Miao Li

1.1k total citations
56 papers, 731 citations indexed

About

Miao Li is a scholar working on Developmental and Educational Psychology, Education and Clinical Psychology. According to data from OpenAlex, Miao Li has authored 56 papers receiving a total of 731 indexed citations (citations by other indexed papers that have themselves been cited), including 28 papers in Developmental and Educational Psychology, 19 papers in Education and 7 papers in Clinical Psychology. Recurrent topics in Miao Li's work include Reading and Literacy Development (24 papers), Child Development and Digital Technology (6 papers) and Language Development and Disorders (6 papers). Miao Li is often cited by papers focused on Reading and Literacy Development (24 papers), Child Development and Digital Technology (6 papers) and Language Development and Disorders (6 papers). Miao Li collaborates with scholars based in United States, China and Canada. Miao Li's co-authors include John R. Kirby, Graham Low, Changling Liu, Liying Cheng, George K. Georgiou, Lesly Wade‐Woolley, Esther Geva, Poh Wee Koh, Zhinian Li and Zhengming Li and has published in prestigious journals such as PLoS ONE, Child Development and Journal of Educational Psychology.

In The Last Decade

Miao Li

52 papers receiving 687 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Miao Li United States	15	327	210	150	102	74	56	731
Lauren Leslie United States	13	707 2.2×	424 2.0×	48 0.3×	39 0.4×	145 2.0×	30	940
Jean Andrews United States	18	665 2.0×	89 0.4×	396 2.6×	122 1.2×	111 1.5×	92	1.1k
Philippe Prévost France	19	855 2.6×	58 0.3×	515 3.4×	31 0.3×	549 7.4×	73	1.3k
Emily Phillips Galloway United States	16	478 1.5×	359 1.7×	214 1.4×	248 2.4×	38 0.5×	42	760
Roberto R. Heredia United States	12	215 0.7×	28 0.1×	136 0.9×	52 0.5×	220 3.0×	31	593
Kristen D. Ritchey United States	19	931 2.8×	712 3.4×	89 0.6×	51 0.5×	90 1.2×	28	1.1k
Brandy N. Frazier United States	9	336 1.0×	196 0.9×	30 0.2×	17 0.2×	97 1.3×	10	700
Laurence D. Smith United States	12	288 0.9×	53 0.3×	11 0.1×	22 0.2×	119 1.6×	23	703
Thomas Hardy Leahey United States	13	166 0.5×	81 0.4×	20 0.1×	18 0.2×	111 1.5×	35	774
Lucile Chanquoy France	13	354 1.1×	458 2.2×	180 1.2×	141 1.4×	123 1.7×	49	717

Countries citing papers authored by Miao Li

Since Specialization

Citations

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

Fields of papers citing papers by Miao Li

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Miao Li

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

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Li, Miao, et al.. (2024). How Narrative Skills Associate With Peer Relations. 4(1). 1–17.

Li, Miao, Maureen W. Lovett, Joan Bosson‐Heenan, et al.. (2024). Phonological awareness mediates the relationship between DCDC2 and reading performance with home environment. npj Science of Learning. 9(1). 36–36. 1 indexed citations

Liu, Duo, et al.. (2023). Understanding Chinese children’s word reading by considering the factors from cognitive, psychological and ecological factors. Contemporary Educational Psychology. 73. 102163–102163. 10 indexed citations

Li, Miao, et al.. (2023). Modeling the relationships among home literacy environment, reading interest, self-regulation, and reading ability of children with intellectual disabilities in China. International Journal of Developmental Disabilities. 71(2). 246–255. 2 indexed citations

Li, Miao, et al.. (2022). Making Teaching Communal: Peer Mentoring through Teaching Squares. 5. 67–74. 2 indexed citations

Li, Miao, et al.. (2022). Innovative language teaching and learning at university: facilitating transition from and to higher education. Newcastle University ePrints (Newcastle Univesity). 1 indexed citations

Li, Miao, et al.. (2021). The prevalence of the academic learning difficulties: An observation tool. Heliyon. 7(10). e08164–e08164. 21 indexed citations

Li, Miao. (2021). The Content Validity on Reading Comprehensions of National Versions of National Matriculation English Test in 2020 — Based on Bachman and Palmer Test Task Characteristics Theory. 5(1). 73–73. 1 indexed citations

Li, Miao, et al.. (2021). Exploring sources of poor reading comprehension in English language learners. Annals of Dyslexia. 71(2). 299–321. 18 indexed citations

10.

Li, Miao, et al.. (2021). Profiles of Poor Decoders, Poor Comprehenders, and Typically Developing Readers in Adolescents Learning English as a Second Language. Journal of Learning Disabilities. 55(4). 306–324. 9 indexed citations

11.

Li, Miao, et al.. (2021). The association between reading motivation and reading achievement in Chinese students: Exploring the role of personality. Advances in Social Sciences Research Journal. 8(6). 408–422. 1 indexed citations

12.

Li, Miao, Poh Wee Koh, Esther Geva, R. Malatesha Joshi, & Xi Chen. (2020). The componential model of reading in bilingual learners.. Journal of Educational Psychology. 112(8). 1532–1545. 18 indexed citations

13.

Li, Miao, Jeffrey G. Malins, Maureen W. Lovett, et al.. (2018). A molecular-genetic and imaging-genetic approach to specific comprehension difficulties in children. npj Science of Learning. 3(1). 20–20. 10 indexed citations

14.

Zhang, Suzhen, et al.. (2017). Different Measures of Print Exposure Predict Different Aspects of Vocabulary. Reading Research Quarterly. 53(4). 443–454. 17 indexed citations

15.

Li, Miao. (2016). The effectiveness of a bilingual education program at a Chinese university: a case study of social science majors. International Journal of Bilingual Education and Bilingualism. 21(8). 897–912. 41 indexed citations

16.

Zhu, Qiao & Miao Li. (2014). The realization of green storage in Hadoop. 91–95. 2 indexed citations

17.

Li, Miao, Liying Cheng, & John R. Kirby. (2012). Phonological Awareness and Listening Comprehension among Chinese English-Immersion Students.. 41(2). 46–65. 9 indexed citations

18.

Li, Miao. (2012). UNDERSTANDING READING COMPREHENSION IN ENGLISH IMMERSION STUDENTS IN CHINA. QSpace (Queen's University Library). 1 indexed citations

19.

Li, Miao & Ping Yu. (2010). Study on the Inconsistency between a Pre-service Teacher's Mathematics Education Beliefs and Mathematics Teaching Practice. 5 indexed citations

20.

Cheng, Liying, et al.. (2010). English language immersion and students' academic achievement in English, Chinese and mathematics. Evaluation & Research in Education. 23(3). 151–169. 32 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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