Seyit Ateş

445 total citations
59 papers, 298 citations indexed

About

Seyit Ateş is a scholar working on Education, Philosophy and Developmental and Educational Psychology. According to data from OpenAlex, Seyit Ateş has authored 59 papers receiving a total of 298 indexed citations (citations by other indexed papers that have themselves been cited), including 54 papers in Education, 24 papers in Philosophy and 24 papers in Developmental and Educational Psychology. Recurrent topics in Seyit Ateş's work include Educational Methods and Analysis (38 papers), Education Practices and Challenges (24 papers) and Reading and Literacy Development (19 papers). Seyit Ateş is often cited by papers focused on Educational Methods and Analysis (38 papers), Education Practices and Challenges (24 papers) and Reading and Literacy Development (19 papers). Seyit Ateş collaborates with scholars based in Türkiye and United States. Seyit Ateş's co-authors include Kasım Yıldırım, Mustafa Yıldız, Timothy V. Rasinski, Shawn M. Fitzgerald, Hayati Akyol, Mustafa Öztürk and Mustafa Yıldız and has published in prestigious journals such as SHILAP Revista de lepidopterología, Education Sciences and Reading Psychology.

In The Last Decade

Seyit Ateş

48 papers receiving 276 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Seyit Ateş Türkiye 10 240 158 100 45 18 59 298
Gözde Akoğlu Türkiye 9 208 0.9× 167 1.1× 67 0.7× 15 0.3× 11 0.6× 33 255
Fatma SUSAR KIRMIZI Türkiye 10 278 1.2× 89 0.6× 131 1.3× 52 1.2× 35 1.9× 57 353
Chase Young United States 11 262 1.1× 233 1.5× 30 0.3× 55 1.2× 32 1.8× 39 366
Edna Greene Brabham United States 10 204 0.8× 223 1.4× 18 0.2× 41 0.9× 32 1.8× 20 327
Stephanie Pagan Canada 4 215 0.9× 228 1.4× 12 0.1× 21 0.5× 25 1.4× 7 295
Halit KARATAY Türkiye 10 283 1.2× 63 0.4× 163 1.6× 33 0.7× 28 1.6× 50 334
Lütfi İncikabı Türkiye 11 272 1.1× 31 0.2× 60 0.6× 50 1.1× 9 0.5× 44 314
Kenneth Hoskisson 8 222 0.9× 134 0.8× 19 0.2× 90 2.0× 36 2.0× 17 303
Susan Kidd Villaume United States 10 183 0.8× 136 0.9× 10 0.1× 15 0.3× 22 1.2× 23 252
Robert B. Cooter United States 10 175 0.7× 164 1.0× 9 0.1× 26 0.6× 25 1.4× 39 266

