Peter Afflerbach

6.9k total citations · 3 hit papers
52 papers, 4.5k citations indexed

About

Peter Afflerbach is a scholar working on Education, Developmental and Educational Psychology and Sociology and Political Science. According to data from OpenAlex, Peter Afflerbach has authored 52 papers receiving a total of 4.5k indexed citations (citations by other indexed papers that have themselves been cited), including 32 papers in Education, 23 papers in Developmental and Educational Psychology and 5 papers in Sociology and Political Science. Recurrent topics in Peter Afflerbach's work include Educational Strategies and Epistemologies (15 papers), Reading and Literacy Development (14 papers) and Education and Critical Thinking Development (9 papers). Peter Afflerbach is often cited by papers focused on Educational Strategies and Epistemologies (15 papers), Reading and Literacy Development (14 papers) and Education and Critical Thinking Development (9 papers). Peter Afflerbach collaborates with scholars based in United States, Netherlands and South Korea. Peter Afflerbach's co-authors include Michael Pressley, B.H.A.M. van Hout‐Wolters, Marcel V. J. Veenman, Elizabeth B. Bernhardt, P. David Pearson, Peter H. Johnston, Scott G. Paris, Byeong‐Young Cho, Linda A. Baker and David Reinking and has published in prestigious journals such as Modern Language Journal, Educational Psychology Review and Reading Research Quarterly.

In The Last Decade

Peter Afflerbach

50 papers receiving 3.8k citations

Hit Papers

Metacognition and learning: conceptual and methodological... 1996 2026 2006 2016 2006 1996 1997 400 800 1.2k
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.

  1. Metacognition and learning: conceptual and methodological considerations
    2006 1.3k citations Marcel V. J. Veenman, B.H.A.M. van Hout‐Wolters et al. Metacognition and Learning profile →
  2. Verbal Protocols of Reading: The Nature of Constructively Responsive Reading
    1996 760 citations Peter Afflerbach et al. College Composition and Communication profile →
  3. Verbal Protocols of Reading: The Nature of Constructively Responsive Reading
    1997 681 citations Peter Afflerbach et al. profile →

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Peter Afflerbach United States 23 3.2k 2.5k 537 464 463 52 4.5k
Rupert Wegerif United Kingdom 34 2.3k 0.7× 2.9k 1.2× 629 1.2× 472 1.0× 355 0.8× 117 4.6k
Marva A. Barnett United States 11 2.0k 0.6× 1.5k 0.6× 678 1.3× 746 1.6× 228 0.5× 26 3.2k
Alex Kozulin United States 21 2.0k 0.6× 2.1k 0.8× 721 1.3× 519 1.1× 288 0.6× 68 4.4k
Margaret G. McKeown United States 35 5.1k 1.6× 2.7k 1.1× 1.1k 2.0× 482 1.0× 369 0.8× 78 6.2k
Harry Singer United States 13 1.9k 0.6× 1.4k 0.6× 323 0.6× 470 1.0× 325 0.7× 53 3.0k
Susan B. Neuman United States 36 3.9k 1.2× 4.3k 1.7× 541 1.0× 529 1.1× 168 0.4× 212 6.1k
Nell K. Duke United States 27 2.1k 0.7× 2.1k 0.8× 250 0.5× 670 1.4× 167 0.4× 75 3.4k
Steven A. Stahl United States 34 4.8k 1.5× 2.8k 1.1× 732 1.4× 302 0.7× 325 0.7× 88 5.6k
Bonnie J. F. Meyer United States 31 2.8k 0.9× 1.3k 0.5× 339 0.6× 351 0.8× 807 1.7× 74 4.0k
Jeanne S. Chall United States 23 3.2k 1.0× 2.2k 0.9× 314 0.6× 274 0.6× 266 0.6× 64 4.5k

