Louisa C. Moats
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- Reading and Literacy Development 24
- Language Development and Disorders 5
- Hearing Impairment and Communication 3
- Statistics and Probability top 0.5%
- Cognitive and developmental aspects of mathematical skills 6
- Education top 0.5%
- Writing and Handwriting Education 11
- Education Systems and Policy 7
- Education and Technology Integration 3
- Linguistics and Language top 5%
- Language and Linguistics top 2%
- EFL/ESL Teaching and Learning 3
Louisa C. Moats
37 papers receiving 2.2k citations
Peers
Comparison fields: 5 of 63
- Developmental and Educational Psychology 2.3k
- Statistics and Probability 671
- Education 1.8k
- Linguistics and Language 130
- Language and Linguistics 296
Countries citing papers authored by Louisa C. Moats
This map shows the geographic impact of Louisa C. Moats'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 Louisa C. Moats with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Louisa C. Moats more than expected).
Fields of papers citing papers by Louisa C. Moats
This network shows the impact of papers produced by Louisa C. Moats. 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 Louisa C. Moats. The network helps show where Louisa C. Moats may publish in the future.
Co-authorship network
The 25 scholars most cited alongside Louisa C. Moats, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.
All Works
| # | Work | ||
|---|---|---|---|
| 1 | 2009 | 165 | |
| 2 | Whole-Language High Jinks: How to Tell When "Scientifically-Based Reading Instruction" Isn't. | 2007 | 26 |
| 3 | 2005 | 126 | |
| 4 | Learning To Read. | 2002 | 3 |
| 5 | 2002 | 68 | |
| 6 | When Older Students Can't Read. | 2001 | 53 |
| 7 | Overcoming the Language Gap. | 2001 | 23 |
| 8 | Opinion Pieces: What Is the Role of the Speech-Language Pathologist in Assessing and Facilitating Spelling Skills?. | 2000 | 3 |
| 9 | 2000 | 288 | |
| 10 | Why Reading to Children Is Important. | 2000 | 5 |
| 11 | Teaching Reading Is Rocket Science: What Expert Teachers of Reading Should Know and Be Able To Do. | 1999 | 210 |
| 12 | Informed Instruction for Reading Success: Foundations for Teacher Preparation. | 1998 | 63 |
| 13 | Every Child Reading: An Action Plan of the LEARNING FIRST ALLIANCE | 1998 | 8 |
| 14 | 1996 | 95 | |
| 15 | 1995 | 39 | |
| 16 | 1994 | 321 | |
| 17 | 1993 | 19 | |
| 18 | 1992 | 18 | |
| 19 | 1988 | 15 | |
| 20 | 1983 | 47 |
About Louisa C. Moats
Louisa C. Moats is a scholar working on Developmental and Educational Psychology, Education and Statistics and Probability, having authored 40 papers that have together received 2.7k indexed citations. Recurring topics across this work include Reading and Literacy Development (24 papers), Writing and Handwriting Education (11 papers), Education Systems and Policy (7 papers), Cognitive and developmental aspects of mathematical skills (6 papers), Language Development and Disorders (5 papers), Hearing Impairment and Communication (3 papers), EFL/ESL Teaching and Learning (3 papers) and Education and Technology Integration (3 papers). The work is most often cited by research in Developmental and Educational Psychology (2.3k citations), Statistics and Probability (671 citations) and Education (1.8k citations). Louisa C. Moats has collaborated with scholars based in United States, Hungary and Belgium. Frequent co-authors include Barbara R. Foorman, G. Reid Lyon, Susan Brady, Guinevere F. Eden, David J. Francis, Jack Μ. Fletcher, Christopher Schatschneider, Michelle N. Eakin, Brett Kessler and Rebecca Treiman.
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.