Piret Soodla

404 total citations
21 papers, 291 citations indexed

About

Piret Soodla is a scholar working on Developmental and Educational Psychology, Education and Statistics and Probability. According to data from OpenAlex, Piret Soodla has authored 21 papers receiving a total of 291 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Developmental and Educational Psychology, 14 papers in Education and 3 papers in Statistics and Probability. Recurrent topics in Piret Soodla's work include Reading and Literacy Development (15 papers), Parental Involvement in Education (5 papers) and Early Childhood Education and Development (5 papers). Piret Soodla is often cited by papers focused on Reading and Literacy Development (15 papers), Parental Involvement in Education (5 papers) and Early Childhood Education and Development (5 papers). Piret Soodla collaborates with scholars based in Estonia, Finland and Norway. Piret Soodla's co-authors include Eve Kikas, Gintautas Šilinskas, Marja‐Kristiina Lerkkanen, Jari‐Erik Nurmi, Pekka Niemi, Eija Pakarinen, Kätlin Peets, Minna Torppa, Mikko Aro and Anna‐Maija Poikkeus and has published in prestigious journals such as Frontiers in Psychology, Journal of Speech Language and Hearing Research and Learning and Instruction.

In The Last Decade

Piret Soodla

20 papers receiving 284 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Piret Soodla Estonia 9 197 194 43 36 33 21 291
Hanne Næss Hjetland Norway 8 246 1.2× 287 1.5× 70 1.6× 32 0.9× 16 0.5× 18 422
Colby Hall United States 10 181 0.9× 285 1.5× 99 2.3× 31 0.9× 20 0.6× 35 365
Elizabeth Burke Hadley United States 12 264 1.3× 330 1.7× 32 0.7× 59 1.6× 17 0.5× 26 444
Molly Ness United States 11 271 1.4× 286 1.5× 42 1.0× 62 1.7× 17 0.5× 33 438
Leticia Martínez United States 8 163 0.8× 180 0.9× 35 0.8× 15 0.4× 15 0.5× 19 316
Lara‐Jeane C. Costa United States 9 200 1.0× 240 1.2× 15 0.3× 14 0.4× 41 1.2× 11 293
Kristin L. Sayeski United States 12 202 1.0× 113 0.6× 27 0.6× 23 0.6× 10 0.3× 38 267
Mary York United States 9 195 1.0× 325 1.7× 89 2.1× 43 1.2× 61 1.8× 12 413
Matthew J. Davis United States 6 220 1.1× 285 1.5× 32 0.7× 25 0.7× 8 0.2× 6 350
Rune Andreassen Norway 7 173 0.9× 263 1.4× 40 0.9× 23 0.6× 45 1.4× 12 326

Countries citing papers authored by Piret Soodla

Since Specialization
Citations

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

Fields of papers citing papers by Piret Soodla

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Piret Soodla

This figure shows the co-authorship network connecting the top 25 collaborators of Piret Soodla. A scholar is included among the top collaborators of Piret Soodla 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 Piret Soodla. Piret Soodla 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.
2.
Soodla, Piret, et al.. (2022). General and special education teachers’ knowledge about reading comprehension processes and instructional practices. Reading and Writing. 35(9). 2229–2256. 7 indexed citations
3.
4.
Kikas, Eve, et al.. (2021). Effects of Prior Knowledge on Comprehending Text About Learning Strategies. Frontiers in Education. 6. 4 indexed citations
5.
Soodla, Piret, et al.. (2020). Literacy instruction activities and their associations with first graders’ reading performance in two transparent orthographies. Compare A Journal of Comparative and International Education. 52(1). 92–109. 8 indexed citations
6.
Torppa, Minna, Piret Soodla, Marja‐Kristiina Lerkkanen, & Eve Kikas. (2019). Early prediction of reading trajectories of children with and without reading instruction in kindergarten: a comparison study of Estonia and Finland. Journal of Research in Reading. 42(2). 389–410. 10 indexed citations
7.
Soodla, Piret, et al.. (2019). Is part‐time special education beneficial for children at risk for reading difficulties? An example from Estonia. Dyslexia. 27(1). 126–150. 6 indexed citations
8.
Soodla, Piret, Minna Torppa, Eve Kikas, Marja‐Kristiina Lerkkanen, & Jari‐Erik Nurmi. (2018). Reading comprehension from grade 1 to 6 in two shallow orthographies: comparison of Estonian and Finnish students. Compare A Journal of Comparative and International Education. 49(5). 681–699. 5 indexed citations
9.
Kikas, Eve, et al.. (2017). Teacher Judgments of Student Reading and Math Skills: Associations With Child- and Classroom-Related Factors. Scandinavian Journal of Educational Research. 62(5). 783–797. 9 indexed citations
10.
Kikas, Eve, Eija Pakarinen, Piret Soodla, Kätlin Peets, & Marja‐Kristiina Lerkkanen. (2017). Associations Between Reading Skills, Interest in Reading, and Teaching Practices in First Grade. Scandinavian Journal of Educational Research. 62(6). 832–849. 28 indexed citations
11.
Kikas, Eve, et al.. (2017). Effortful control, task persistence, and reading skills. Journal of Applied Developmental Psychology. 54. 42–52. 14 indexed citations
12.
Kikas, Eve, et al.. (2016). Effects of teacher's individualized support on children's reading skills and interest in classrooms with different teaching styles. Learning and Individual Differences. 49. 270–277. 25 indexed citations
13.
Soodla, Piret, et al.. (2016). Relationships between teachers’ metacognitive knowledge and students’ metacognitive knowledge and reading achievement. European Journal of Psychology of Education. 32(2). 201–218. 47 indexed citations
14.
Kikas, Eve, Gintautas Šilinskas, & Piret Soodla. (2015). The effects of children’s reading skills and interest on teacher perceptions of children’s skills and individualized support. International Journal of Behavioral Development. 39(5). 402–412. 22 indexed citations
15.
Soodla, Piret, Marja‐Kristiina Lerkkanen, Pekka Niemi, et al.. (2015). Does early reading instruction promote the rate of acquisition? A comparison of two transparent orthographies. Learning and Instruction. 38. 14–23. 54 indexed citations
16.
Soodla, Piret, et al.. (2013). Eesti ja soome sõnalugemistestide võrdlus. Eesti Rakenduslingvistika Ühingu aastaraamat Estonian Papers in Applied Linguistics. 0(9). 279–296. 5 indexed citations
17.
Soodla, Piret, et al.. (2012). Referentsiaalsed noomenifraasid laste narratiivides. Eesti Rakenduslingvistika Ühingu aastaraamat Estonian Papers in Applied Linguistics. 0(8). 91–107. 5 indexed citations
18.
Soodla, Piret, et al.. (2010). Vahendamata ja vahendatud narratiiv laste kõnearengu hindamisel. Eesti Rakenduslingvistika Ühingu aastaraamat Estonian Papers in Applied Linguistics. 6. 277–296. 4 indexed citations
19.
Soodla, Piret & Eve Kikas. (2010). Macrostructure in the Narratives of Estonian Children With Typical Development and Language Impairment. Journal of Speech Language and Hearing Research. 53(5). 1321–1333. 33 indexed citations
20.
Soodla, Piret. (2005). Kirjaliku väljendusoskuse arendamine põhikoolis. 1 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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