Oddny Judith Solheim

935 total citations
37 papers, 628 citations indexed

About

Oddny Judith Solheim is a scholar working on Education, Developmental and Educational Psychology and Information Systems. According to data from OpenAlex, Oddny Judith Solheim has authored 37 papers receiving a total of 628 indexed citations (citations by other indexed papers that have themselves been cited), including 27 papers in Education, 25 papers in Developmental and Educational Psychology and 3 papers in Information Systems. Recurrent topics in Oddny Judith Solheim's work include Reading and Literacy Development (21 papers), Parental Involvement in Education (10 papers) and Early Childhood Education and Development (10 papers). Oddny Judith Solheim is often cited by papers focused on Reading and Literacy Development (21 papers), Parental Involvement in Education (10 papers) and Early Childhood Education and Development (10 papers). Oddny Judith Solheim collaborates with scholars based in Norway, United States and Canada. Oddny Judith Solheim's co-authors include Per Henning Uppstad, Kjersti Lundetræ, Erin M. McTigue, Bente Rigmor Walgermo, Jan C. Frijters, Mari Rege, Njål Foldnes, Knut Schwippert, Marja‐Kristiina Lerkkanen and Minna Torppa and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Educational Psychology and The Economic Journal.

In The Last Decade

Oddny Judith Solheim

32 papers receiving 587 citations

Peers

Oddny Judith Solheim

EDUCA

DEP

ECP

Gonny Schellings Netherlands

Angela McRae United States

Barbara A. Marinak United States

Kristin Conradi United States

Bernadette van Hout-Wolters Netherlands

Nadine Spörer Germany

Allison Ward Parsons United States

Elmar Souvignier Germany

Safure Bulut Türkiye

Ya‐Fen Lo United States

Gonny Schellings Netherlands

Oddny Judith Solheim

523 ×1.2

EDUCA

368 ×1.1

DEP

61 ×0.6

90 ×1.0

ECP

58 ×1.0

Citations per year, relative to Oddny Judith Solheim Oddny Judith Solheim (= 1×) peers Gonny Schellings

Countries citing papers authored by Oddny Judith Solheim

Since Specialization

Citations

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

Fields of papers citing papers by Oddny Judith Solheim

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Oddny Judith Solheim. 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 Oddny Judith Solheim. The network helps show where Oddny Judith Solheim may publish in the future.

Co-authorship network of co-authors of Oddny Judith Solheim

This figure shows the co-authorship network connecting the top 25 collaborators of Oddny Judith Solheim. A scholar is included among the top collaborators of Oddny Judith Solheim 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 Oddny Judith Solheim. Oddny Judith Solheim 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

Solheim, Oddny Judith, et al.. (2024). Leader support in relation to teacher self-efficacy, classroom emotional climate and students’ literacy skills in elementary school. Scandinavian Journal of Educational Research. 69(4). 729–742.

McTigue, Erin M., et al.. (2024). The role of school leader support on teacher’s engagement during intervention implementation. International Journal of Leadership in Education. 1–19. 1 indexed citations

Solheim, Oddny Judith, et al.. (2024). Closing the Gap: A Conceptual Replication of an Early Reading Intervention. Journal of Research on Educational Effectiveness. 18(1). 88–110.

Solheim, Oddny Judith, et al.. (2023). Norwegian classroom teachers’ and specialized “resource” teachers’ dyslexia knowledge. Reading and Writing. 37(10). 2619–2641. 1 indexed citations

Walgermo, Bente Rigmor, et al.. (2023). Adaptvurder: Study Protocol for an Upcoming Adaptive Reading Test. SHILAP Revista de lepidopterología. 9(1). 59–72.

McTigue, Erin M., et al.. (2023). Co-Teaching Implementation: How Do School Leaders Support Teachers?. Education Sciences. 13(12). 1197–1197. 4 indexed citations

Vaughn, Margaret, et al.. (2023). A cross-cultural perspective of agency in primary contexts: Validation of the student agency profile across multiple sites. International Journal of Educational Research. 124. 102291–102291. 1 indexed citations

Rege, Mari, et al.. (2023). Do Students Learn More with an Additional Teacher in the Classroom? Evidence from a Field Experiment. The Economic Journal. 134(657). 418–435. 6 indexed citations

Rege, Mari, et al.. (2022). Teacher relationship skills and student learning. Economics of Education Review. 89. 102251–102251. 21 indexed citations

10.

McTigue, Erin M., et al.. (2022). Key Question for Literacy Co‐Teachers: What Possibilities Do We Have Together?. The Reading Teacher. 76(2). 176–190. 4 indexed citations

11.

Solheim, Oddny Judith, Minna Torppa, Per Henning Uppstad, & Marja‐Kristiina Lerkkanen. (2020). Screening for Slow Reading Acquisition in Norway and Finland – a Quest for Context Specific Predictors. Scandinavian Journal of Educational Research. 65(4). 584–600. 13 indexed citations

12.

Thomson, Jenny, et al.. (2020). Can children's instructional gameplay activity be used as a predictive indicator of reading skills?. Learning and Instruction. 68. 101348–101348. 10 indexed citations

13.

Solheim, Oddny Judith, et al.. (2019). Exploring associations between supervisory support, teacher burnout and classroom emotional climate: the moderating role of pupil teacher ratio. Educational Psychology. 40(3). 367–388. 26 indexed citations

14.

Walgermo, Bente Rigmor, Njål Foldnes, Per Henning Uppstad, & Oddny Judith Solheim. (2018). Developmental dynamics of early reading skill, literacy interest and readers’ self-concept within the first year of formal schooling. Reading and Writing. 31(6). 1379–1399. 43 indexed citations

15.

Solheim, Oddny Judith & Kjersti Lundetræ. (2016). Can test construction account for varying gender differences in international reading achievement tests of children, adolescents and young adults? – A study based on Nordic results in PIRLS, PISA and PIAAC. Assessment in Education Principles Policy and Practice. 25(1). 107–126. 42 indexed citations

16.

Solheim, Oddny Judith & Per Henning Uppstad. (2011). Eye-tracking as a tool in process-oriented reading test validation. SHILAP Revista de lepidopterología. 20 indexed citations

17.

Solheim, Oddny Judith. (2011). The Impact of Reading Self-Efficacy and Task Value on Reading Comprehension Scores in Different Item Formats. Reading Psychology. 32(1). 1–27. 104 indexed citations

18.

Solheim, Oddny Judith, et al.. (2009). The problem of semantic openness and constructed response. Assessment in Education Principles Policy and Practice. 16(2). 149–164. 6 indexed citations

19.

Uppstad, Per Henning & Oddny Judith Solheim. (2006). Aspects of Fluency in Writing. Journal of Psycholinguistic Research. 36(2). 79–87. 7 indexed citations

20.

Roe, Astrid, et al.. (2006). Tilnærminger til et teoretisk rammeverk for de nasjonale prøvene i lesing. Norsk pedagogisk tidsskrift. 90(5). 360–371. 3 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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