Pamela M. Seethaler

2.7k total citations
29 papers, 1.9k citations indexed

About

Pamela M. Seethaler is a scholar working on Developmental and Educational Psychology, Statistics and Probability and Education. According to data from OpenAlex, Pamela M. Seethaler has authored 29 papers receiving a total of 1.9k indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Developmental and Educational Psychology, 24 papers in Statistics and Probability and 13 papers in Education. Recurrent topics in Pamela M. Seethaler's work include Cognitive and developmental aspects of mathematical skills (24 papers), Reading and Literacy Development (22 papers) and Mathematics Education and Teaching Techniques (9 papers). Pamela M. Seethaler is often cited by papers focused on Cognitive and developmental aspects of mathematical skills (24 papers), Reading and Literacy Development (22 papers) and Mathematics Education and Teaching Techniques (9 papers). Pamela M. Seethaler collaborates with scholars based in United States and United Kingdom. Pamela M. Seethaler's co-authors include Lynn S. Fuchs, Douglas Fuchs, Sarah R. Powell, Jack Μ. Fletcher, Carol L. Hamlett, Donald L. Compton, Christopher Schatschneider, Andrea M. Capizzi, Joan Bryant and Paul T. Cirino and has published in prestigious journals such as Journal of Educational Psychology, Developmental Psychology and Journal of Learning Disabilities.

In The Last Decade

Pamela M. Seethaler

28 papers receiving 1.8k citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Pamela M. Seethaler United States	20	1.5k	1.3k	1.2k	191	162	29	1.9k
Joan Bryant United States	8	1.0k 0.7×	979 0.8×	839 0.7×	114 0.6×	107 0.7×	9	1.4k
Tuire Koponen Finland	19	987 0.6×	874 0.7×	841 0.7×	186 1.0×	175 1.1×	47	1.5k
Rose K. Vukovic United States	16	846 0.5×	873 0.7×	824 0.7×	410 2.1×	234 1.4×	23	1.6k
Sheri‐Lynn Skwarchuk Canada	14	1.7k 1.1×	1.1k 0.8×	1.9k 1.6×	174 0.9×	132 0.8×	28	2.3k
Deepthi Kamawar Canada	14	1.2k 0.8×	933 0.7×	1.2k 1.0×	166 0.9×	187 1.2×	26	1.7k
Chaitanya Ramineni United States	13	1.4k 0.9×	864 0.7×	1.4k 1.2×	102 0.5×	94 0.6×	23	1.9k
Joke Torbeyns Belgium	27	1.8k 1.2×	942 0.7×	1.7k 1.4×	334 1.7×	102 0.6×	103	2.3k
Tammy D. Tolar United States	16	373 0.2×	561 0.4×	431 0.4×	126 0.7×	96 0.6×	23	886
Cynthia C. Griffin United States	22	480 0.3×	644 0.5×	924 0.8×	85 0.4×	90 0.6×	47	1.3k
Hank Fien United States	22	747 0.5×	905 0.7×	934 0.8×	32 0.2×	69 0.4×	81	1.4k

Countries citing papers authored by Pamela M. Seethaler

Since Specialization

Citations

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

Fields of papers citing papers by Pamela M. Seethaler

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Pamela M. Seethaler. 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 Pamela M. Seethaler. The network helps show where Pamela M. Seethaler may publish in the future.

Co-authorship network of co-authors of Pamela M. Seethaler

This figure shows the co-authorship network connecting the top 25 collaborators of Pamela M. Seethaler. A scholar is included among the top collaborators of Pamela M. Seethaler 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 Pamela M. Seethaler. Pamela M. Seethaler 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

Fuchs, Lynn S., Pamela M. Seethaler, Sonya K. Sterba, et al.. (2024). Transfer between reading comprehension and word-problem solving among children with learning difficulty in both domains.. Journal of Educational Psychology. 116(7). 1093–1111. 3 indexed citations

Fuchs, Lynn S., et al.. (2023). Severe Pandemic Learning Loss and the Promise of Remotely Delivered Intervention in Students With Comorbid Reading and Mathematics Learning Difficulty. Journal of Learning Disabilities. 56(4). 278–294. 13 indexed citations

Fuchs, Lynn S., et al.. (2020). Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities: Does Language of Administration Matter?. Journal of Learning Disabilities. 53(5). 380–398. 7 indexed citations

