Marcia H. Davis

1.9k total citations
20 papers, 1.2k citations indexed

About

Marcia H. Davis is a scholar working on Education, Developmental and Educational Psychology and Information Systems. According to data from OpenAlex, Marcia H. Davis has authored 20 papers receiving a total of 1.2k indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Education, 10 papers in Developmental and Educational Psychology and 4 papers in Information Systems. Recurrent topics in Marcia H. Davis's work include Parental Involvement in Education (6 papers), Reading and Literacy Development (6 papers) and Early Childhood Education and Development (5 papers). Marcia H. Davis is often cited by papers focused on Parental Involvement in Education (6 papers), Reading and Literacy Development (6 papers) and Early Childhood Education and Development (5 papers). Marcia H. Davis collaborates with scholars based in United States, China and Singapore. Marcia H. Davis's co-authors include John T. Guthrie, Stephen M. Tonks, Allan Wigfield, Ana Taboada, Kathleen C. Perencevich, Pedro Barbosa, Dawn Lawrie, David Binkley, Christopher H. Morrell and Bonita Sharif and has published in prestigious journals such as Journal of Educational Psychology, The Journal of Educational Research and School Psychology Review.

In The Last Decade

Marcia H. Davis

19 papers receiving 1.0k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Marcia H. Davis United States 10 629 592 273 130 91 20 1.2k
Fabienne van der Kleij Australia 21 1.6k 2.5× 589 1.0× 216 0.8× 123 0.9× 139 1.5× 34 2.1k
Louis Major United Kingdom 13 546 0.9× 313 0.5× 264 1.0× 45 0.3× 49 0.5× 37 947
Daniel Zingaro Canada 25 714 1.1× 557 0.9× 219 0.8× 32 0.2× 164 1.8× 70 1.7k
Arif Altun Türkiye 14 401 0.6× 238 0.4× 141 0.5× 70 0.5× 104 1.1× 74 849
Maya Israel United States 20 440 0.7× 466 0.8× 151 0.6× 23 0.2× 93 1.0× 82 1.3k
Roland Hübscher United States 10 416 0.7× 530 0.9× 125 0.5× 57 0.4× 120 1.3× 28 932
Mogens Niss Denmark 21 1.6k 2.6× 510 0.9× 125 0.5× 126 1.0× 51 0.6× 52 2.0k
Charles B. Hodges United States 17 726 1.2× 315 0.5× 211 0.8× 96 0.7× 50 0.5× 74 1.2k
Virginia Clinton‐Lisell United States 19 396 0.6× 375 0.6× 209 0.8× 149 1.1× 87 1.0× 68 1.1k
André Tricot France 16 347 0.6× 474 0.8× 115 0.4× 294 2.3× 148 1.6× 108 1.1k

Countries citing papers authored by Marcia H. Davis

Since Specialization
Citations

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

Fields of papers citing papers by Marcia H. Davis

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Marcia H. Davis. 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 Marcia H. Davis. The network helps show where Marcia H. Davis may publish in the future.

Co-authorship network of co-authors of Marcia H. Davis

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

All Works

20 of 20 papers shown
1.
Zhang, Qiyang, et al.. (2025). Positive teacher feedback and adolescents’ reading self-efficacy: a quasi-experimental analysis using PISA 2018. Large-scale Assessments in Education. 13(1). 1 indexed citations
2.
Zhang, Qiyang, et al.. (2024). The effects of language learning strategy instruction on college students’ English achievement and learner autonomy in mainland China: A meta-analysis. International Journal of Educational Research. 127. 102442–102442. 1 indexed citations
3.
Davis, Marcia H., et al.. (2023). A Person-Centered Approach to Understanding Adolescents’ Reading Motivation and Its Relation to Reading Outcomes. Reading Psychology. 45(1). 31–55. 1 indexed citations
4.
Ford, Kristen, et al.. (2023). A Mixed Methods Approach to Exploring Social Emotional Learning Program Implementation in an Alternative High School. School Psychology Review. 53(5). 523–537. 3 indexed citations
5.
Davis, Marcia H.. (2022). Use of an Early Warning Identification and Student Intervention System: A Case Study of Three Effective Promotion Coaches. Journal of Education for Students Placed at Risk (JESPAR). 28(2). 204–235. 1 indexed citations
6.
Davis, Marcia H., et al.. (2020). A computer adaptive measure of reading motivation. Journal of Research in Reading. 43(4). 434–453. 7 indexed citations
7.
Iver, Martha Abele Mac, Marc Stein, Marcia H. Davis, Robert Balfanz, & Joanna Hornig Fox. (2019). An Efficacy Study of a Ninth-Grade Early Warning Indicator Intervention. Journal of Research on Educational Effectiveness. 12(3). 363–390. 11 indexed citations
8.
Binkley, David, Marcia H. Davis, Dawn Lawrie, & Christopher H. Morrell. (2019). To CamelCase or under_score. 177–177. 4 indexed citations
9.
Davis, Marcia H., et al.. (2018). A Review of Reading Motivation Scales.. Grantee Submission. 2 indexed citations
10.
Davis, Marcia H., Martha Abele Mac Iver, Robert Balfanz, Marc Stein, & Joanna Hornig Fox. (2018). Implementation of an early warning indicator and intervention system. Preventing School Failure Alternative Education for Children and Youth. 63(1). 77–88. 12 indexed citations
11.
Davis, Marcia H., et al.. (2018). The effects of coaching on English teachers’ reading instruction practices and adolescent students’ reading comprehension. Literacy Research and Instruction. 57(3). 255–275. 12 indexed citations
12.
Davis, Marcia H., et al.. (2018). A review of reading motivation scales. Reading Psychology. 39(2). 121–187. 48 indexed citations
13.
Davis, Marcia H. & John T. Guthrie. (2014). Measuring Reading Comprehension of Content Area Texts Using an Assessment of Knowledge Organization. The Journal of Educational Research. 108(2). 148–164. 9 indexed citations
14.
Davis, Marcia H., et al.. (2013). Organizing Schools to Address Early Warning Indicators (EWIs): Common Practices and Challenges. Journal of Education for Students Placed at Risk (JESPAR). 18(1). 84–100. 22 indexed citations
15.
Binkley, David, Marcia H. Davis, Dawn Lawrie, et al.. (2012). The impact of identifier style on effort and comprehension. Empirical Software Engineering. 18(2). 219–276. 97 indexed citations
16.
Davis, Marcia H., et al.. (2009). Young Children Surfing: Gender Differences in Computer Use. Dimensions of early childhood. 37(2). 16–23. 7 indexed citations
17.
Binkley, David, Marcia H. Davis, Dawn Lawrie, & Christopher H. Morrell. (2009). To camelcase or under_score. 158–167. 78 indexed citations
18.
Guthrie, John T., et al.. (2006). Scaffolding for Engagement in Elementary School Reading Instruction. The Journal of Educational Research. 100(1). 3–20. 124 indexed citations
19.
Guthrie, John T., Allan Wigfield, Pedro Barbosa, et al.. (2004). Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction.. Journal of Educational Psychology. 96(3). 403–423. 471 indexed citations
20.
Guthrie, John T. & Marcia H. Davis. (2003). MOTIVATING STRUGGLING READERS IN MIDDLE SCHOOL THROUGH AN ENGAGEMENT MODEL OF CLASSROOM PRACTICE. Reading & Writing Quarterly. 19(1). 59–85. 256 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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