Maribeth Cassidy Schmitt

535 total citations
23 papers, 362 citations indexed

About

Maribeth Cassidy Schmitt is a scholar working on Developmental and Educational Psychology, Education and Clinical Psychology. According to data from OpenAlex, Maribeth Cassidy Schmitt has authored 23 papers receiving a total of 362 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Developmental and Educational Psychology, 13 papers in Education and 1 paper in Clinical Psychology. Recurrent topics in Maribeth Cassidy Schmitt's work include Innovative Teaching and Learning Methods (10 papers), Reading and Literacy Development (10 papers) and Parental Involvement in Education (6 papers). Maribeth Cassidy Schmitt is often cited by papers focused on Innovative Teaching and Learning Methods (10 papers), Reading and Literacy Development (10 papers) and Parental Involvement in Education (6 papers). Maribeth Cassidy Schmitt collaborates with scholars based in United States. Maribeth Cassidy Schmitt's co-authors include James F. Baumann, Timothy J. Newby, Carol J. Hopkins, Robert M. Schwartz, Anne Gregory, Deborah R. Dillon, David G. O’Brien, Irene C. Fountas, Beverly E. Cox and Zhihui Fang and has published in prestigious journals such as The Elementary School Journal, Journal of Research in Reading and The Reading Teacher.

In The Last Decade

Maribeth Cassidy Schmitt

22 papers receiving 269 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Maribeth Cassidy Schmitt United States 12 274 205 28 25 25 23 362
Jerry L. Johns United States 10 257 0.9× 190 0.9× 35 1.3× 31 1.2× 37 1.5× 73 364
Sherry Kragler United States 11 154 0.6× 251 1.2× 30 1.1× 35 1.4× 15 0.6× 21 320
Linda A. Meyer United States 10 208 0.8× 287 1.4× 19 0.7× 18 0.7× 14 0.6× 29 371
Terry Salinger United States 7 250 0.9× 255 1.2× 33 1.2× 22 0.9× 28 1.1× 19 373
Anne P. Sweet United States 6 260 0.9× 220 1.1× 40 1.4× 32 1.3× 36 1.4× 11 370
Anthony V. Manzo United States 10 187 0.7× 168 0.8× 20 0.7× 44 1.8× 24 1.0× 34 303
Barbara Fink Chorzempa United States 6 222 0.8× 258 1.3× 30 1.1× 16 0.6× 54 2.2× 8 306
Linda G. Vavrus United States 8 335 1.2× 318 1.6× 17 0.6× 18 0.7× 49 2.0× 10 469
Joseph Sanacore United States 10 185 0.7× 294 1.4× 53 1.9× 65 2.6× 20 0.8× 80 412
Katherine A. Dougherty Stahl United States 10 270 1.0× 217 1.1× 35 1.3× 44 1.8× 49 2.0× 35 359

Countries citing papers authored by Maribeth Cassidy Schmitt

Since Specialization
Citations

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

Fields of papers citing papers by Maribeth Cassidy Schmitt

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Maribeth Cassidy Schmitt. 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 Maribeth Cassidy Schmitt. The network helps show where Maribeth Cassidy Schmitt may publish in the future.

