Stephanie Moody

550 total citations
21 papers, 204 citations indexed

About

Stephanie Moody is a scholar working on Language and Linguistics, Education and Literature and Literary Theory. According to data from OpenAlex, Stephanie Moody has authored 21 papers receiving a total of 204 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Language and Linguistics, 10 papers in Education and 9 papers in Literature and Literary Theory. Recurrent topics in Stephanie Moody's work include EFL/ESL Teaching and Learning (9 papers), Reading and Literacy Development (6 papers) and Multilingual Education and Policy (5 papers). Stephanie Moody is often cited by papers focused on EFL/ESL Teaching and Learning (9 papers), Reading and Literacy Development (6 papers) and Multilingual Education and Policy (5 papers). Stephanie Moody collaborates with scholars based in United States, Hong Kong and China. Stephanie Moody's co-authors include Zohreh R. Eslami, Li‐Jen Kuo, Zhihong Xu, Robert D. Wurster, Walter C. Randall, Zhuo Chen, Matthew Sayer, A. G. Howson, Laura Kooienga and Siân Griffin and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of the American Society of Nephrology and Nephrology Dialysis Transplantation.

In The Last Decade

Stephanie Moody

14 papers receiving 195 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Stephanie Moody United States 7 79 76 71 52 49 21 204
Yilin Sun China 7 140 1.8× 40 0.5× 122 1.7× 66 1.3× 65 1.3× 13 248
Tanja Angelovska Austria 7 123 1.6× 63 0.8× 85 1.2× 31 0.6× 39 0.8× 14 177
Katharine B. Nielson United States 5 93 1.2× 71 0.9× 74 1.0× 50 1.0× 12 0.2× 6 155
Xiaoyan Xu China 5 113 1.4× 151 2.0× 115 1.6× 32 0.6× 16 0.3× 15 247
Soo-Ok Kweon South Korea 7 134 1.7× 101 1.3× 157 2.2× 34 0.7× 33 0.7× 26 272
Melinda Whong United Kingdom 7 132 1.7× 98 1.3× 63 0.9× 17 0.3× 40 0.8× 14 170
Sihui Ke United States 9 68 0.9× 151 2.0× 32 0.5× 61 1.2× 36 0.7× 23 218
Alan Tonkyn United Kingdom 7 186 2.4× 81 1.1× 130 1.8× 59 1.1× 66 1.3× 11 231
Gina Iberri-Shea United States 4 171 2.2× 105 1.4× 122 1.7× 34 0.7× 52 1.1× 5 236
Vanessa De Wilde Belgium 8 194 2.5× 189 2.5× 149 2.1× 45 0.9× 35 0.7× 17 313

Countries citing papers authored by Stephanie Moody

Since Specialization
Citations

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

Fields of papers citing papers by Stephanie Moody

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Stephanie Moody

This figure shows the co-authorship network connecting the top 25 collaborators of Stephanie Moody. A scholar is included among the top collaborators of Stephanie Moody 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 Stephanie Moody. Stephanie Moody 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.
Cheung, Chee Kay, Stephanie Moody, Neeraj Dhaun, et al.. (2025). WCN25-1884 SPARSENTAN (SPAR) AS FIRST-LINE TREATMENT OF INCIDENT PATIENTS WITH IgA NEPHROPATHY (IgAN): INTERIM ANALYSIS OF THE SPARTAN TRIAL. Kidney International Reports. 10(2). S204–S204. 1 indexed citations
2.
Ayoub, Isabelle, Sydney Tang, Laura Kooienga, et al.. (2025). #1916 Concomitant sparsentan and sodium-glucose cotransporter-2 inhibitors in adults with IgA nephropathy in the phase 2 SPARTACUS trial. Nephrology Dialysis Transplantation. 40(Supplement_3).
3.
Moody, Stephanie, et al.. (2024). Science of Teaching (Only) Reading: A Content Analysis of the Positioning of Writing in Texas Teacher Education Coursework. The New Educator. 21(1). 1–20. 1 indexed citations
4.
Moody, Stephanie, et al.. (2024). Using avatar rehearsals to practice eliciting student thinking with preservice teachers. Journal of Research on Technology in Education. 57(6). 1258–1275.
5.
Moody, Stephanie, et al.. (2024). Writing Stories to Live By: A Narrative Inquiry of Writing Teacher Persona Development. The Teacher Educator. 59(3). 361–379.
6.
Moody, Stephanie, et al.. (2024). Writing Conferences Are Like the Big Bad Wolf: Metaphors As Critical Reflection for Preservice Teachers. Action in Teacher Education. 1–17.
7.
Ayoub, Isabelle, Sydney Tang, Laura Kooienga, et al.. (2024). Concomitant Sparsentan (SPAR) and SGLT2 Inhibitors in Adults with IgA Nephropathy in the Ongoing Phase 2 SPARTACUS Trial. Journal of the American Society of Nephrology. 35(10S). 2 indexed citations
8.
9.
Moody, Stephanie, et al.. (2022). Preservice Teacher Preparation for Second Language Writing Instruction: A Content Analysis. The Teacher Educator. 58(3). 307–323. 2 indexed citations
10.
Moody, Stephanie, et al.. (2022). Reading Without Words: Cultivating Bi/Multilingual Family Engagement. The Reading Teacher. 76(2). 122–130. 1 indexed citations
11.
Kuo, Li‐Jen, et al.. (2022). Cross-language transfer: a single case study on the acquisition of argumentative reasoning. Bilingual Research Journal. 45(1). 99–119.
12.
Moody, Stephanie, et al.. (2021). Translanguaging During Shared Read Alouds: A Case Study. Literacy Research and Instruction. 61(2). 113–136. 9 indexed citations
13.
Kuo, Li‐Jen, et al.. (2021). Theoretical trends of research on technology and L2 vocabulary learning: A systematic review. Journal of Computers in Education. 8(4). 465–483. 41 indexed citations
14.
Moody, Stephanie & Zohreh R. Eslami. (2020). Political Discourse, Code-Switching, and Ideology. Russian Journal of Linguistics. 24(2). 325–343. 6 indexed citations
15.
Moody, Stephanie, et al.. (2020). Pathways to Becoming a Culturally Responsive Teacher: Narrative Inquiries into a Translanguaging Read Aloud. SHILAP Revista de lepidopterología. 2(2). 170–188. 3 indexed citations
16.
Eslami, Zohreh R., et al.. (2019). Educating Pre-Service Teachers about World Englishes: Instructional Activities and Teachers' Perceptions.. Teaching English as a Second or Foreign Language--TESL-EJ. 22(4). 14 indexed citations
17.
Moody, Stephanie, et al.. (2019). Graduate Students’ Perceptions of Translanguaging. 43(1). 85–103. 41 indexed citations
18.
Moody, Stephanie, et al.. (2018). Vocabulary Instruction: A Critical Analysis of Theories, Research, and Practice. Education Sciences. 8(4). 180–180. 44 indexed citations
19.
Kuo, Li‐Jen, et al.. (2017). Reviews of research funded by U.S. Institute of Educational Sciences: A case of reading development and instruction. Cogent Education. 4(1). 1401444–1401444. 2 indexed citations
20.
Wurster, Robert D., et al.. (1992). Gross and microscopic anatomy of the vagal innervation of the rat heart. The Anatomical Record. 232(3). 444–452. 37 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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