Luana Greulich

947 total citations
15 papers, 663 citations indexed

About

Luana Greulich is a scholar working on Developmental and Educational Psychology, Education and Statistics and Probability. According to data from OpenAlex, Luana Greulich has authored 15 papers receiving a total of 663 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 3 papers in Statistics and Probability. Recurrent topics in Luana Greulich's work include Reading and Literacy Development (14 papers), Writing and Handwriting Education (5 papers) and Early Childhood Education and Development (4 papers). Luana Greulich is often cited by papers focused on Reading and Literacy Development (14 papers), Writing and Handwriting Education (5 papers) and Early Childhood Education and Development (4 papers). Luana Greulich collaborates with scholars based in United States. Luana Greulich's co-authors include Stephanie Al Otaiba, Jessica Sidler Folsom, Cynthia S. Puranik, Youngsuk Kim, Carol McDonald Connor, Richard K. Wagner, Christopher Schatschneider, Zhi Li, Jeanne Wanzek and Vickie E. Lake and has published in prestigious journals such as Journal of Speech Language and Hearing Research, Journal of Learning Disabilities and Exceptional Children.

In The Last Decade

Luana Greulich

15 papers receiving 622 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Luana Greulich United States	12	550	521	114	104	58	15	663
Jessica Sidler Folsom United States	14	710 1.3×	677 1.3×	141 1.2×	137 1.3×	74 1.3×	29	881
Shawn C. Kent United States	12	380 0.7×	372 0.7×	60 0.5×	71 0.7×	47 0.8×	23	511
Ruth Wharton‐McDonald United States	7	608 1.1×	625 1.2×	105 0.9×	54 0.5×	77 1.3×	11	805
Brandy Gatlin United States	7	299 0.5×	267 0.5×	63 0.6×	63 0.6×	31 0.5×	11	375
Shirley V. Dickson United States	8	509 0.9×	370 0.7×	155 1.4×	43 0.4×	23 0.4×	12	595
Jean Osborn United States	11	478 0.9×	360 0.7×	97 0.9×	65 0.6×	46 0.8×	33	618
Ted Schuder United States	8	580 1.1×	417 0.8×	90 0.8×	85 0.8×	43 0.7×	8	669
Mabel O. Rivera United States	9	225 0.4×	237 0.5×	51 0.4×	54 0.5×	55 0.9×	18	391
Steven J. Amendum United States	12	397 0.7×	350 0.7×	67 0.6×	28 0.3×	50 0.9×	38	575
Doris Luft Baker United States	14	536 1.0×	324 0.6×	154 1.4×	41 0.4×	41 0.7×	46	660

Countries citing papers authored by Luana Greulich

Since Specialization

Citations

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

Fields of papers citing papers by Luana Greulich

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Luana Greulich

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

All Works

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15 of 15 papers shown

Otaiba, Stephanie Al, Carol McDonald Connor, Jessica Sidler Folsom, et al.. (2015). To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading.. Society for Research on Educational Effectiveness. 4 indexed citations

Otaiba, Stephanie Al, Jessica Sidler Folsom, Jeanne Wanzek, et al.. (2015). Professional Development to Differentiate Kindergarten Tier 1 Instruction: Can Already Effective Teachers Improve Student Outcomes by Differentiating Tier 1 Instruction?. Reading & Writing Quarterly. 32(5). 454–476. 11 indexed citations

Kim, Youngsuk, Stephanie Al Otaiba, Jessica Sidler Folsom, Luana Greulich, & Cynthia S. Puranik. (2014). Evaluating the Dimensionality of First-Grade Written Composition.. Grantee Submission. 57. 199–211. 3 indexed citations

Kim, Youngsuk, Stephanie Al Otaiba, Jessica Sidler Folsom, Luana Greulich, & Cynthia S. Puranik. (2014). Evaluating the Dimensionality of First-Grade Written Composition. Journal of Speech Language and Hearing Research. 57(1). 199–211. 82 indexed citations

Otaiba, Stephanie Al, Carol McDonald Connor, Jessica Sidler Folsom, et al.. (2014). To Wait in Tier 1 or Intervene Immediately. Exceptional Children. 81(1). 11–27. 84 indexed citations

Greulich, Luana, et al.. (2014). Understanding Inadequate Response to First-Grade Multi-Tier Intervention. Learning Disability Quarterly. 37(4). 204–217. 18 indexed citations

Puranik, Cynthia S., Stephanie Al Otaiba, Jessica Sidler Folsom, & Luana Greulich. (2013). Exploring the amount and type of writing instruction during language arts instruction in kindergarten classrooms. Reading and Writing. 27(2). 213–236. 64 indexed citations

Folsom, Jessica Sidler, et al.. (2012). The Componential Model of Reading. Journal of Learning Disabilities. 45(5). 406–417. 29 indexed citations

Kim, Youngsuk, Stephanie Al Otaiba, Cynthia S. Puranik, et al.. (2011). Componential skills of beginning writing: An exploratory study. Learning and Individual Differences. 21(5). 517–525. 152 indexed citations

10.

Otaiba, Stephanie Al, et al.. (2011). Assessment Data–Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial. The Elementary School Journal. 111(4). 535–560. 98 indexed citations

11.

Otaiba, Stephanie Al, Jessica Sidler Folsom, Christopher Schatschneider, et al.. (2011). Predicting First-Grade Reading Performance from Kindergarten Response to Tier 1 Instruction. Exceptional Children. 77(4). 453–470. 30 indexed citations

12.

Otaiba, Stephanie Al, et al.. (2011). ASSESSMENT DATA–INFORMED GUIDANCE TO INDIVIDUALIZE KINDERGARTEN READING INSTRUCTION. 4 indexed citations

13.

Otaiba, Stephanie Al, et al.. (2010). Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences. Reading and Writing. 25(1). 109–129. 39 indexed citations

14.

Otaiba, Stephanie Al, et al.. (2010). Predicting Kindergarteners' End-Of-Year Spelling Ability Based on Their Reading, Alphabetic, Vocabulary, and Phonological Awareness Skills, as Well as Prior Literacy Experiences. Learning Disability Quarterly. 33(3). 171–183. 32 indexed citations

15.

Otaiba, Stephanie Al, Carol McDonald Connor, Barbara R. Foorman, et al.. (2009). Identifying and Intervening with Beginning Readers Who Are At-Risk for Dyslexia: Advances in Individualized Classroom Instruction.. PubMed. 35(4). 13–19. 13 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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