Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
LEARNING STRATEGIES USED BY BEGINNING AND INTERMEDIATE ESL STUDENTS
1985493 citationsJ. Michael O’Malley, Anna Uhl Chamot et al.Language Learningprofile →
Learning Strategy Applications with Students of English as a Second Language
1985459 citationsJ. Michael O’Malley, Anna Uhl Chamot et al.TESOL Quarterlyprofile →
Listening Comprehension Strategies in Second Language Acquisition
1989377 citationsJ. Michael O’Malley, Anna Uhl Chamot et al.Applied Linguisticsprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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This map shows the geographic impact of Lisa Küpper'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 Lisa Küpper with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Lisa Küpper more than expected).
This network shows the impact of papers produced by Lisa Küpper. 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 Lisa Küpper. The network helps show where Lisa Küpper may publish in the future.
Co-authorship network of co-authors of Lisa Küpper
This figure shows the co-authorship network connecting the top 25 collaborators of Lisa Küpper.
A scholar is included among the top collaborators of Lisa Küpper 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 Lisa Küpper. Lisa Küpper is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
All Works
14 of 14 papers shown
1.
Küpper, Lisa. (2000). A Guide to the Individualized Education Program..50 indexed citations
Küpper, Lisa. (1994). A Guide to Children's Literature and Disability: 1989-1994..4 indexed citations
4.
Küpper, Lisa. (1993). Transition Services in the IEP.. 3(1).3 indexed citations
5.
Küpper, Lisa. (1993). Questions and Answers about the IDEA.. 3(2).
6.
Küpper, Lisa. (1992). Sexuality Education for Children and Youth with Disabilities.. 1(3).19 indexed citations
7.
Chamot, Anna Uhl, J. Michael O’Malley, & Lisa Küpper. (1992). Building bridges : content and learning strategies for ESL. Medical Entomology and Zoology.5 indexed citations
O’Malley, J. Michael, Anna Uhl Chamot, & Lisa Küpper. (1989). Listening Comprehension Strategies in Second Language Acquisition. Applied Linguistics. 10(4). 418–437.377 indexed citations breakdown →
10.
O’Malley, J. Michael, Anna Uhl Chamot, Carol Walker, et al.. (1987). The Role of Learning Strategies in Second Language Acquisition: A selected Literature Review.1 indexed citations
11.
O’Malley, J. Michael, et al.. (1985). Learning Strategies Used by High School Students Learning English as a Second Language.14 indexed citations
12.
O’Malley, J. Michael, et al.. (1985). Basic Skills Resource Center: The Effects of Learning Strategies; Training on the Development of Skills in English as a Second Language.1 indexed citations
13.
O’Malley, J. Michael, Anna Uhl Chamot, Gloria Stewner‐Manzanares, Rocco Russo, & Lisa Küpper. (1985). Learning Strategy Applications with Students of English as a Second Language. TESOL Quarterly. 19(3). 557–557.459 indexed citations breakdown →
14.
O’Malley, J. Michael, Anna Uhl Chamot, Gloria Stewner‐Manzanares, Lisa Küpper, & Rocco Russo. (1985). LEARNING STRATEGIES USED BY BEGINNING AND INTERMEDIATE ESL STUDENTS. Language Learning. 35(1). 21–46.493 indexed citations breakdown →
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.