Fuchs, Lynn S., Douglas Fuchs, Pamela M. Seethaler, & Caitlin Craddock. (2019). Improving Language Comprehension to Enhance Word-Problem Solving. Reading & Writing Quarterly. 36(2). 142–156. 17 indexed citations

Fuchs, Lynn S., Douglas Fuchs, Pamela M. Seethaler, & Marcia A. Barnes. (2019). Addressing the role of working memory in mathematical word-problem solving when designing intervention for struggling learners. ZDM. 52(1). 87–96. 36 indexed citations

Fuchs, Lynn S., et al.. (2017). Text Comprehension and Oral Language as Predictors of Word-Problem Solving: Insights into Word-Problem Solving as a Form of Text Comprehension. Scientific Studies of Reading. 22(2). 152–166. 85 indexed citations

Seethaler, Pamela M., Lynn S. Fuchs, Douglas Fuchs, & Donald L. Compton. (2016). Does the Value of Dynamic Assessment in Predicting End-of-First-Grade Mathematics Performance Differ as a Function of English Language Proficiency?. The Elementary School Journal. 117(2). 171–191. 9 indexed citations

Seethaler, Pamela M., Lynn S. Fuchs, Douglas Fuchs, & Donald L. Compton. (2011). Predicting first graders' development of calculation versus word-problem performance: The role of dynamic assessment.. Journal of Educational Psychology. 104(1). 224–234. 30 indexed citations

Seethaler, Pamela M., Lynn S. Fuchs, Jon R. Star, & Joan Bryant. (2011). The cognitive predictors of computational skill with whole versus rational numbers: An exploratory study. Learning and Individual Differences. 21(5). 536–542. 63 indexed citations

10.

Seethaler, Pamela M. & Lynn S. Fuchs. (2011). Using Curriculum-Based Measurement To Monitor Kindergarteners’ Mathematics Development. Assessment for Effective Intervention. 36(4). 219–229. 9 indexed citations

11.

Fuchs, Lynn S., Rebecca O. Zumeta, Robin F. Schumacher, et al.. (2010). The Effects of Schema-Broadening Instruction on Second Graders' Word-Problem Performance and Their Ability to Represent Word Problems with Algebraic Equations: A Randomized Control Study. The Elementary School Journal. 110(4). 440–463. 66 indexed citations

12.

Seethaler, Pamela M. & Lynn S. Fuchs. (2010). The Predictive Utility of Kindergarten Screening for Math Difficulty. Exceptional Children. 77(1). 37–59. 32 indexed citations

13.

Fuchs, Lynn S., David C. Geary, Donald L. Compton, et al.. (2010). Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities?. Developmental Psychology. 46(6). 1731–1746. 212 indexed citations

14.

Fuchs, Lynn S., Sarah R. Powell, Pamela M. Seethaler, et al.. (2009). The effects of strategic counting instruction, with and without deliberate practice, on number combination skill among students with mathematics difficulties. Learning and Individual Differences. 20(2). 89–100. 101 indexed citations

15.

Fuchs, Lynn S., Sarah R. Powell, Pamela M. Seethaler, et al.. (2009). Remediating number combination and word problem deficits among students with mathematics difficulties: A randomized control trial.. Journal of Educational Psychology. 101(3). 561–576. 147 indexed citations

16.

Powell, Sarah R. & Pamela M. Seethaler. (2008). Grade Three: Math Concepts/Applications. Case Study #2..

17.

Fuchs, Lynn S., Douglas Fuchs, Sarah R. Powell, et al.. (2008). Intensive Intervention for Students with Mathematics Disabilities: Seven Principles of Effective Practice. Learning Disability Quarterly. 31(2). 79–92. 121 indexed citations

18.

Fuchs, Lynn S., Douglas Fuchs, Donald L. Compton, et al.. (2006). The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems.. Journal of Educational Psychology. 98(1). 29–43. 458 indexed citations

19.

Fuchs, Lynn S., et al.. (2006). The Effects of Computer-Assisted Instruction on Number Combination Skill in At-Risk First Graders. Journal of Learning Disabilities. 39(5). 467–475. 118 indexed citations

20.

Seethaler, Pamela M. & Lynn S. Fuchs. (2005). A Drop in the Bucket: Randomized Controlled Trials Testing Reading and Math Interventions. Learning Disabilities Research and Practice. 20(2). 98–102. 51 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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