Sarah E. Carlson

1.1k total citations
28 papers, 652 citations indexed

About

Sarah E. Carlson is a scholar working on Developmental and Educational Psychology, Artificial Intelligence and Education. According to data from OpenAlex, Sarah E. Carlson has authored 28 papers receiving a total of 652 indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Developmental and Educational Psychology, 7 papers in Artificial Intelligence and 7 papers in Education. Recurrent topics in Sarah E. Carlson's work include Reading and Literacy Development (18 papers), Educational Strategies and Epistemologies (16 papers) and Text Readability and Simplification (7 papers). Sarah E. Carlson is often cited by papers focused on Reading and Literacy Development (18 papers), Educational Strategies and Epistemologies (16 papers) and Text Readability and Simplification (7 papers). Sarah E. Carlson collaborates with scholars based in United States, Netherlands and Cyprus. Sarah E. Carlson's co-authors include Ben Seipel, Paul van den Broek, Panayiota Kendeou, Mary Jane White, Catherine M. Bohn-Gettler, Virginia Clinton‐Lisell, Kristen L. McMaster, David N. Rapp, Heidi J. Lyneham and Jennifer L. Hudson and has published in prestigious journals such as Educational and Psychological Measurement, Contemporary Educational Psychology and Journal of Anxiety Disorders.

In The Last Decade

Sarah E. Carlson

25 papers receiving 622 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Sarah E. Carlson United States 13 354 206 169 108 91 28 652
Smaragda Kazi Greece 15 286 0.8× 153 0.7× 105 0.6× 282 2.6× 107 1.2× 32 664
H. Whiteley United Kingdom 14 322 0.9× 214 1.0× 118 0.7× 70 0.6× 87 1.0× 28 605
Xuezhu Ren China 14 136 0.4× 164 0.8× 100 0.6× 252 2.3× 153 1.7× 41 582
Eric Rolfhus United States 11 196 0.6× 126 0.6× 103 0.6× 259 2.4× 86 0.9× 24 598
Brenda Hannon United States 15 514 1.5× 186 0.9× 56 0.3× 242 2.2× 282 3.1× 30 811
Marcus Lindskog Sweden 15 222 0.6× 178 0.9× 75 0.4× 83 0.8× 156 1.7× 50 571
Jesús Privado Spain 15 160 0.5× 90 0.4× 109 0.6× 295 2.7× 184 2.0× 52 672
Henrik Saalbach Germany 17 443 1.3× 339 1.6× 83 0.5× 229 2.1× 179 2.0× 59 912
Maja Roch Italy 15 650 1.8× 227 1.1× 64 0.4× 54 0.5× 219 2.4× 41 834
Kathrin E. Maki United States 12 304 0.9× 141 0.7× 77 0.5× 67 0.6× 51 0.6× 39 440

Countries citing papers authored by Sarah E. Carlson

Since Specialization
Citations

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

Fields of papers citing papers by Sarah E. Carlson

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Sarah E. Carlson. 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 Sarah E. Carlson. The network helps show where Sarah E. Carlson may publish in the future.

