Russell Gersten
Impact in
- Developmental and Educational Psychology top 0.05%
- Reading and Literacy Development
- Behavioral and Psychological Studies
- Educational and Psychological Assessments
- Statistics and Probability top 0.05%
- Cognitive and developmental aspects of mathematical skills
Papers in
-
- Reading and Literacy Development 71
- Educational and Psychological Assessments 22
- Behavioral and Psychological Studies 20
-
- Cognitive and developmental aspects of mathematical skills 62
- Co-authors
- Scott BakerLynn S. FuchsDavid J. ChardNancy C. JordanJoseph DiminoDouglas CarnineJohn WoodwardSharon Vaughn
- Journals
- Exceptional Children (24 papers)The Elementary School Journal (21 papers)Remedial and Special Education (16 papers)Journal of Learning Disabilities (13 papers)Learning Disabilities Research and Practice (11 papers)
- Partner nations
- United StatesChinaUnited Kingdom
In The Last Decade
Russell Gersten
226 papers receiving 9.3k citations
Hit Papers
Peers
Comparison fields: 5 of 132
- Developmental and Educational Psychology 6.8k
- Statistics and Probability 4.0k
- Education 7.1k
- Safety Research 1.6k
- Linguistics and Language 382
Countries citing papers authored by Russell Gersten
This map shows the geographic impact of Russell Gersten'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 Russell Gersten with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Russell Gersten more than expected).
Fields of papers citing papers by Russell Gersten
This network shows the impact of papers produced by Russell Gersten. 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 Russell Gersten. The network helps show where Russell Gersten may publish in the future.
Co-authorship network
The 25 scholars most cited alongside Russell Gersten, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.
All Works
| # | Work | ||
|---|---|---|---|
| 1 | 2024 | 0 | |
| 2 | Evaluation of Response to Intervention Practices for Elementary School Reading. NCEE 2016-4000. | 2015 | 80 |
| 3 | Does Working Memory Moderate the Effects of Fraction Intervention? An Aptitude-Treatment Interaction. | 2014 | 4 |
| 4 | An Evaluation of "Number Rockets": A Tier-2 Intervention for Grade 1 Students at Risk for Difficulties in Mathematics. Final Report. NCEE 2012-4007. | 2012 | 2 |
| 5 | The Impact of Collaborative Strategic Reading on the Reading Comprehension of Grade 5 Students in Linguistically Diverse Schools. Final Report. NCEE 2011-4001. | 2011 | 5 |
| 6 | Effectiveness of Selected Supplemental Reading Comprehension Interventions: Findings from Two Student Cohorts. NCEE 2010-4015. | 2010 | 14 |
| 7 | Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students. NCEE 2009-4032. | 2009 | 17 |
| 8 | The National Evaluation of Reading Comprehension Interventions: Design Report. Final Report. | 2006 | 1 |
| 9 | The Changing Face of Bilingual Education. | 1999 | 9 |
| 10 | Recent Advances in Instructional Research for Students with Learning Disabilities: An Overview. | 1998 | 37 |
| 11 | The Double Demands of Teaching English Language Learners. | 1996 | 17 |
| 12 | Refining the Working Knowledge of Experienced Teachers. | 1992 | 30 |
| 13 | Reading Instruction for At-Risk Students: Implications of Current Research. | 1990 | 2 |
| 14 | Teaching Literature to At-Risk Students. | 1989 | 3 |
| 15 | THE CONTINUED IMPACT OF THE DIRECT INSTRUCTION MODEL: LONGITUDINAL STUDIES OF FOLLOW THROUGH STUDENTS | 1988 | 26 |
| 16 | 1988 | 65 | |
| 17 | Castles in the Sand: Response to Schweinhart and Weikart. | 1986 | 2 |
| 18 | Response to Santiago. | 1985 | 1 |
| 19 | A Case for Structured Immersion. | 1985 | 17 |
| 20 | The Principal as Instructional Leader: A Second Look. | 1982 | 26 |
About Russell Gersten
Russell Gersten is a scholar working on Developmental and Educational Psychology, Statistics and Probability, Education, Linguistics and Language and Safety Research, having authored 239 papers that have together received 11.3k indexed citations. Recurring topics across this work include Reading and Literacy Development (71 papers), Cognitive and developmental aspects of mathematical skills (62 papers), Mathematics Education and Teaching Techniques (32 papers), Teacher Education and Leadership Studies (31 papers), Education Systems and Policy (24 papers), Disability Education and Employment (23 papers), Educational and Psychological Assessments (22 papers) and Behavioral and Psychological Studies (20 papers). The work is most often cited by research in Developmental and Educational Psychology (6.8k citations), Statistics and Probability (4.0k citations), Education (7.1k citations), Safety Research (1.6k citations) and Linguistics and Language (382 citations). Russell Gersten has collaborated with scholars based in United States, China and United Kingdom. Frequent co-authors include Scott Baker, Lynn S. Fuchs, David J. Chard, Nancy C. Jordan, Joseph Dimino, Douglas Carnine, John Woodward, Sharon Vaughn, Madhavi Jayanthi and Joanna P. Williams. Their work appears in journals such as Exceptional Children, The Elementary School Journal, Remedial and Special Education, Journal of Learning Disabilities and Learning Disabilities Research and Practice.
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.