Michael Hébert

4.2k total citations · 4 hit papers
58 papers, 2.7k citations indexed

About

Michael Hébert is a scholar working on Education, Developmental and Educational Psychology and Statistics and Probability. According to data from OpenAlex, Michael Hébert has authored 58 papers receiving a total of 2.7k indexed citations (citations by other indexed papers that have themselves been cited), including 41 papers in Education, 32 papers in Developmental and Educational Psychology and 10 papers in Statistics and Probability. Recurrent topics in Michael Hébert's work include Writing and Handwriting Education (34 papers), Reading and Literacy Development (26 papers) and Cognitive and developmental aspects of mathematical skills (10 papers). Michael Hébert is often cited by papers focused on Writing and Handwriting Education (34 papers), Reading and Literacy Development (26 papers) and Cognitive and developmental aspects of mathematical skills (10 papers). Michael Hébert collaborates with scholars based in United States, Australia and Macao. Michael Hébert's co-authors include Steve Graham, Karen R. Harris, Steve Graham, Karen R. Harris, J. Ron Nelson, Sarah R. Powell, Mark W. Lipsey, Mikel W. Cole, Megan E. Roberts and Kelly Puzio and has published in prestigious journals such as Journal of Educational Psychology, Frontiers in Psychology and American Educational Research Journal.

In The Last Decade

Michael Hébert

53 papers receiving 2.5k citations

Hit Papers

align trajectories

What are hit papers?

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.

Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading

2011 349 citations Steve Graham, Michael Hébert Harvard Educational Review profile →
Translating the Statistical Representation of the Effects of Education Interventions Into More Readily Interpretable Forms

2012 344 citations Michael Hébert et al. profile →
Formative Assessment and Writing

2015 220 citations Steve Graham, Michael Hébert et al. profile →
Comparing the quality of human and ChatGPT feedback of students’ writing

2024 153 citations Steve Graham, Michael Hébert et al. profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Michael Hébert United States	26	2.0k	1.6k	380	335	238	58	2.7k
Dolores Perin United States	19	2.1k 1.0×	1.6k 1.0×	580 1.5×	464 1.4×	199 0.8×	63	2.8k
Elfrieda H. Hiebert United States	33	1.9k 1.0×	2.7k 1.7×	337 0.9×	360 1.1×	390 1.6×	138	3.4k
Ian A. G. Wilkinson United States	19	1.3k 0.7×	1.2k 0.8×	217 0.6×	301 0.9×	94 0.4×	45	1.9k
Nancy Frey United States	25	1.4k 0.7×	834 0.5×	363 1.0×	173 0.5×	79 0.3×	161	2.1k
Barbara M. Taylor United States	25	1.5k 0.8×	1.5k 1.0×	221 0.6×	182 0.5×	182 0.8×	66	2.4k
Sheila W. Valencia United States	20	1.6k 0.8×	780 0.5×	230 0.6×	161 0.5×	120 0.5×	55	2.0k
Jennifer K. Gilbert United States	23	940 0.5×	1.1k 0.7×	131 0.3×	100 0.3×	530 2.2×	39	1.6k
Janneke van de Pol Netherlands	16	1.2k 0.6×	980 0.6×	108 0.3×	212 0.6×	61 0.3×	40	2.0k
John Sabatini United States	23	689 0.4×	1.2k 0.8×	116 0.3×	112 0.3×	247 1.0×	111	1.7k
Douglas J. Hacker United States	21	1.2k 0.6×	1.4k 0.9×	111 0.3×	106 0.3×	75 0.3×	45	2.2k

Countries citing papers authored by Michael Hébert

Since Specialization

Citations

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

Fields of papers citing papers by Michael Hébert

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Michael Hébert

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

All Works

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20 of 20 papers shown

Smith, Erin, et al.. (2024). Preservice Teachers’ Experiences With, Beliefs About, Self-Efficacy In, and Instructional Practices for Mathematical Writing. Investigations in Mathematics Learning. 17(2). 138–155.