Co-authorship network of co-authors of Sarah E. Carlson

This figure shows the co-authorship network connecting the top 25 collaborators of Sarah E. Carlson. A scholar is included among the top collaborators of Sarah E. Carlson 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 Sarah E. Carlson. Sarah E. Carlson 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.
Biancarosa, Gina, et al.. (2025). Diagnostic and Instructionally Relevant Measurement of Reading Comprehension. Intervention in School and Clinic. 61(1). 19–28.
2.
Clinton‐Lisell, Virginia, et al.. (2024). Identifying Clusters of Less-Skilled College Student Readers Based on Cognitive Processes. Journal of College Reading and Learning. 54(2). 125–141. 1 indexed citations
3.
Carlson, Sarah E., et al.. (2022). Emotional factors of causal coherence in text comprehension. Contemporary Educational Psychology. 72. 102141–102141. 3 indexed citations
4.
Clinton‐Lisell, Virginia, et al.. (2022). Performance on Reading Comprehension Assessments and College Achievement: A Meta-Analysis. Journal of College Reading and Learning. 52(3). 191–211. 12 indexed citations
5.
Carlson, Sarah E., Paul van den Broek, & Kristen L. McMaster. (2022). Factors That Influence Skilled and Less-Skilled Comprehenders’ Inferential Processing During and After Reading. The Elementary School Journal. 122(4). 475–501. 5 indexed citations
6.
Seipel, Ben, et al.. (2022). MOCCA-College: Preliminary Validity Evidence of a Cognitive Diagnostic Reading Comprehension Assessment. Journal of Learning Disabilities. 56(1). 58–71. 2 indexed citations
7.
Carlson, Sarah E., et al.. (2021). Materials Matter: An Exploration of Text Complexity and Its Effects on Middle School Readers' Comprehension Processing. Language Speech and Hearing Services in Schools. 52(2). 702–716. 8 indexed citations
8.
Davison, Mark L., et al.. (2020). MOCCA College: An assessment of inferential narrative and expository comprehension. UND Scholarly Commons (University of North Dakota). 1–8. 2 indexed citations
9.
Liu, Bowen, et al.. (2019). Can We Learn From Student Mistakes in a Formative, Reading Comprehension Assessment?. Journal of Educational Measurement. 56(4). 815–835. 5 indexed citations
10.
Clinton‐Lisell, Virginia, et al.. (2018). Do Mindful Breathing Exercises Benefit Reading Comprehension? A Brief Report. Journal of Cognitive Enhancement. 2(3). 305–310. 14 indexed citations
11.
12.
Seipel, Ben, Sarah E. Carlson, & Virginia Clinton‐Lisell. (2016). When Do Comprehender Groups Differ? A Moment-by-Moment Analysis of Think-Aloud Protocols of Good and Poor Comprehenders. Reading Psychology. 38(1). 39–70. 19 indexed citations
13.
Clinton‐Lisell, Virginia, Sarah E. Carlson, & Ben Seipel. (2015). Linguistic Markers of Inference Generation While Reading. Journal of Psycholinguistic Research. 45(3). 553–574. 5 indexed citations
14.
Carlson, Sarah E., Ben Seipel, & Kristen McMaster. (2014). Development of a new reading comprehension assessment: Identifying comprehension differences among readers. Learning and Individual Differences. 32. 40–53. 47 indexed citations
15.
Lyneham, Heidi J., Maree J. Abbott, Ronald M. Rapee, et al.. (2013). Psychometric properties of the Child Anxiety Life Interference Scale (CALIS). Journal of Anxiety Disorders. 27(7). 711–719. 125 indexed citations
16.
Clinton‐Lisell, Virginia, Ben Seipel, Paul van den Broek, et al.. (2012). Gender differences in inference generation by fourth‐grade students. Journal of Research in Reading. 37(4). 356–374. 22 indexed citations
17.
Broek, Paul van den, Catherine M. Bohn-Gettler, Panayiota Kendeou, Sarah E. Carlson, & Mary Jane White. (2011). When a reader meets a text: The role of standards of coherence in reading comprehension.. 68 indexed citations
18.
McMaster, Kristen L., Paul van den Broek, Christine A. Espin, et al.. (2011). Making the right connections: Differential effects of reading intervention for subgroups of comprehenders. Learning and Individual Differences. 22(1). 100–111. 125 indexed citations
19.
Broek, Paul van den, Mary Jane White, Panayiota Kendeou, & Sarah E. Carlson. (2009). Reading between the lines: Developmental and individual differences in Cognitive processes in reading comprehension.. 24 indexed citations
20.
Carlson, Sarah E., et al.. (2001). Parental Notification: A New Strategy to Reduce Alcohol Abuse on Campus. NASPA Journal. 38(3).

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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