Nancy Scammacca

2.6k total citations
36 papers, 1.8k citations indexed

About

Nancy Scammacca is a scholar working on Developmental and Educational Psychology, Education and Statistics and Probability. According to data from OpenAlex, Nancy Scammacca has authored 36 papers receiving a total of 1.8k indexed citations (citations by other indexed papers that have themselves been cited), including 31 papers in Developmental and Educational Psychology, 21 papers in Education and 16 papers in Statistics and Probability. Recurrent topics in Nancy Scammacca's work include Reading and Literacy Development (27 papers), Cognitive and developmental aspects of mathematical skills (16 papers) and Educational Strategies and Epistemologies (4 papers). Nancy Scammacca is often cited by papers focused on Reading and Literacy Development (27 papers), Cognitive and developmental aspects of mathematical skills (16 papers) and Educational Strategies and Epistemologies (4 papers). Nancy Scammacca collaborates with scholars based in United States. Nancy Scammacca's co-authors include Sharon Vaughn, Greg Roberts, Karla K. Stuebing, Greg Roberts, Jeanne Wanzek, Joseph K. Torgesen, Christy S. Murray, Alison G. Boardman, Elizabeth A. Stevens and Kelly J. Williams and has published in prestigious journals such as Journal of Educational Psychology, Review of Educational Research and Educational Psychology Review.

In The Last Decade

Nancy Scammacca

35 papers receiving 1.6k citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Nancy Scammacca United States	17	1.3k	916	583	185	145	36	1.8k
Greg Roberts United States	28	1.5k 1.1×	976 1.1×	511 0.9×	221 1.2×	147 1.0×	74	2.0k
Sylvia Linan‐Thompson United States	25	2.0k 1.5×	1.4k 1.5×	581 1.0×	289 1.6×	167 1.2×	47	2.5k
Nancy Mather United States	21	1.0k 0.8×	812 0.9×	332 0.6×	161 0.9×	121 0.8×	68	1.4k
Jade Wexler United States	24	1.7k 1.3×	1.2k 1.3×	604 1.0×	348 1.9×	171 1.2×	63	2.3k
Elizabeth Swanson United States	27	1.4k 1.0×	1.3k 1.5×	304 0.5×	308 1.7×	138 1.0×	82	2.3k
Deborah L. Speece United States	27	1.8k 1.4×	1.1k 1.2×	526 0.9×	199 1.1×	211 1.5×	50	2.2k
Scott P. Ardoin United States	25	1.4k 1.1×	610 0.7×	568 1.0×	97 0.5×	326 2.2×	72	1.6k
Michelle K. Hosp United States	11	1.4k 1.1×	900 1.0×	538 0.9×	89 0.5×	196 1.4×	21	1.6k
Colleen K. Reutebuch United States	13	886 0.7×	573 0.6×	242 0.4×	165 0.9×	268 1.8×	21	1.1k
Pamela M. Stecker United States	20	1.2k 0.9×	984 1.1×	516 0.9×	300 1.6×	82 0.6×	40	1.7k

Countries citing papers authored by Nancy Scammacca

Since Specialization

Citations

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

Fields of papers citing papers by Nancy Scammacca

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Nancy Scammacca

This figure shows the co-authorship network connecting the top 25 collaborators of Nancy Scammacca. A scholar is included among the top collaborators of Nancy Scammacca 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 Nancy Scammacca. Nancy Scammacca 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

Scammacca, Nancy, et al.. (2025). Exploring Differences Between Cognition, Reading, Math, and Attention Scores in Students With Disabilities: A Systematic Review. Learning Disability Quarterly. 49(1). 39–53. 1 indexed citations

Wanzek, Jeanne, et al.. (2025). Examining the Academic Effects of Cross-age Tutoring: A Meta-analysis. Educational Psychology Review. 37(1).

