Steven J. Amendum

970 total citations
38 papers, 575 citations indexed

About

Steven J. Amendum is a scholar working on Developmental and Educational Psychology, Education and Statistics and Probability. According to data from OpenAlex, Steven J. Amendum has authored 38 papers receiving a total of 575 indexed citations (citations by other indexed papers that have themselves been cited), including 34 papers in Developmental and Educational Psychology, 21 papers in Education and 9 papers in Statistics and Probability. Recurrent topics in Steven J. Amendum's work include Reading and Literacy Development (32 papers), Cognitive and developmental aspects of mathematical skills (9 papers) and Parental Involvement in Education (8 papers). Steven J. Amendum is often cited by papers focused on Reading and Literacy Development (32 papers), Cognitive and developmental aspects of mathematical skills (9 papers) and Parental Involvement in Education (8 papers). Steven J. Amendum collaborates with scholars based in United States, Netherlands and Kazakhstan. Steven J. Amendum's co-authors include Lynne Vernon‐Feagans, Kristin Conradi, Rebecca A. Dore, Roberta Michnick Golinkoff, Kirsten Kainz, Jackie Eunjung Relyea, Kathy Hirsh‐Pasek, Elfrieda H. Hiebert, Jill Fitzgerald and Steven E. Knotek and has published in prestigious journals such as Child Development, Journal of Educational Psychology and American Educational Research Journal.

In The Last Decade

Steven J. Amendum

35 papers receiving 515 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Steven J. Amendum United States 12 397 350 67 51 50 38 575
Doris Luft Baker United States 14 536 1.4× 324 0.9× 154 2.3× 49 1.0× 41 0.8× 46 660
Tanya S. Wright United States 14 535 1.3× 431 1.2× 76 1.1× 45 0.9× 75 1.5× 35 687
Nancy Padak United States 11 375 0.9× 386 1.1× 76 1.1× 68 1.3× 67 1.3× 60 574
Woodrow Trathen United States 13 397 1.0× 347 1.0× 48 0.7× 34 0.7× 47 0.9× 28 576
Stephanie J. Stillman‐Spisak United States 9 435 1.1× 366 1.0× 80 1.2× 48 0.9× 19 0.4× 11 575
Sandra Martin‐Chang Canada 13 360 0.9× 346 1.0× 59 0.9× 30 0.6× 31 0.6× 28 544
Kendra M. Hall United States 11 404 1.0× 457 1.3× 76 1.1× 36 0.7× 44 0.9× 18 683
William Dee Nichols United States 15 575 1.4× 503 1.4× 98 1.5× 113 2.2× 55 1.1× 39 817
Jan Hasbrouck United States 9 591 1.5× 470 1.3× 122 1.8× 57 1.1× 30 0.6× 15 764
Molly Ness United States 11 286 0.7× 271 0.8× 42 0.6× 62 1.2× 39 0.8× 33 438

Countries citing papers authored by Steven J. Amendum

Since Specialization
Citations

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

Fields of papers citing papers by Steven J. Amendum

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Steven J. Amendum. 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 Steven J. Amendum. The network helps show where Steven J. Amendum may publish in the future.

