Louisa C. Moats
About
In The Last Decade
Louisa C. Moats
37 papers receiving 2.2k citations
Peers
Comparison fields: 5 of 63
- Developmental and Educational Psychology 2.3k
- Education 1.8k
- Statistics and Probability 671
- Language and Linguistics 296
- Cognitive Neuroscience 211
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 of co-authors of Louisa C. Moats
This figure shows the co-authorship network connecting the top 25 collaborators of Louisa C. Moats. A scholar is included among the top collaborators of Louisa C. Moats 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 Louisa C. Moats. Louisa C. Moats is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 165 | |
| 2 | Whole-Language High Jinks: How to Tell When "Scientifically-Based Reading Instruction" Isn't. | 26 |
| 3 | 126 | |
| 4 | Learning To Read. | 3 |
| 5 | 68 | |
| 6 | When Older Students Can't Read. | 53 |
| 7 | Overcoming the Language Gap. | 23 |
| 8 | Opinion Pieces: What Is the Role of the Speech-Language Pathologist in Assessing and Facilitating Spelling Skills?. | 3 |
| 9 | 288 | |
| 10 | Why Reading to Children Is Important. | 5 |
| 11 | Teaching Reading Is Rocket Science: What Expert Teachers of Reading Should Know and Be Able To Do. | 210 |
| 12 | Informed Instruction for Reading Success: Foundations for Teacher Preparation. | 63 |
| 13 | Every Child Reading: An Action Plan of the LEARNING FIRST ALLIANCE | 8 |
| 14 | 95 | |
| 15 | 39 | |
| 16 | 321 | |
| 17 | 19 | |
| 18 | 18 | |
| 19 | 15 | |
| 20 | 47 |
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.