Stevens, Elizabeth A., et al.. (2024). The effects of a tier 2 reading comprehension intervention aligned to tier 1 instruction for fourth graders with inattention and reading difficulties. Journal of School Psychology. 105. 101320–101320. 3 indexed citations

Swanson, Elizabeth, Elizabeth A. Stevens, Nancy Scammacca, et al.. (2023). The Efficacy of Two Models of Professional Development Mediated by Fidelity on Fourth Grade Student Reading Outcomes ^†. Journal of Research on Educational Effectiveness. 17(2). 288–317. 4 indexed citations

Stevens, Elizabeth A., Christy S. Murray, Nancy Scammacca, Diane Haager, & Sharon Vaughn. (2022). Middle school matters: examining the effects of a schoolwide professional development model to improve reading comprehension. Reading and Writing. 35(8). 1839–1864. 6 indexed citations

Stevens, Elizabeth A., et al.. (2021). Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students With or at Risk for Word-Level Reading Disabilities. Exceptional Children. 87(4). 397–417. 33 indexed citations

Denton, Carolyn A., et al.. (2021). A meta-analysis of the effects of foundational skills and multicomponent reading interventions on reading comprehension for primary-grade students. Learning and Individual Differences. 93. 102062–102062. 15 indexed citations

Scammacca, Nancy, Elizabeth Swanson, Sharon Vaughn, & Greg Roberts. (2020). Cost-Effectiveness of a Grade 8 Intensive Reading and Content Learning Intervention. School Psychology Review. 49(4). 374–385. 5 indexed citations

Stevens, Elizabeth A., Sharon Vaughn, Elizabeth Swanson, & Nancy Scammacca. (2020). Examining the Effects of a Tier 2 Reading Comprehension Intervention Aligned to Tier 1 Instruction for Fourth-Grade Struggling Readers. Exceptional Children. 86(4). 430–448. 13 indexed citations

10.

Scammacca, Nancy, Anna‐Mária Fall, Philip Capin, Greg Roberts, & Elizabeth Swanson. (2019). Examining factors affecting reading and math growth and achievement gaps in grades 1–5: A cohort-sequential longitudinal approach.. Journal of Educational Psychology. 112(4). 718–734. 26 indexed citations

11.

Austin, Christy R., et al.. (2018). The Relationship Between Study Quality and the Effects of Supplemental Reading Interventions: A Meta-Analysis. Exceptional Children. 85(3). 347–366. 18 indexed citations

12.

Wanzek, Jeanne, Sharon Vaughn, Nancy Scammacca, et al.. (2016). Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3.. Grantee Submission. 28. 551–576. 3 indexed citations

13.

Scammacca, Nancy, Garrett J. Roberts, Eunsoo Cho, et al.. (2016). A Century of Progress. Review of Educational Research. 86(3). 756–800. 73 indexed citations

14.

Wanzek, Jeanne, et al.. (2015). Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3. Educational Psychology Review. 28(3). 551–576. 144 indexed citations

15.

Scammacca, Nancy, Anna‐Mária Fall, & Greg Roberts. (2014). Benchmarks for Expected Annual Academic Growth for Students in the Bottom Quartile of the Normative Distribution. Journal of Research on Educational Effectiveness. 8(3). 366–379. 16 indexed citations

16.

Wanzek, Jeanne, Sharon Vaughn, Nancy Scammacca, et al.. (2013). Extensive Reading Interventions for Students With Reading Difficulties After Grade 3. Review of Educational Research. 83(2). 163–195. 177 indexed citations

17.

Vaughn, Sharon, Jeanne Wanzek, Christy S. Murray, et al.. (2009). Response to Early Reading Intervention Examining Higher and Lower Responders. Exceptional Children. 75(2). 165–183. 82 indexed citations

18.

Bryant, Diane Pedrotty, et al.. (2008). Mathematics Intervention for First- and Second-Grade Students With Mathematics Difficulties. Remedial and Special Education. 29(1). 20–32. 113 indexed citations

19.

Scammacca, Nancy, Sharon Vaughn, Greg Roberts, Jeanne Wanzek, & Joseph K. Torgesen. (2007). Extensive Reading Interventions in Grades K-3: From Research to Practice.. 53 indexed citations

20.

Scammacca, Nancy & Barbara G. Dodd. (2005). An Investigation of Educational Outcomes for Students Who Earn College Credit through the College-Level Examination Program®. Research Report No. 2005-5.. 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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