Michael J. Orosco

1.1k total citations
31 papers, 684 citations indexed

About

Michael J. Orosco is a scholar working on Developmental and Educational Psychology, Statistics and Probability and Education. According to data from OpenAlex, Michael J. Orosco has authored 31 papers receiving a total of 684 indexed citations (citations by other indexed papers that have themselves been cited), including 25 papers in Developmental and Educational Psychology, 20 papers in Statistics and Probability and 13 papers in Education. Recurrent topics in Michael J. Orosco's work include Reading and Literacy Development (22 papers), Cognitive and developmental aspects of mathematical skills (20 papers) and Educational and Psychological Assessments (11 papers). Michael J. Orosco is often cited by papers focused on Reading and Literacy Development (22 papers), Cognitive and developmental aspects of mathematical skills (20 papers) and Educational and Psychological Assessments (11 papers). Michael J. Orosco collaborates with scholars based in United States. Michael J. Orosco's co-authors include H. Lee Swanson, Cathy Lussier, Janette K. Klingner, Rollanda E. O’Connor, Catherine Lussier, Danielle Guzman‐Orth, Michael M. Gerber, Deborah K. Reed, Ryan P. Grimm and Haiying Long and has published in prestigious journals such as Journal of Educational Psychology, Journal of Experimental Child Psychology and Journal of Learning Disabilities.

In The Last Decade

Michael J. Orosco

29 papers receiving 626 citations

Peers

Michael J. Orosco
Mary Beth Calhoon United States
Meaghan Edmonds United States
William Dee Nichols United States
Nathan H. Clemens United States
Doris Luft Baker United States
Erin K. Washburn United States
Anne Foegen United States
Lisa Pericola Case United States
Shirley V. Dickson United States
Orly Lipka Israel
Mary Beth Calhoon United States
Michael J. Orosco
Citations per year, relative to Michael J. Orosco Michael J. Orosco (= 1×) peers Mary Beth Calhoon

Countries citing papers authored by Michael J. Orosco

Since Specialization
Citations

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

Fields of papers citing papers by Michael J. Orosco

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Michael J. Orosco

This figure shows the co-authorship network connecting the top 25 collaborators of Michael J. Orosco. A scholar is included among the top collaborators of Michael J. Orosco 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 J. Orosco. Michael J. Orosco 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.
Orosco, Michael J., et al.. (2023). The relation of bilingual cognitive skills to the second language writing performance of primary grade students. Journal of Experimental Child Psychology. 238. 105776–105776.
2.
Orosco, Michael J. & Deborah K. Reed. (2022). Effects of Professional Development on English Learners’ Problem Solving. Journal of Learning Disabilities. 56(4). 324–338. 6 indexed citations
3.
Swanson, H. Lee, et al.. (2019). Paraphrasing Interventions and Problem‐Solving Accuracy: Do Generative Procedures Help English Language Learners with Math Difficulties?. Learning Disabilities Research and Practice. 34(2). 68–84. 14 indexed citations
4.
Orosco, Michael J., et al.. (2018). Examining Comprehension Strategy Instruction With English Learners’ Problem Solving: Study Findings and Educator Preparation Implications. Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children. 41(3). 215–228. 9 indexed citations
5.
Orosco, Michael J., et al.. (2017). Culturally Responsive Evidence-based Practices with English Language Learners with Learning Disabilities: A Qualitative Case Study. KU ScholarWorks (The University of Kansas). 1. 27–45. 2 indexed citations
6.
Orosco, Michael J., et al.. (2017). Culturally Responsive Professional Development for One Special Education Teacher of Latino English Language Learners with Mathematics Learning Disabilities.. 14(1). 73–95. 6 indexed citations
7.
Swanson, H. Lee, Michael J. Orosco, & Catherine Lussier. (2015). Growth in literacy, cognition, and working memory in English language learners. Journal of Experimental Child Psychology. 132. 155–188. 32 indexed citations
8.
Orosco, Michael J., et al.. (2015). Word-Problem-Solving Strategy for Minority Students at Risk for Math Difficulties. Learning Disability Quarterly. 39(3). 171–181. 28 indexed citations
9.
Swanson, H. Lee, et al.. (2015). Does Growth in the Executive System of Working Memory Underlie Growth in Literacy for Bilingual Children With and Without Reading Disabilities?. Journal of Learning Disabilities. 50(4). 386–407. 10 indexed citations
10.
Guzman‐Orth, Danielle, Ryan P. Grimm, Michael M. Gerber, et al.. (2014). Psychometric Properties of the Working Memory Rating Scale for Spanish-Speaking English Language Learners. Journal of Psychoeducational Assessment. 33(6). 555–567. 6 indexed citations
11.
Swanson, H. Lee, et al.. (2014). Influence of reading and calculation on children at risk and not at risk for word problem solving: Is math motivation a mediator?. Learning and Individual Differences. 36. 84–91. 9 indexed citations
12.
Swanson, H. Lee, Michael J. Orosco, & Cathy Lussier. (2014). The Effects of Mathematics Strategy Instruction for Children with Serious Problem-Solving Difficulties. Exceptional Children. 80(2). 149–168. 31 indexed citations
13.
Swanson, H. Lee, Michael J. Orosco, & Cathy Lussier. (2013). Title: Does Cognitive Strategy Training on Word Problems Compensate for Working Memory Capacity in Children with Math Difficulties?. Society for Research on Educational Effectiveness. 1 indexed citations
14.
Swanson, H. Lee, Cathy Lussier, & Michael J. Orosco. (2013). Effects of Cognitive Strategy Interventions and Cognitive Moderators on Word Problem Solving in Children at Risk for Problem Solving Difficulties. Learning Disabilities Research and Practice. 28(4). 170–183. 46 indexed citations
15.
Orosco, Michael J.. (2013). The Development of a Math Strategy in Spanish for Latino English Language Learners at Risk for Math Disabilities.. 1(2). 86–109. 3 indexed citations
16.
Swanson, H. Lee, Catherine Lussier, & Michael J. Orosco. (2013). Cognitive Strategies, Working Memory, and Growth in Word Problem Solving in Children With Math Difficulties. Journal of Learning Disabilities. 48(4). 339–358. 62 indexed citations
17.
Orosco, Michael J. & Rollanda E. O’Connor. (2013). Culturally Responsive Instruction for English Language Learners With Learning Disabilities. Journal of Learning Disabilities. 47(6). 515–531. 53 indexed citations
18.
Orosco, Michael J., H. Lee Swanson, Rollanda E. O’Connor, & Cathy Lussier. (2011). The Effects of Dynamic Strategic Math on English Language Learners’ Word Problem Solving. The Journal of Special Education. 47(2). 96–107. 39 indexed citations
19.
Orosco, Michael J. & Janette K. Klingner. (2010). One School’s Implementation of RTI With English Language Learners: “Referring Into RTI”. Journal of Learning Disabilities. 43(3). 269–288. 94 indexed citations
20.
Orosco, Michael J.. (2005). Book Review. Bilingual Research Journal. 29(3). 723–726. 2 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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