Marissa J. Filderman

660 total citations
21 papers, 366 citations indexed

About

Marissa J. Filderman is a scholar working on Developmental and Educational Psychology, Education and Information Systems and Management. According to data from OpenAlex, Marissa J. Filderman has authored 21 papers receiving a total of 366 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Developmental and Educational Psychology, 9 papers in Education and 6 papers in Information Systems and Management. Recurrent topics in Marissa J. Filderman's work include Reading and Literacy Development (11 papers), Educational Assessment and Improvement (6 papers) and Behavioral and Psychological Studies (5 papers). Marissa J. Filderman is often cited by papers focused on Reading and Literacy Development (11 papers), Educational Assessment and Improvement (6 papers) and Behavioral and Psychological Studies (5 papers). Marissa J. Filderman collaborates with scholars based in United States, Netherlands and China. Marissa J. Filderman's co-authors include Jessica R. Toste, Lisa Didion, Peng Peng, Christy R. Austin, Nathan H. Clemens, Elizabeth Swanson, Lifeng Lin, Gregory J. Benner, Wei Wang and North Cooc and has published in prestigious journals such as Review of Educational Research, Reading Research Quarterly and Journal of Learning Disabilities.

In The Last Decade

Marissa J. Filderman

14 papers receiving 353 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Marissa J. Filderman United States 8 199 180 54 49 45 21 366
Marjolein Deunk Netherlands 9 332 1.7× 159 0.9× 28 0.5× 47 1.0× 37 0.8× 30 467
Poldi Kuhl Germany 9 197 1.0× 81 0.5× 39 0.7× 13 0.3× 59 1.3× 29 329
Heike Wendt Germany 10 279 1.4× 90 0.5× 33 0.6× 21 0.4× 60 1.3× 23 392
Dan Berebitsky United States 9 269 1.4× 131 0.7× 21 0.4× 26 0.5× 13 0.3× 12 358
Mark Pomplun United States 12 157 0.8× 88 0.5× 34 0.6× 20 0.4× 30 0.7× 31 325
Robbert Smit Austria 10 317 1.6× 81 0.5× 19 0.4× 28 0.6× 24 0.5× 29 390
Natalie Förster Germany 10 345 1.7× 227 1.3× 53 1.0× 109 2.2× 86 1.9× 29 530
Anthony J Gabriele United States 10 401 2.0× 148 0.8× 42 0.8× 26 0.5× 66 1.5× 18 496
Jessie De Naeghel Belgium 6 261 1.3× 206 1.1× 32 0.6× 14 0.3× 130 2.9× 8 418
Mary Pittman United States 5 668 3.4× 175 1.0× 67 1.2× 32 0.7× 42 0.9× 8 740

Countries citing papers authored by Marissa J. Filderman

Since Specialization
Citations

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

Fields of papers citing papers by Marissa J. Filderman

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Marissa J. Filderman. 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 Marissa J. Filderman. The network helps show where Marissa J. Filderman may publish in the future.