Countries citing papers authored by Peter Afflerbach

Since Specialization
Citations

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

Fields of papers citing papers by Peter Afflerbach

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Peter Afflerbach

This figure shows the co-authorship network connecting the top 25 collaborators of Peter Afflerbach. A scholar is included among the top collaborators of Peter Afflerbach 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 Peter Afflerbach. Peter Afflerbach 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.
Moje, Elizabeth Birr, Peter Afflerbach, Patricia Enciso, & Nonie K. Lesaux. (2020). Handbook of Reading Research, Volume V. Duo Research Archive (University of Oslo). 11 indexed citations
2.
Afflerbach, Peter, et al.. (2019). Assessing the Effects of Digital Technologies on Learning Behavior and Reading Motivation Among Moroccan EFL University Students. RePEc: Research Papers in Economics. 10(4). 1–24. 3 indexed citations
3.
Afflerbach, Peter, Byeong‐Young Cho, & Jong‐Yun Kim. (2015). Conceptualizing and Assessing Higher-Order Thinking in Reading. Theory Into Practice. 54(3). 203–212. 49 indexed citations
4.
Brozo, William G., et al.. (2011). Adolescent literacy : inventory, grades 6-12. 6 indexed citations
5.
Afflerbach, Peter, P. David Pearson, & Scott G. Paris. (2008). Clarifying Differences Between Reading Skills and Reading Strategies. The Reading Teacher. 61(5). 364–373. 396 indexed citations
6.
Veenman, Marcel V. J., B.H.A.M. van Hout‐Wolters, & Peter Afflerbach. (2006). Metacognition and learning: conceptual and methodological considerations. Metacognition and Learning. 1(1). 3–14. 1294 indexed citations breakdown →
7.
Afflerbach, Peter & Bruce A. VanSledright. (2001). Hath! Doth! What? Middle Graders Reading Innovative History Text.. Journal of Adolescent & Adult Literacy. 44(8). 696–707. 48 indexed citations
8.
Baker, Linda A., Peter Afflerbach, & David Reinking. (1997). Developing Engaged Readers in School and Home Communities. College Composition and Communication. 48(3). 431–431. 117 indexed citations
9.
Guthrie, John T., et al.. (1995). Relationships of Instruction to Amount of Reading: An Exploration of Social, Cognitive, and Instructional Connections. Reading Research Quarterly. 30(1). 8–8. 71 indexed citations
10.
Afflerbach, Peter. (1994). Involving Students in Assessing Their Reading: The Winter Count.. The Reading Teacher. 48(1). 80–84. 1 indexed citations
11.
Afflerbach, Peter. (1993). Report Cards and Reading.. The Reading Teacher. 46(6).
12.
Afflerbach, Peter. (1993). STAIR: A System for Recording and Using What We Observe and Know about Our Students.. The Reading Teacher. 47(3). 2 indexed citations
13.
Afflerbach, Peter, et al.. (1993). The Balancing Act (Reading Assessment).. The Reading Teacher. 47(1). 62–64. 2 indexed citations
14.
Afflerbach, Peter & Brian Walker. (1992). Main idea instruction: An analysis of three basal reader series. Reading Research and Instruction. 32(1). 11–28. 11 indexed citations
15.
Afflerbach, Peter. (1990). The Influence of Prior Knowledge on Expert Readers' Main Idea Construction Strategies. Reading Research Quarterly. 25(1). 31–31. 132 indexed citations
16.
Hare, Victoria Chou, James W. Cunningham, David W. Moore, et al.. (1990). La comprensión lectora : cómo trabajar la idea principal en el aula. 8 indexed citations
17.
Afflerbach, Peter, et al.. (1988). Preservice Teachers Use Think-aloud Protocols to Study Writing. Language Arts. 65(7). 693–701. 4 indexed citations
18.
Afflerbach, Peter. (1987). How Are Main Idea Statements Constructed? Watch the Experts!.. The Journal of Reading. 30(6). 6 indexed citations
19.
Afflerbach, Peter. (1985). Statewide Assessment of Writing.. 2 indexed citations
20.
Afflerbach, Peter. (1979). A Basic Vocabulary of U.S. Federal Social Program Applications and Forms.. The Journal of Reading. 23(4). 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.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Rupert Wegerif Breakdown of academic impact, for papers by Marva A. Barnett Breakdown of academic impact, for papers by Alex Kozulin Breakdown of academic impact, for papers by Margaret G. McKeown Breakdown of academic impact, for papers by Harry Singer Breakdown of academic impact, for papers by Susan B. Neuman Breakdown of academic impact, for papers by Nell K. Duke Breakdown of academic impact, for papers by Steven A. Stahl Breakdown of academic impact, for papers by Bonnie J. F. Meyer Breakdown of academic impact, for papers by Jeanne S. Chall
Rankless by CCL
2026