Milas, Mira, Rosemarie Metzger, Thomas D. Shellenberger, et al.. (2024). Neoadjuvant systemic therapy for inoperable differentiated thyroid cancers: Impact on tumor resectability. Surgery. 177. 108836–108836. 5 indexed citations

Collins, Penelope, et al.. (2024). The motivational beliefs and attitudes about writing of international students enrolled in online academic English classes during the COVID-19 pandemic. Frontiers in Psychology. 14. 1232664–1232664. 1 indexed citations

Cervetti, Gina N., et al.. (2023). Meta-Analysis Examining the Impact of Vocabulary Instruction on Vocabulary Knowledge and Skill. Reading Psychology. 44(6). 672–709. 11 indexed citations

Hébert, Michael, et al.. (2023). Unpacking an online peer-mediated and self-reflective revision process in second-language persuasive writing. Reading and Writing. 37(6). 1545–1573. 13 indexed citations

Hébert, Michael, et al.. (2022). Effects of Automaticity Training on Reading Performance: A Meta-Analysis. Journal of Behavioral Education. 33(1). 23–52.

Chen, Dandan, Michael Hébert, & Joshua Wilson. (2022). Examining Human and Automated Ratings of Elementary Students’ Writing Quality: A Multivariate Generalizability Theory Application. American Educational Research Journal. 59(6). 1122–1156. 17 indexed citations

Hébert, Michael, et al.. (2022). Usability of Microsoft Teams and Stream in Nursing Education.. PubMed. 40(10). 699–704. 2 indexed citations

Graham, Steve, A. Angelique Aitken, Michael Hébert, et al.. (2020). Do children with reading difficulties experience writing difficulties? A meta-analysis.. Journal of Educational Psychology. 113(8). 1481–1506. 29 indexed citations

10.

Hébert, Michael, et al.. (2018). Writing informational text using provided information and text structures: an intervention for upper elementary struggling writers. Reading and Writing. 31(9). 2165–2190. 19 indexed citations

11.

Wilson, Joshua, Dandan Chen, Micheal Sandbank, & Michael Hébert. (2018). Generalizability of automated scores of writing quality in Grades 3–5.. Journal of Educational Psychology. 111(4). 619–640. 29 indexed citations

12.

Hébert, Michael, et al.. (2016). The effects of text structure instruction on expository reading comprehension: A meta-analysis.. Journal of Educational Psychology. 108(5). 609–629. 109 indexed citations

13.

Hébert, Michael, et al.. (2015). Methodological Status and Trends in Expository Text Structure Instruction Efficacy Research. ScholarWorks - WMU (Western Michigan University). 54(2). 35–65. 7 indexed citations

14.

Hébert, Michael, et al.. (2014). Effects of Note-Taking and Extended Writing on Expository Text Comprehension: Who Benefits?.. 12(1). 43–68. 10 indexed citations

15.

Graham, Steve, et al.. (2014). Assessing the Writing Achievement of Young Struggling Writers. Learning Disability Quarterly. 39(2). 72–82. 61 indexed citations

16.

Graham, Steve, Andrea M. Capizzi, Karen R. Harris, Michael Hébert, & Paul Morphy. (2013). Teaching writing to middle school students: a national survey. Reading and Writing. 27(6). 1015–1042. 151 indexed citations

17.

Rouse, Amy Gillespie, Steve Graham, Sharlene A. Kiuhara, & Michael Hébert. (2013). High school teachers use of writing to support students’ learning: a national survey. Reading and Writing. 27(6). 1043–1072. 85 indexed citations

18.

Hébert, Michael, et al.. (2012). Comparing effects of different writing activities on reading comprehension: A meta-analysis. Reading and Writing. 26(1). 111–138. 53 indexed citations

19.

Graham, Steve & Michael Hébert. (2011). Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading. Harvard Educational Review. 81(4). 710–744. 349 indexed citations breakdown →

20.

Graham, Steve, Karen R. Harris, & Michael Hébert. (2011). Informing Writing: The Benefits of Formative Assessment. A Report from Carnegie Corporation of New York.. Research Bank (Australian Catholic University). 1. 23 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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