Rayne A. Sperling

2.4k total citations
46 papers, 1.6k citations indexed

About

Rayne A. Sperling is a scholar working on Developmental and Educational Psychology, Education and Experimental and Cognitive Psychology. According to data from OpenAlex, Rayne A. Sperling has authored 46 papers receiving a total of 1.6k indexed citations (citations by other indexed papers that have themselves been cited), including 35 papers in Developmental and Educational Psychology, 19 papers in Education and 8 papers in Experimental and Cognitive Psychology. Recurrent topics in Rayne A. Sperling's work include Innovative Teaching and Learning Methods (19 papers), Educational Strategies and Epistemologies (14 papers) and Reading and Literacy Development (10 papers). Rayne A. Sperling is often cited by papers focused on Innovative Teaching and Learning Methods (19 papers), Educational Strategies and Epistemologies (14 papers) and Reading and Literacy Development (10 papers). Rayne A. Sperling collaborates with scholars based in United States, Australia and China. Rayne A. Sperling's co-authors include Bruce C. Howard, D. Jake Follmer, Cheryl A. Murphy, Lee Ann Miller, Nelson F. DuBois, Hoi K. Suen, George Farkas, Paula A. Tufiș, Paul L. Morgan and Seung Won Park and has published in prestigious journals such as Educational Researcher, Teaching and Teacher Education and Educational Psychology Review.

In The Last Decade

Rayne A. Sperling

44 papers receiving 1.5k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Rayne A. Sperling United States 19 948 879 218 218 158 46 1.6k
Brendan John Bartlett Australia 15 541 0.6× 821 0.9× 206 0.9× 99 0.5× 172 1.1× 61 1.4k
Helena Rasku‐Puttonen Finland 26 813 0.9× 1.7k 2.0× 174 0.8× 162 0.7× 192 1.2× 70 2.2k
Erin M. McTigue United States 22 586 0.6× 950 1.1× 91 0.4× 279 1.3× 108 0.7× 76 1.5k
Sarah McGeown United Kingdom 23 614 0.6× 805 0.9× 214 1.0× 343 1.6× 340 2.2× 69 1.6k
Howard T. Everson United States 17 463 0.5× 567 0.6× 170 0.8× 357 1.6× 215 1.4× 52 1.6k
Jamal Abedi United States 25 962 1.0× 1.9k 2.1× 130 0.6× 266 1.2× 141 0.9× 88 3.0k
Douglas Fisher United States 30 1.1k 1.1× 1.8k 2.0× 199 0.9× 83 0.4× 73 0.5× 204 2.8k
Elena Bodrova United States 16 813 0.9× 1.6k 1.8× 346 1.6× 115 0.5× 107 0.7× 36 2.2k
Christine Howe United Kingdom 27 1.8k 1.9× 2.3k 2.6× 129 0.6× 184 0.8× 339 2.1× 80 3.1k
John L. Nietfeld United States 22 1.1k 1.2× 959 1.1× 56 0.3× 447 2.1× 252 1.6× 49 1.9k

Countries citing papers authored by Rayne A. Sperling

Since Specialization
Citations

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

Fields of papers citing papers by Rayne A. Sperling

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Rayne A. Sperling. 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 Rayne A. Sperling. The network helps show where Rayne A. Sperling may publish in the future.

Co-authorship network of co-authors of Rayne A. Sperling

This figure shows the co-authorship network connecting the top 25 collaborators of Rayne A. Sperling. A scholar is included among the top collaborators of Rayne A. Sperling 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 Rayne A. Sperling. Rayne A. Sperling 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.
Sperling, Rayne A., et al.. (2024). Supporting college students’ metacognitive monitoring in a biology course through practice and timely monitoring feedback. Metacognition and Learning. 19(3). 1–40. 1 indexed citations
2.
Nietfeld, John L., et al.. (2023). More than just fun and games: The role of games in postsecondary education to support self‐regulated learning. New Directions for Teaching and Learning. 2023(174). 41–47. 1 indexed citations
3.
Sperling, Rayne A., et al.. (2023). Teaching Postsecondary Students to Use Analogies as a Cognitive Learning Strategy: An Intervention. CBE—Life Sciences Education. 22(1). ar10–ar10.
4.
Sperling, Rayne A., et al.. (2022). Missions with Monty: A Game-Based Learning Environment to Promote Comprehension Monitoring and Science Achievement. 16(1). 535–542. 2 indexed citations
5.
Hooper, Simon, Susan Rose, & Rayne A. Sperling. (2018). Using data to support instructional decision making: Designing a progress monitoring system to use with students who are Deaf or Hard of Hearing. Society for Information Technology & Teacher Education International Conference. 1503–1510. 2 indexed citations
6.
Hooper, Simon, et al.. (2018). Examining the usability of images in the design of a web-based progress monitoring system for students who are Deaf / Hard of Hearing. EdMedia + Innovate Learning. 270–276. 1 indexed citations
7.
Reeves, Philip M., et al.. (2016). Necessary conditions of learning. The Journal of Educational Research. 110(1). 111–111. 135 indexed citations
8.
Reeves, Philip M. & Rayne A. Sperling. (2015). A comparison of technologically mediated and face‐to‐face help‐seeking sources. British Journal of Educational Psychology. 85(4). 570–584. 23 indexed citations
9.
10.
Ramsay, Crystal M. & Rayne A. Sperling. (2014). Reading Perspective: Can It Improve Middle School Students’ Comprehension of Informational Text?. The Journal of Educational Research. 108(2). 81–94. 1 indexed citations
11.
Kulikowich, Jonna M. & Rayne A. Sperling. (2011). Prescriptive Statements: Philosophical, Theoretical, and Methodological Considerations. Educational Psychology Review. 23(2). 189–195. 2 indexed citations
12.
Sperling, Rayne A., et al.. (2011). The Measurement and Predictive Ability of Metacognition in Middle School Learners. The Journal of Educational Research. 105(1). 1–7. 41 indexed citations
13.
Ramsay, Crystal M. & Rayne A. Sperling. (2010). Designating reader perspective to increase comprehension and interest. Contemporary Educational Psychology. 35(3). 215–227. 6 indexed citations
14.
Ramsay, Crystal M., et al.. (2009). A comparison of the effects of students’ expository text comprehension strategies. Instructional Science. 38(6). 551–570. 21 indexed citations
15.
Meter, Peggy Van & Rayne A. Sperling. (2005). Enhancing Learner Processing for Effective Problem Solving. Journal of Professional Issues in Engineering Education and Practice. 131(3). 187–191. 7 indexed citations
16.
Sperling, Rayne A., et al.. (2004). Elaborative Questions in Web-Based Text Materials. International journal of instructional media. 31(1). 49. 5 indexed citations
17.
Sperling, Rayne A.. (2003). Classroom Learning Behaviors and Reading Skill Development. Early Childhood Education Journal. 31(2). 139–142. 2 indexed citations
18.
Sperling, Rayne A., et al.. (2002). Reading Attitudes and Literacy Skills in Prekindergarten and Kindergarten Children. Early Childhood Education Journal. 29(4). 233–236. 33 indexed citations
19.
Walls, Richard T., Rayne A. Sperling, & Keith Weber. (2001). Autobiographical Memory of School. The Journal of Educational Research. 95(2). 116–127. 25 indexed citations
20.
Sperling, Rayne A., et al.. (2000). Early Relationships among Self-Regulatory Constructs: Theory of Mind and Preschool Children's Problem Solving.. Child study journal. 30(4). 233. 20 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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