Co-authorship network of co-authors of Maribeth Cassidy Schmitt

This figure shows the co-authorship network connecting the top 25 collaborators of Maribeth Cassidy Schmitt. A scholar is included among the top collaborators of Maribeth Cassidy Schmitt 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 Maribeth Cassidy Schmitt. Maribeth Cassidy Schmitt 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.
Schmitt, Maribeth Cassidy, et al.. (2013). Teacher Language Scaffolds the Development of Independent Strategic Reading Activities and Metacognitive Awareness in Emergent Readers. Reading Psychology. 35(1). 32–57. 18 indexed citations
2.
Schwartz, Robert M., et al.. (2012). Effects of Teacher-Student Ratio in Response to Intervention Approaches. The Elementary School Journal. 112(4). 547–567. 28 indexed citations
3.
Schmitt, Maribeth Cassidy. (2011). Using a Network of Strategies Rubric to Become a Self-Regulated Learner. Voices from the Middle. 19(2). 33–38. 2 indexed citations
4.
Schmitt, Maribeth Cassidy, et al.. (2009). The developmental nature of meta‐cognition and the relationship between knowledge and control over time. Journal of Research in Reading. 32(2). 254–271. 11 indexed citations
5.
Schmitt, Maribeth Cassidy & Anne Gregory. (2005). The Impact of an Early Literacy Intervention: Where Are the Children Now?. Scholar Works (Boise State University). 10(1). 1–20. 16 indexed citations
6.
Schmitt, Maribeth Cassidy. (2003). Metacognitive Strategy Knowledge: Comparison of Former Reading Recovery Children and Their Current Classmates.. 7. 57–76. 8 indexed citations
7.
Schmitt, Maribeth Cassidy. (2001). THE DEVELOPMENT OF CHILDREN'S STRATEGIC PROCESSING IN READING RECOVERY. Reading Psychology. 22(2). 129–151. 12 indexed citations
8.
Schmitt, Maribeth Cassidy. (2001). Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 2000-2001.. 5. 21 indexed citations
9.
Schmitt, Maribeth Cassidy. (2001). THE DEVELOPMENT OF CHILDREN'S STRATEGIC PROCESSING IN READING RECOVERY. Reading Psychology. 22(2). 129–151. 2 indexed citations
10.
Hopkins, Carol J., et al.. (2000). Preservice teachers' shifting beliefs about struggling literacy learners. Reading Research and Instruction. 40(1). 1–16. 26 indexed citations
11.
Cox, Beverly E., Zhihui Fang, & Maribeth Cassidy Schmitt. (1998). At-Risk Children's Metacognitive Growth During Reading Recovery Experience: A Vygotskian Interpretation. 7 indexed citations
12.
Schmitt, Maribeth Cassidy & Carol J. Hopkins. (1993). Metacognitive theory applied: Strategic reading instruction in the current generation of basal readers. Reading Research and Instruction. 32(3). 13–24. 12 indexed citations
13.
Schmitt, Maribeth Cassidy. (1990). A Questionnaire to Measure Children's Awareness of Strategic Reading Processes.. The Reading Teacher. 43(7). 82 indexed citations
14.
Schmitt, Maribeth Cassidy & James F. Baumann. (1990). Metacomprehension during basal reader instruction: Do teachers promote it?. Reading Research and Instruction. 29(3). 1–13. 15 indexed citations
15.
Schmitt, Maribeth Cassidy & James F. Baumann. (1989). Cómo incorporar las estrategias de control de la comprensión a la enseñanza con textos base de lectura. Dialnet (Universidad de la Rioja). 1(1). 45–50. 1 indexed citations
16.
Baumann, James F. & Maribeth Cassidy Schmitt. (1986). The What, Why, How, and When of Comprehension Instruction.. The Reading Teacher. 39(7). 20 indexed citations
17.
Schmitt, Maribeth Cassidy & James F. Baumann. (1986). How to Incorporate Comprehension Monitoring Strategies into Basal Reader Instruction.. The Reading Teacher. 40(1). 28–31. 8 indexed citations
18.
Schmitt, Maribeth Cassidy. (1986). The Roots of Metacognition: An Historical Review.. 1 indexed citations
19.
Schmitt, Maribeth Cassidy & Timothy J. Newby. (1986). Metacognition: Relevance to instructional design. Journal of Instructional Development. 9(4). 29–33. 32 indexed citations
20.
Schmitt, Maribeth Cassidy & David G. O’Brien. (1986). Story Grammars: Some Cautions about the Translation of Research into Practice. Reading Research and Instruction. 26(1). 1–8. 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.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Jerry L. Johns Breakdown of academic impact, for papers by Sherry Kragler Breakdown of academic impact, for papers by Linda A. Meyer Breakdown of academic impact, for papers by Terry Salinger Breakdown of academic impact, for papers by Anne P. Sweet Breakdown of academic impact, for papers by Anthony V. Manzo Breakdown of academic impact, for papers by Barbara Fink Chorzempa Breakdown of academic impact, for papers by Linda G. Vavrus Breakdown of academic impact, for papers by Joseph Sanacore Breakdown of academic impact, for papers by Katherine A. Dougherty Stahl
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