Sarah Herrera

520 total citations
9 papers, 374 citations indexed

About

Sarah Herrera is a scholar working on Developmental and Educational Psychology, Education and Information Systems. According to data from OpenAlex, Sarah Herrera has authored 9 papers receiving a total of 374 indexed citations (citations by other indexed papers that have themselves been cited), including 5 papers in Developmental and Educational Psychology, 4 papers in Education and 3 papers in Information Systems. Recurrent topics in Sarah Herrera's work include Reading and Literacy Development (5 papers), Cognitive and developmental aspects of mathematical skills (3 papers) and Educational Methods and Media Use (3 papers). Sarah Herrera is often cited by papers focused on Reading and Literacy Development (5 papers), Cognitive and developmental aspects of mathematical skills (3 papers) and Educational Methods and Media Use (3 papers). Sarah Herrera collaborates with scholars based in United States. Sarah Herrera's co-authors include Barbara R. Foorman, Yaacov Petscher, Hugh W. Catts, Mindy Sittner Bridges, Diane Corcoran Nielsen, Adrea J. Truckenmiller, Alison Mitchell, Kelli D. Cummings, Christopher Schatschneider and Jessica Sidler Folsom and has published in prestigious journals such as Learning and Individual Differences, The Elementary School Journal and Reading and Writing.

In The Last Decade

Sarah Herrera

9 papers receiving 357 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Sarah Herrera United States	5	334	193	97	73	22	9	374
Mary York United States	9	325 1.0×	195 1.0×	89 0.9×	40 0.5×	43 2.0×	12	413
Danielle Brimo United States	10	373 1.1×	201 1.0×	109 1.1×	87 1.2×	15 0.7×	16	407
Keith T. Greaney New Zealand	9	307 0.9×	178 0.9×	100 1.0×	50 0.7×	13 0.6×	16	340
Sana Tibi United States	10	268 0.8×	118 0.6×	122 1.3×	77 1.1×	27 1.2×	30	320
Colby Hall United States	10	285 0.9×	181 0.9×	99 1.0×	26 0.4×	31 1.4×	35	365
Miya Miura Wayman United States	8	350 1.0×	196 1.0×	152 1.6×	32 0.4×	13 0.6×	8	428
J. Ricardo García Spain	9	364 1.1×	206 1.1×	114 1.2×	82 1.1×	37 1.7×	16	450
Hanne Næss Hjetland Norway	8	287 0.9×	246 1.3×	70 0.7×	57 0.8×	32 1.5×	18	422
Kathy Stephenson Canada	5	277 0.8×	220 1.1×	70 0.7×	66 0.9×	23 1.0×	7	344
Bobette Bouton United States	10	421 1.3×	197 1.0×	146 1.5×	39 0.5×	20 0.9×	15	495

Countries citing papers authored by Sarah Herrera

Since Specialization

Citations

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

Fields of papers citing papers by Sarah Herrera

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Sarah Herrera

This figure shows the co-authorship network connecting the top 25 collaborators of Sarah Herrera. A scholar is included among the top collaborators of Sarah Herrera 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 Herrera. Sarah Herrera is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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9 of 9 papers shown

1.

Petscher, Yaacov, et al.. (2022). Testing the Importance of Individual Growth in Predicting State-Level Outcomes Beyond Status Measures. Frontiers in Education. 7. 1 indexed citations

2.

Foorman, Barbara R., et al.. (2021). The Impact of Word Knowledge Instruction on Literacy Outcomes in Grade 5. REL 2021-083.. 1 indexed citations

3.

Foorman, Barbara R., et al.. (2018). The Relative Impact of Aligning Tier 2 Intervention Materials with Classroom Core Reading Materials in Grades K–2. The Elementary School Journal. 118(3). 477–504. 11 indexed citations

4.

Foorman, Barbara R., Yaacov Petscher, & Sarah Herrera. (2018). Unique and common effects of decoding and language factors in predicting reading comprehension in grades 1–10. Learning and Individual Differences. 63. 12–23. 87 indexed citations

5.

Foorman, Barbara R., et al.. (2017). The Relative Effectiveness of Two Approaches to Early Literacy Intervention in Grades K-2. REL 2017-251.. 2 indexed citations

6.

Folsom, Jessica Sidler, et al.. (2016). School Reading Performance and the Extended School Day Policy in Florida. REL 2016-141.. 1 indexed citations

7.

Herrera, Sarah, Adrea J. Truckenmiller, & Barbara R. Foorman. (2016). Summary of 20 Years of Research on the Effectiveness of Adolescent Literacy Programs and Practices. REL 2016-178.. 17 indexed citations

8.

Foorman, Barbara R., Sarah Herrera, Yaacov Petscher, Alison Mitchell, & Adrea J. Truckenmiller. (2015). The structure of oral language and reading and their relation to comprehension in Kindergarten through Grade 2. Reading and Writing. 28(5). 655–681. 119 indexed citations

9.

Catts, Hugh W., Sarah Herrera, Diane Corcoran Nielsen, & Mindy Sittner Bridges. (2015). Early prediction of reading comprehension within the simple view framework. Reading and Writing. 28(9). 1407–1425. 135 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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