Co-authorship network of co-authors of Marissa J. Filderman

This figure shows the co-authorship network connecting the top 25 collaborators of Marissa J. Filderman. A scholar is included among the top collaborators of Marissa J. Filderman 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 Marissa J. Filderman. Marissa J. Filderman 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.
Filderman, Marissa J., et al.. (2025). Teacher Professional Development for Reading: A Review of the State of the Research. Reading Research Quarterly. 60(4).
2.
Filderman, Marissa J., et al.. (2024). Intensification of a Reading Comprehension Intervention Using Student Data: A Pilot Study. Remedial and Special Education. 46(5). 382–394.
3.
Peng, Peng, Wei Wang, Marissa J. Filderman, Wenxiu Zhang, & Lifeng Lin. (2023). The Active Ingredient in Reading Comprehension Strategy Intervention for Struggling Readers: A Bayesian Network Meta-analysis. Review of Educational Research. 94(2). 228–267. 9 indexed citations
4.
Toste, Jessica R., Leigh McLean, Peng Peng, et al.. (2023). Do Teacher Perceptions of Students’ Academic and Behavioral Skills Influence Time Spent in Small-Group Reading Instruction?. The Elementary School Journal. 124(2). 245–269.
5.
Toste, Jessica R., Marissa J. Filderman, & Christine A. Espin. (2022). Data Teams in Teacher Preparation: Improving Data-Based Instruction in Reading. Intervention in School and Clinic. 59(1). 40–47.
6.
7.
Barnard‐Brak, Lucy, et al.. (2022). Evidence for Transition-Related Behaviors as an Explicit Criterion for Extended School Year Services Eligibility. Journal of Psychoeducational Assessment. 40(8). 968–984.
8.
Filderman, Marissa J., et al.. (2022). Assessment for Effective Screening and Progress Monitoring of Social and Emotional Learning Skills. Beyond Behavior. 32(1). 15–23.
9.
Filderman, Marissa J., Lucy Barnard‐Brak, & Gregory J. Benner. (2022). Do teacher beliefs mediate the relationship between professional development and reading outcomes of students with emotional and behavioral disorders? An exploration of effects from a randomized controlled trial. Social Psychology of Education. 25(6). 1437–1458. 2 indexed citations
10.
Filderman, Marissa J. & Jessica R. Toste. (2021). Effects of Varying Levels of Data Use to Intensify a Multisyllabic Word Reading Intervention for Upper Elementary Students With or at Risk for Reading Disabilities. Journal of Learning Disabilities. 55(5). 393–407. 4 indexed citations
11.
Filderman, Marissa J., Jessica R. Toste, Lisa Didion, & Peng Peng. (2021). Data Literacy Training for K–12 Teachers: A Meta-Analysis of the Effects on Teacher Outcomes. Remedial and Special Education. 43(5). 328–343. 20 indexed citations
12.
13.
Filderman, Marissa J. & Lucy Barnard‐Brak. (2021). Comparing Slope Stability and Validity for General Outcome and Specific Subskill Mastery Measurement. Journal of Applied School Psychology. 39(1). 71–90. 1 indexed citations
14.
Austin, Christy R. & Marissa J. Filderman. (2020). Selecting and Designing Measurements to Track the Reading Progress of Students With Disabilities. Intervention in School and Clinic. 56(1). 13–21. 2 indexed citations
15.
Toste, Jessica R., et al.. (2020). A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students. Review of Educational Research. 90(3). 420–456. 148 indexed citations
16.
Filderman, Marissa J., Jessica R. Toste, & North Cooc. (2020). Does Training Predict Second-Grade Teachers’ Use of Student Data for Decision-Making in Reading and Mathematics?. Assessment for Effective Intervention. 46(4). 247–258. 5 indexed citations
17.
Didion, Lisa, Jessica R. Toste, & Marissa J. Filderman. (2019). Teacher Professional Development and Student Reading Achievement: A Meta-Analytic Review of the Effects. Journal of Research on Educational Effectiveness. 13(1). 29–66. 71 indexed citations
18.
Filderman, Marissa J., Christy R. Austin, & Jessica R. Toste. (2019). Data-Based Decision Making for Struggling Readers in the Secondary Grades. Intervention in School and Clinic. 55(1). 3–12. 9 indexed citations
19.
Filderman, Marissa J., Jessica R. Toste, Lisa Didion, Peng Peng, & Nathan H. Clemens. (2018). Data-Based Decision Making in Reading Interventions: A Synthesis and Meta-Analysis of the Effects for Struggling Readers. The Journal of Special Education. 52(3). 174–187. 47 indexed citations
20.
Filderman, Marissa J. & Jessica R. Toste. (2017). Decisions, Decisions, Decisions: Using Data to Make Instructional Decisions for Struggling Readers. Teaching Exceptional Children. 50(3). 130–140. 18 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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