Stephanie Morano

523 total citations
30 papers, 328 citations indexed

About

Stephanie Morano is a scholar working on Education, Developmental and Educational Psychology and Statistics and Probability. According to data from OpenAlex, Stephanie Morano has authored 30 papers receiving a total of 328 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 16 papers in Developmental and Educational Psychology and 13 papers in Statistics and Probability. Recurrent topics in Stephanie Morano's work include Cognitive and developmental aspects of mathematical skills (13 papers), Mathematics Education and Teaching Techniques (9 papers) and Behavioral and Psychological Studies (8 papers). Stephanie Morano is often cited by papers focused on Cognitive and developmental aspects of mathematical skills (13 papers), Mathematics Education and Teaching Techniques (9 papers) and Behavioral and Psychological Studies (8 papers). Stephanie Morano collaborates with scholars based in United States and South Korea. Stephanie Morano's co-authors include Paul J. Riccomini, Charles A. Hughes, Paul L. Morgan, George Farkas, Steve Maczuga, Michael J. Cook, Marianne M. Hillemeier, Carol Scheffner Hammer, David L. Lee and Mary Catherine Scheeler and has published in prestigious journals such as SHILAP Revista de lepidopterología, Psychology in the Schools and American Journal of Speech-Language Pathology.

In The Last Decade

Stephanie Morano

30 papers receiving 322 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 Morano United States 11 185 170 111 75 63 30 328
Silvana M. R. Watson United States 13 172 0.9× 173 1.0× 107 1.0× 61 0.8× 41 0.7× 27 405
Thomas B. Pierce United States 7 221 1.2× 152 0.9× 126 1.1× 77 1.0× 50 0.8× 9 348
Anne F. Zaslofsky United States 13 208 1.1× 314 1.8× 253 2.3× 40 0.5× 41 0.7× 20 453
Dana Miller‐Cotto United States 13 297 1.6× 133 0.8× 122 1.1× 62 0.8× 40 0.6× 30 459
Douglas D. Dexter United States 5 183 1.0× 196 1.2× 52 0.5× 43 0.6× 62 1.0× 8 309
Milena A. Keller‐Margulis United States 11 224 1.2× 228 1.3× 73 0.7× 72 1.0× 33 0.5× 46 368
Candace A. Mulcahy United States 10 193 1.0× 202 1.2× 126 1.1× 82 1.1× 69 1.1× 26 355
Rhonda Faragher Australia 11 152 0.8× 46 0.3× 67 0.6× 61 0.8× 52 0.8× 35 262
Kristen N. Missall United States 15 459 2.5× 357 2.1× 246 2.2× 89 1.2× 21 0.3× 42 623
Marieke Peeters Netherlands 11 369 2.0× 241 1.4× 151 1.4× 76 1.0× 10 0.2× 12 566

