz Sadighi Iran 13 192 0.6× 198 0.7× 211 2.3× 121 1.7× 30 0.6× 83 504
Francine R. Johnston United States 7 422 1.3× 376 1.3× 110 1.2× 28 0.4× 19 0.4× 12 522
Gabriela C. Zapata United States 11 130 0.4× 139 0.5× 167 1.8× 39 0.5× 42 0.8× 35 391

Countries citing papers authored by Li‐Jen Kuo

Since Specialization
Citations

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

Fields of papers citing papers by Li‐Jen Kuo

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Li‐Jen Kuo. 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 Li‐Jen Kuo. The network helps show where Li‐Jen Kuo may publish in the future.

Co-authorship network of co-authors of Li‐Jen Kuo

This figure shows the co-authorship network connecting the top 25 collaborators of Li‐Jen Kuo. A scholar is included among the top collaborators of Li‐Jen Kuo 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 Li‐Jen Kuo. Li‐Jen Kuo 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.
Dixon, L. Quentin, Li‐Jen Kuo, Jonan Phillip Donaldson, et al.. (2024). Digital game-based language learning for vocabulary development. SHILAP Revista de lepidopterología. 6. 100160–100160. 18 indexed citations
2.
Kuo, Li‐Jen, et al.. (2022). Korean-english Bilingual Children’s Stress Cue Sensitivity and its Relationship with Reading in English. Journal of Psycholinguistic Research. 51(2). 397–415. 2 indexed citations
3.
Kuo, Li‐Jen, et al.. (2022). Cross-language transfer: a single case study on the acquisition of argumentative reasoning. Bilingual Research Journal. 45(1). 99–119.
4.
Kuo, Li‐Jen, et al.. (2022). Effectiveness of interventions on improving English language learners’ intelligibility and comprehensibility: A meta-analytic review. Language Teaching Research. 29(5). 2046–2070. 2 indexed citations
5.
Moody, Stephanie, Zohreh R. Eslami, & Li‐Jen Kuo. (2022). Core Practices Within Second Language Writing Instruction: A Case Study of Clinical Teaching Experiences. The New Educator. 18(3). 179–200.
6.
Kuo, Li‐Jen, et al.. (2021). Theoretical trends of research on technology and L2 vocabulary learning: A systematic review. Journal of Computers in Education. 8(4). 465–483. 41 indexed citations
7.
Kuo, Li‐Jen, et al.. (2020). The effects of technology-integrated classroom instruction on K-12 English language learners’ literacy development: a meta-analysis. Computer Assisted Language Learning. 35(5-6). 1106–1137. 37 indexed citations
8.
Kuo, Li‐Jen, et al.. (2019). Connecting Theory and Practice: a Systematic Review of K-5 Science and Math Literacy Instruction. International Journal of Science and Mathematics Education. 18(2). 203–219. 9 indexed citations
9.
Kuo, Li‐Jen, et al.. (2018). A critical examination of the relationship among research, theory, and practice: Technology and reading instruction. Computers & Education. 125. 62–73. 26 indexed citations
10.
Kuo, Li‐Jen, et al.. (2017). Reviews of research funded by U.S. Institute of Educational Sciences: A case of reading development and instruction. Cogent Education. 4(1). 1401444–1401444. 2 indexed citations
11.
Kuo, Li‐Jen, et al.. (2016). Bilingualism and phonological awareness: Re-examining theories of cross-language transfer and structural sensitivity. Contemporary Educational Psychology. 46. 1–9. 39 indexed citations
12.
Hodges, Tracey S., et al.. (2016). Discovering the literacy gap: A systematic review of reading and writing theories in research. Cogent Education. 3(1). 1228284–1228284. 12 indexed citations
13.
Özfidan, Burhan, et al.. (2016). Perceptions of an Anticipated Bilingual Education Program in Turkey. International Education Studies. 9(10). 174–174. 7 indexed citations
14.
Kuo, Li‐Jen, et al.. (2015). Acquisition of Chinese characters: the effects of character properties and individual differences among second language learners. Frontiers in Psychology. 6. 986–986. 20 indexed citations
15.
Kuo, Li‐Jen, et al.. (2015). Morphological Awareness and Reading Comprehension: A Qualitative Study with Adult EFL Learners. 7 indexed citations
16.
Kuo, Li‐Jen, et al.. (2015). Bilingualism and morphological awareness: a study with children from general education and Spanish-English dual language programs. Educational Psychology. 37(2). 94–111. 22 indexed citations
17.
Kuo, Li‐Jen, Ying Li, Mark Sadoski, & Taejin Kim. (2014). Acquisition of Chinese characters: the effects of character properties and individual differences among learners. Contemporary Educational Psychology. 39(4). 287–300. 16 indexed citations
18.
Kuo, Li‐Jen. (2009). The Role of Natural Class Features in the Acquisition of Phonotactic Regularities. Journal of Psycholinguistic Research. 38(4). 413–413. 3 indexed citations
19.
Reznitskaya, Alina, Li‐Jen Kuo, Brian Miller, et al.. (2009). Collaborative reasoning: a dialogic approach to group discussions. Cambridge Journal of Education. 39(1). 29–48. 195 indexed citations
20.
Kuo, Li‐Jen. (2008). The Role of Natural Class Features in the Acquisition of Phonotactic Regularities. Journal of Psycholinguistic Research. 38(2). 129–150. 22 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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2026