Steven J. Amendum

970 citations
38 papers · 575 indexed · h-index 12

Steven J. Amendum

35 papers receiving 515 citations

Peers

Steven J. Amendum
Comparison fields: 5 of 40
  • Developmental and Educational Psychology 397
  • Education 350
  • Statistics and Probability 67
  • Information Systems 51
  • Literature and Literary Theory 50
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Citations per year

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
#WorkIndexed citations
1 0
2 0
3 4
4 1
5 18
6 3
7 1
8 40
9 83
10 6
11 16
12
Teachers’ Experiences Providing One-on-One Instruction to Struggling Readers
1
13 59
14 9
15
The Targeted Reading Intervention: A Classroom Teacher Professional Development Program to Promote Effective Teaching for Struggling Readers in Kindergarten and First Grade.
7
16 24
17
The Targeted Reading Intervention (TRI): A Classroom Teacher Tier 2 Intervention to Help Struggling Readers in Early Elementary School.
3
18 7
19 11
20 3

About Steven J. Amendum

Steven J. Amendum is a scholar working on Developmental and Educational Psychology, Linguistics and Language and Statistics and Probability, having authored 38 papers that have together received 575 indexed citations. Recurring topics across this work include Reading and Literacy Development (32 papers), Cognitive and developmental aspects of mathematical skills (9 papers) and Parental Involvement in Education (8 papers). The work is most often cited by research in Developmental and Educational Psychology (397 citations), Education (350 citations) and Linguistics and Language (40 citations). Steven J. Amendum has collaborated with scholars based in United States, Netherlands and Kazakhstan. Frequent 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. Their work appears in journals such as Child Development, Journal of Educational Psychology and American Educational Research Journal.

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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