Countries citing papers authored by Stephanie Morano

Since Specialization
Citations

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

Fields of papers citing papers by Stephanie Morano

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Stephanie Morano

This figure shows the co-authorship network connecting the top 25 collaborators of Stephanie Morano. A scholar is included among the top collaborators of Stephanie Morano 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 Morano. Stephanie Morano 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.
Morano, Stephanie, et al.. (2024). From Silos to Synergy in STEM Education: Promoting Interdisciplinary STEM Education to Enhance the Science Achievement of Students With Learning Disabilities. Learning Disabilities Research and Practice. 39(3). 117–131. 3 indexed citations
2.
Douglas, Sarah N., et al.. (2023). Paraeducators’ Journey to Teacher Licensure: Critical Supports and Challenges. The Teacher Educator. 59(1). 84–102. 2 indexed citations
3.
Hott, Brittany L., et al.. (2022). Reviewing Manuscripts Reporting Findings From Single-Case Research Design Studies. Learning Disability Quarterly. 46(1). 46–58. 4 indexed citations
4.
Morano, Stephanie, et al.. (2022). How to Build Declarative and Procedural Fluency Simultaneously Using Complementary Independent Practice Strategies. Beyond Behavior. 31(1). 53–64. 1 indexed citations
5.
Flores, Margaret M., Stephanie Morano, Jill Meyer, & Vanessa Hinton. (2022). Teaching Fraction Magnitude to Elementary Students. Journal of Education for Students Placed at Risk (JESPAR). 27(2). 127–146. 5 indexed citations
6.
Morano, Stephanie, et al.. (2022). The Effects of Varied and Non-Varied Praise on Student On-Task Behaviors. Journal of Positive Behavior Interventions. 25(4). 227–238. 1 indexed citations
7.
Morano, Stephanie & Paul J. Riccomini. (2021). Developing Preservice Teachers’ Expertise in Evaluating and Adapting Mathematics Lesson Plans. Teaching History A Journal of Methods. 1(1). 36–46. 3 indexed citations
8.
Peltier, Corey, et al.. (2021). A Decade Review of Single–Case Graph Construction in the Field of Learning Disabilities. Learning Disabilities Research and Practice. 36(2). 121–135. 10 indexed citations
9.
Morano, Stephanie, et al.. (2021). Impact of Guided Notes on Graduate Student Retention of Facts. College Teaching. 71(4). 273–280. 1 indexed citations
10.
Morano, Stephanie, et al.. (2021). Motivation Matters: Three Strategies to Support Motivation and Engagement in Mathematics. Intervention in School and Clinic. 57(1). 15–22. 5 indexed citations
11.
Hott, Brittany L., et al.. (2020). Are Students with Mathematics Learning Disabilities Receiving FAPE?: Insights from a Descriptive Review of Individualized Education Programs. Learning Disabilities Research and Practice. 35(4). 170–179. 10 indexed citations
12.
Morano, Stephanie, et al.. (2020). Combining Explicit Strategy Instruction and Mastery Practice to Build Arithmetic Fact Fluency. Teaching Exceptional Children. 53(1). 60–69. 7 indexed citations
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15.
Riccomini, Paul J., et al.. (2019). Examination of Cognitive Processes in Effective Algebra Problem-Solving Interventions for Secondary Students with Learning Disabilities.. 17(2). 205–220. 4 indexed citations
16.
Morano, Stephanie & Paul J. Riccomini. (2019). Demonstrating Conceptual Understanding of Fraction Arithmetic: An Analysis of Pre-Service Special and General Educators’ Visual Representations. Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children. 43(4). 314–331. 5 indexed citations
17.
Morano, Stephanie. (2017). Effects of a Fraction Equivalence Intervention Combining CRA-I and Number Line Representations. 1 indexed citations
18.
Morano, Stephanie, et al.. (2017). Meta-analysis of single-case treatment effects on self-injurious behavior for individuals with autism and intellectual disabilities. SHILAP Revista de lepidopterología. 2. 13 indexed citations
19.
Riccomini, Paul J., et al.. (2017). Implementing an Effective Mathematics Fact Fluency Practice Activity. Teaching Exceptional Children. 49(5). 318–327. 10 indexed citations
20.
Riccomini, Paul J., Stephanie Morano, & Charles A. Hughes. (2017). Big Ideas in Special Education: Specially Designed Instruction, High-Leverage Practices, Explicit Instruction, and Intensive Instruction. Teaching Exceptional Children. 50(1). 20–27. 50 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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Breakdown of academic impact, for papers by Silvana M. R. Watson Breakdown of academic impact, for papers by Thomas B. Pierce Breakdown of academic impact, for papers by Anne F. Zaslofsky Breakdown of academic impact, for papers by Dana Miller‐Cotto Breakdown of academic impact, for papers by Douglas D. Dexter Breakdown of academic impact, for papers by Milena A. Keller‐Margulis Breakdown of academic impact, for papers by Candace A. Mulcahy Breakdown of academic impact, for papers by Rhonda Faragher Breakdown of academic impact, for papers by Kristen N. Missall Breakdown of academic impact, for papers by Marieke Peeters
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2026