Countries citing papers authored by Seyit Ateş

Since Specialization
Citations

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

Fields of papers citing papers by Seyit Ateş

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Seyit Ateş

This figure shows the co-authorship network connecting the top 25 collaborators of Seyit Ateş. A scholar is included among the top collaborators of Seyit Ateş 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 Seyit Ateş. Seyit Ateş 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.
2.
Ateş, Seyit, et al.. (2020). The Effects of Story Reading on First Grade Students’ Story Comprehension and Retelling Skills. 4(2). 81–86. 3 indexed citations
3.
Yıldırım, Kasım, et al.. (2020). Testing the KAPS Model of Reading Comprehension in a Turkish Elementary School Context from Low Socioeconomic Background. Education Sciences. 10(4). 90–90. 5 indexed citations
4.
Ateş, Seyit, et al.. (2019). Effect of Feedback on Turkish Fourth-Grade Elementary School Students’ Fluent Writing Skills. TED EĞİTİM VE BİLİM. 45(201). 189–205. 5 indexed citations
5.
Yıldırım, Kasım, et al.. (2019). Okuma Çemberlerinin Öğretmen Adaylarının Okuduğunu Anlama Düzeylerinin Gelişimine Etkisi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi. 39(2). 1029–1048. 6 indexed citations
6.
Ateş, Seyit, et al.. (2016). PROZODİK OKUMANIN ARACILIK ETKİSİ: LİSE DÜZEYİNDE OKUDUĞUNU ANLAMA VE AKICI OKUMA ARASINDAKİ İLİŞKİLERİN İNCELENMESİ. Turkish Studies (Elektronik). 11(3). 809–820. 3 indexed citations
7.
Ateş, Seyit. (2013). From peritextual reading to intertextual reading in elementary school: Reading picturebooksİlkokulda peritextual okumadan metinler arası okumaya resimli hikâye kitabı okuma süreci. Journal of Human Sciences - Journal of Human Sciences.
8.
Ateş, Seyit. (2013). The Effect of Repeated Reading Exercises with Performance-Based Feedback on Fluent Reading Skills.. Reading improvement. 50(4). 158–165. 8 indexed citations
9.
Ateş, Seyit. (2013). Critical Reading and Its Teaching as a Skill. Turkish Journal of Education. 2(3). 2 indexed citations
10.
Ateş, Seyit, et al.. (2013). Öğretmen Adaylarının Okuduğunu Anlama Sürecinde Kullandıkları Öz Düzenlemeye Dayalı Öğrenme Becerileri/ Self-Regulated Learning Skills Used By Pre-Service Teachers During Reading Comprehension Process. DergiPark (Istanbul University). 9(18). 227–247. 1 indexed citations
11.
Yıldız, Mustafa, et al.. (2013). YETİŞKİN OKUMA MOTİVASYONU ÖLÇEĞİ'NİN TÜRKÇE UYARLAMASI. Elektronik Sosyal Bilimler Dergisi (elektronik). 12(44). 348–359. 3 indexed citations
12.
Ateş, Seyit, et al.. (2012). Öğretmen adaylarının okuduğunu anlama sürecinde kullandıkları öz düzenlemeye dayalı öğrenme becerileri. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 9(18). 227–247. 1 indexed citations
13.
Yıldız, Mustafa, Seyit Ateş, Kasım Yıldırım, & Timothy V. Rasinski. (2011). Literacy and illiteracy from illiterate Turkish women’s perspectives: A phenomenological study. Journal of Human Sciences - Journal of Human Sciences. 1 indexed citations
14.
Yıldırım, Kasım, Mustafa Yıldız, & Seyit Ateş. (2011). Is Vocabulary a Strong Variable Predicting Reading Comprehension and Does the Prediction Degree of Vocabulary Vary According to Text Types.. Educational Sciences Theory & Practice. 11(3). 1541–1547. 17 indexed citations
15.
Ateş, Seyit & Mustafa Yıldız. (2011). Okumayı farklı yöntemlerle öğrenen ilköğretim üçüncü sınıf öğrencilerinin sesli okuma akıcılıklarının karşılaştırılması. Türk Eğitim Bilimleri Dergisi. 9(1). 101–124. 1 indexed citations
16.
Ateş, Seyit & Mustafa Yıldız. (2011). OKUMAYI FARKLI YÖNTEMLERLE ÖĞRENEN İLKÖĞRETİM ÜÇÜNCÜ SINIF ÖĞRENCİLERİNİN SESLİ OKUMA AKICILIKLARININ KARŞILAŞTIRILMASI. DergiPark (Istanbul University). 9(1). 101–124. 3 indexed citations
17.
Yıldırım, Kasım, et al.. (2011). Kelime bilgisi okuduğunu anlamanın anlamlı bir yordayıcısı mıdır ve yordama gücü metin türlerine göre farklılaşmakta mıdır. Educational Sciences Theory & Practice. 11(3). 1531–1547. 1 indexed citations
18.
Yıldırım, Kasım, Mustafa Yıldız, Seyit Ateş, & Timothy V. Rasinski. (2010). Fifth-Grade Turkish Elementary School Students' Listening and Reading Comprehension Levels with Regard to Text Types.. Educational Sciences Theory & Practice. 10(3). 1879–1891. 18 indexed citations
19.
Yıldız, Mustafa, Kasım Yıldırım, & Seyit Ateş. (2009). Pupil modeling of the legibility of class teachers’ board writing. Journal of Human Sciences - Journal of Human Sciences. 4 indexed citations
20.
Yıldız, Mustafa, et al.. (2009). An evaluation of the oral reading fluency of 4th graders with respect to prosodic characteristic. Journal of Human Sciences - Journal of Human Sciences. 6(1). 353–360. 33 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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