Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy
2016242 citationsSusan R. Goldman, M. Anne Britt et al.Educational Psychologistprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
hero ref
Countries citing papers authored by MariAnne George
Since
Specialization
Citations
This map shows the geographic impact of MariAnne George'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 MariAnne George with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites MariAnne George more than expected).
This network shows the impact of papers produced by MariAnne George. 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 MariAnne George. The network helps show where MariAnne George may publish in the future.
Co-authorship network of co-authors of MariAnne George
This figure shows the co-authorship network connecting the top 25 collaborators of MariAnne George.
A scholar is included among the top collaborators of MariAnne George 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 MariAnne George. MariAnne George is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Goldman, Susan R., M. Anne Britt, Willard Brown, et al.. (2016). Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy. Educational Psychologist. 51(2). 219–246.242 indexed citations breakdown →
3.
Goldman, Susan R., M. Anne Britt, Willard Brown, et al.. (2016). Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework of Core Processes and Constructs.. Grantee Submission.3 indexed citations
Raphael, Taffy E., et al.. (2006). Toward Second Generation School Reform Models: A Developmental Model for Literacy Reform.
6.
Raphael, Taffy E., Susan Florio‐Ruane, & MariAnne George. (2004). Book Club Plus: Organising Your Literacy Curriculum to Bring Students to High Levels of Literacy. The Australian Journal of Language and Literacy. 27(3). 198.2 indexed citations
7.
George, MariAnne, et al.. (2002). Residual iliteracy [i.e. illiteracy] in a coastal village : Poovar Village of Thiruvananthapuram District.1 indexed citations
8.
Raphael, Taffy E., et al.. (2001). Thinking for Ourselves: Literacy Learning in a Diverse Teacher Inquiry Network.. The Reading Teacher. 54(6). 596–607.14 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.