Co-authorship network of co-authors of Steven J. Amendum

This figure shows the co-authorship network connecting the top 25 collaborators of Steven J. Amendum. A scholar is included among the top collaborators of Steven J. Amendum 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 Steven J. Amendum. Steven J. Amendum 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.
Babinski, Leslie M., et al.. (2025). Teaching young multilingual learners: impacts of a professional learning programme on teachers’ practices and students’ language and literacy skills. Journal of Multilingual and Multicultural Development. 1–20.
2.
3.
Balta, Nuri, Ruben Fukkink, & Steven J. Amendum. (2023). The Effect of Job-embedded Professional Development on Teacher and Student Outcomes: A Multi-Level Meta-Analysis. UvA-DARE (University of Amsterdam). 1(1). 1–23. 4 indexed citations
4.
Porter, Stephen R., et al.. (2022). Using an Assessment System for Data-Driven Reform. The Elementary School Journal. 122(3). 341–360. 1 indexed citations
5.
Kim, Young‐Suk Grace, et al.. (2021). Theory of mind, mental state talk, and discourse comprehension: Theory of mind process is more important for narrative comprehension than for informational text comprehension. Journal of Experimental Child Psychology. 209. 105181–105181. 18 indexed citations
6.
Bratsch‐Hines, Mary, et al.. (2021). Targeted Reading Instruction: Four Guiding Principles. The Reading Teacher. 74(5). 505–515. 3 indexed citations
7.
8.
Relyea, Jackie Eunjung & Steven J. Amendum. (2019). English Reading Growth in Spanish-Speaking Bilingual Students: Moderating Effect of English Proficiency on Cross-Linguistic Influence. Child Development. 91(4). 1150–1165. 40 indexed citations
9.
Dore, Rebecca A., Steven J. Amendum, Roberta Michnick Golinkoff, & Kathy Hirsh‐Pasek. (2018). Theory of Mind: a Hidden Factor in Reading Comprehension?. Educational Psychology Review. 30(3). 1067–1089. 83 indexed citations
10.
Amendum, Steven J., et al.. (2018). Supporting Elementary Students’ Reading of Difficult Texts. The Reading Teacher. 72(2). 201–212. 6 indexed citations
11.
Amendum, Steven J., Mary Bratsch‐Hines, & Lynne Vernon‐Feagans. (2017). Investigating the Efficacy of a Web‐Based Early Reading and Professional Development Intervention for Young English Learners. Reading Research Quarterly. 53(2). 155–174. 16 indexed citations
12.
Amendum, Steven J., et al.. (2017). Teachers’ Experiences Providing One-on-One Instruction to Struggling Readers. ScholarWorks - WMU (Western Michigan University). 56(4). 5. 1 indexed citations
13.
Amendum, Steven J., Kristin Conradi, & Elfrieda H. Hiebert. (2017). Does Text Complexity Matter in the Elementary Grades? A Research Synthesis of Text Difficulty and Elementary Students’ Reading Fluency and Comprehension. Educational Psychology Review. 30(1). 121–151. 59 indexed citations
14.
Amendum, Steven J. & Jill Fitzgerald. (2013). Does Structure of Content Delivery or Degree of Professional Development Support Matter for Student Reading Growth in High-Poverty Settings?. Journal of Literacy Research. 45(4). 465–502. 9 indexed citations
15.
Vernon‐Feagans, Lynne, et al.. (2010). The Targeted Reading Intervention: A Classroom Teacher Professional Development Program to Promote Effective Teaching for Struggling Readers in Kindergarten and First Grade.. Society for Research on Educational Effectiveness. 7 indexed citations
16.
Vernon‐Feagans, Lynne, et al.. (2010). A Diagnostic Teaching Intervention for Classroom Teachers: Helping Struggling Readers in Early Elementary School. Learning Disabilities Research and Practice. 25(4). 183–193. 24 indexed citations
17.
Vernon‐Feagans, Lynne, et al.. (2009). The Targeted Reading Intervention (TRI): A Classroom Teacher Tier 2 Intervention to Help Struggling Readers in Early Elementary School.. Society for Research on Educational Effectiveness. 3 indexed citations
18.
Amendum, Steven J., et al.. (2009). Which Reading Lesson Instruction Characteristics Matter for Early Reading Achievement?. Reading Psychology. 30(2). 119–147. 7 indexed citations
19.
Fitzgerald, Jill, et al.. (2008). Young Latino Students' English-Reading Growth in All-English Classrooms. Journal of Literacy Research. 40(1). 59–94. 11 indexed citations
20.
Amendum, Steven J., et al.. (2006). First‐grade latino students' english‐reading growth in all‐english classrooms. Reading Research and Instruction. 46(1). 23–52. 3 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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