Scott A. Methe

494 total citations
13 papers, 324 citations indexed

About

Scott A. Methe is a scholar working on Developmental and Educational Psychology, Statistics and Probability and Education. According to data from OpenAlex, Scott A. Methe has authored 13 papers receiving a total of 324 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Developmental and Educational Psychology, 8 papers in Statistics and Probability and 5 papers in Education. Recurrent topics in Scott A. Methe's work include Reading and Literacy Development (8 papers), Cognitive and developmental aspects of mathematical skills (8 papers) and Mathematics Education and Teaching Techniques (4 papers). Scott A. Methe is often cited by papers focused on Reading and Literacy Development (8 papers), Cognitive and developmental aspects of mathematical skills (8 papers) and Mathematics Education and Teaching Techniques (4 papers). Scott A. Methe collaborates with scholars based in United States. Scott A. Methe's co-authors include John M. Hintze, Stephen P. Kilgus, Daniel M. Maggin, Theodore J. Christ, T. Chris Riley‐Tillman, Randy G. Floyd, Mark C. Bowler, Ben Clarke, Amy M. Briesch and David Hulac and has published in prestigious journals such as Journal of School Psychology, School Psychology Review and Psychology in the Schools.

In The Last Decade

Scott A. Methe

12 papers receiving 294 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Scott A. Methe United States 9 206 170 104 65 45 13 324
Joseph Betts United States 10 346 1.7× 292 1.7× 132 1.3× 82 1.3× 37 0.8× 12 510
Kelli D. Cummings United States 14 244 1.2× 194 1.1× 78 0.8× 69 1.1× 16 0.4× 25 376
Rachel Brown‐Chidsey United States 6 177 0.9× 97 0.6× 60 0.6× 73 1.1× 12 0.3× 13 241
Althea L. Woodruff United States 9 199 1.0× 199 1.2× 49 0.5× 34 0.5× 35 0.8× 12 355
Joseph F. T. Nese United States 11 238 1.2× 203 1.2× 93 0.9× 55 0.8× 25 0.6× 44 353
Margaret E. Pierce United States 9 223 1.1× 134 0.8× 80 0.8× 21 0.3× 27 0.6× 14 306
Nicole C. Ralston United States 8 157 0.8× 122 0.7× 45 0.4× 69 1.1× 12 0.3× 33 257
Todd W. Busch United States 7 339 1.6× 218 1.3× 135 1.3× 50 0.8× 11 0.2× 9 421
Marissa J. Filderman United States 8 180 0.9× 199 1.2× 54 0.5× 23 0.4× 28 0.6× 21 366
Linda Fälth Sweden 9 236 1.1× 145 0.9× 65 0.6× 41 0.6× 12 0.3× 46 349

Countries citing papers authored by Scott A. Methe

Since Specialization
Citations

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

Fields of papers citing papers by Scott A. Methe

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Scott A. Methe

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

All Works

13 of 13 papers shown
1.
Methe, Scott A.. (2023). Validation and diagnostic accuracy of early numeracy skill indicators.. MMW - Fortschritte der Medizin. 156(20). 46–46.
2.
Begeny, John C., et al.. (2015). DO INTERVENTION-EMBEDDED ASSESSMENT PROCEDURES SUCCESSFULLY MEASURE STUDENT GROWTH IN READING?. Psychology in the Schools. 52(6). 578–593. 3 indexed citations
3.
Kilgus, Stephen P., et al.. (2014). Curriculum-based measurement of oral reading (R-CBM): A diagnostic test accuracy meta-analysis of evidence supporting use in universal screening. Journal of School Psychology. 52(4). 377–405. 85 indexed citations
4.
Methe, Scott A., Amy M. Briesch, & David Hulac. (2014). Evaluating Procedures for Reducing Measurement Error in Math Curriculum-Based Measurement Probes. Assessment for Effective Intervention. 40(2). 99–113. 8 indexed citations
5.
Bowler, Mark C., et al.. (2012). A Meta-Analysis of Workaholism. International Journal of Business and Management. 7(11). 41 indexed citations
6.
Methe, Scott A., et al.. (2012). Meta-Analysis of Interventions for Basic Mathematics Computation in Single-case Research. Journal of Behavioral Education. 21(3). 230–253. 18 indexed citations
7.
Methe, Scott A.. (2012). Innovations and Future Directions for Early Numeracy Curriculum-Based Measurement. Assessment for Effective Intervention. 37(2). 67–69. 2 indexed citations
8.
Methe, Scott A., et al.. (2011). Innovations and Future Directions for Early Numeracy Curriculum-Based Measurement. Assessment for Effective Intervention. 36(4). 200–209. 24 indexed citations
9.
Methe, Scott A., et al.. (2011). Development of Conceptually Focused Early Numeracy Skill Indicators. Assessment for Effective Intervention. 36(4). 230–242. 6 indexed citations
10.
Riley‐Tillman, T. Chris, et al.. (2009). Examining the Use of Direct Behavior Rating on Formative Assessment of Class-Wide Engagement. Assessment for Effective Intervention. 34(4). 224–230. 24 indexed citations
11.
Methe, Scott A., John M. Hintze, & Randy G. Floyd. (2008). Validation and Decision Accuracy of Early Numeracy Skill Indicators. School Psychology Review. 37(3). 359–373. 32 indexed citations
12.
Hintze, John M., Theodore J. Christ, & Scott A. Methe. (2005). Curriculum‐based assessment. Psychology in the Schools. 43(1). 45–56. 59 indexed citations
13.
Methe, Scott A. & John M. Hintze. (2003). Evaluating Teacher Modeling as a Strategy to Increase Student Reading Behavior. School Psychology Review. 32(4). 617–623. 22 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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