Loulee Yen

700 total citations
12 papers, 525 citations indexed

About

Loulee Yen is a scholar working on Developmental and Educational Psychology, Education and Statistics and Probability. According to data from OpenAlex, Loulee Yen has authored 12 papers receiving a total of 525 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Developmental and Educational Psychology, 7 papers in Education and 6 papers in Statistics and Probability. Recurrent topics in Loulee Yen's work include Reading and Literacy Development (10 papers), Cognitive and developmental aspects of mathematical skills (6 papers) and Parental Involvement in Education (3 papers). Loulee Yen is often cited by papers focused on Reading and Literacy Development (10 papers), Cognitive and developmental aspects of mathematical skills (6 papers) and Parental Involvement in Education (3 papers). Loulee Yen collaborates with scholars based in United States and United Kingdom. Loulee Yen's co-authors include Douglas Fuchs, Lynn S. Fuchs, Stephanie Al Otaiba, Rollanda E. O’Connor, Laura Sáenz, Donald L. Compton, Kristen L. McMaster, Mark Berends, Marc Stein and Devin M. Kearns and has published in prestigious journals such as Journal of Educational Psychology, Journal of Experimental Child Psychology and Exceptional Children.

In The Last Decade

Loulee Yen

12 papers receiving 440 citations

Peers

Loulee Yen
Clarice Thomas United States
W. David Tilly United States
Kelli D. Cummings United States
Alison Madelaine Australia
Meenakshi Gajria United States
Kristen N. Missall United States
Milena A. Keller‐Margulis United States
Carmen Arreaga‐Mayer United States
Althea L. Woodruff United States
Melodee A. Walker United States
Clarice Thomas United States
Loulee Yen
Citations per year, relative to Loulee Yen Loulee Yen (= 1×) peers Clarice Thomas

Countries citing papers authored by Loulee Yen

Since Specialization
Citations

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

Fields of papers citing papers by Loulee Yen

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Loulee Yen

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

All Works

12 of 12 papers shown
1.
Peng, Peng, Jessica M. Namkung, Douglas Fuchs, et al.. (2016). A longitudinal study on predictors of early calculation development among young children at risk for learning difficulties. Journal of Experimental Child Psychology. 152. 221–241. 32 indexed citations
2.
Miller, Amanda C., Douglas Fuchs, Lynn S. Fuchs, et al.. (2014). Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension Among At-Risk Readers. Journal of Research on Educational Effectiveness. 7(3). 232–249. 37 indexed citations
3.
McMaster, Kristen L., Douglas Fuchs, Devin M. Kearns, et al.. (2014). Customizing a Research‐Based Reading Practice. The Reading Teacher. 68(3). 173–183. 14 indexed citations
4.
Kearns, Devin M., Douglas Fuchs, Kristen L. McMaster, et al.. (2010). Factors Contributing to Teachers’ Sustained Use of Kindergarten Peer-Assisted Learning Strategies. Journal of Research on Educational Effectiveness. 3(4). 315–342. 18 indexed citations
5.
Stein, Marc, Mark Berends, Douglas Fuchs, et al.. (2008). Scaling Up an Early Reading Program: Relationships Among Teacher Support, Fidelity of Implementation, and Student Performance Across Different Sites and Years. Educational Evaluation and Policy Analysis. 30(4). 368–388. 70 indexed citations
6.
Fuchs, Douglas, et al.. (2002). Exploring the Importance of Reading Programs for Kindergartners with Disabilities in Mainstream Classrooms. Exceptional Children. 68(3). 295–311. 45 indexed citations
7.
Fuchs, Douglas, et al.. (2001). Developing First-Grade Reading Fluency through Peer Mediation. Teaching Exceptional Children. 34(2). 90–93. 17 indexed citations
8.
Fuchs, Douglas, et al.. (2001). Is reading important in reading-readiness programs? A randomized field trial with teachers as program implementers.. Journal of Educational Psychology. 93(2). 251–267. 145 indexed citations
9.
Fuchs, Douglas, et al.. (2001). Peer-Assisted Learning Strategies in Reading. Remedial and Special Education. 22(1). 15–21. 103 indexed citations
10.
Deák, Gedeon O., Loulee Yen, & Jeremy W. Pettit. (2001). By any other name: when will preschoolers produce several labels for a referent?. Journal of Child Language. 28(3). 787–804. 17 indexed citations
11.
Fuchs, Douglas, et al.. (2001). K-PALS Helping Kindergartners with Reading Readiness: Teachers and Researchers in Partnerships. Teaching Exceptional Children. 33(4). 76–80. 18 indexed citations
12.
Fuchs, Douglas, et al.. (2001). Is reading important in reading-readiness programs? A randomized field trial with teachers as program implementers.. Journal of Educational Psychology. 93(2). 251–267. 9 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