Teresa Limpo

2.0k total citations
59 papers, 1.3k citations indexed

About

Teresa Limpo is a scholar working on Education, Developmental and Educational Psychology and Language and Linguistics. According to data from OpenAlex, Teresa Limpo has authored 59 papers receiving a total of 1.3k indexed citations (citations by other indexed papers that have themselves been cited), including 41 papers in Education, 33 papers in Developmental and Educational Psychology and 12 papers in Language and Linguistics. Recurrent topics in Teresa Limpo's work include Writing and Handwriting Education (35 papers), Reading and Literacy Development (26 papers) and EFL/ESL Teaching and Learning (12 papers). Teresa Limpo is often cited by papers focused on Writing and Handwriting Education (35 papers), Reading and Literacy Development (26 papers) and EFL/ESL Teaching and Learning (12 papers). Teresa Limpo collaborates with scholars based in Portugal, United States and Spain. Teresa Limpo's co-authors include Rui A. Alves, São Luís Castro, Andreia Nunes, Raquel Fidalgo Redondo, Marisa G. Filipe, Vincent Connelly, César F. Lima, Steve Graham, Thierry Olive and Ulla Richardson and has published in prestigious journals such as Journal of Educational Psychology, Frontiers in Psychology and Learning and Instruction.

In The Last Decade

Teresa Limpo

55 papers receiving 1.3k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Teresa Limpo Portugal 20 904 701 266 202 141 59 1.3k
Rebecca D. Silverman United States 25 866 1.0× 1.4k 1.9× 275 1.0× 196 1.0× 57 0.4× 61 1.9k
Vincent Connelly United Kingdom 21 1.2k 1.4× 1.1k 1.5× 235 0.9× 147 0.7× 83 0.6× 68 1.6k
Jennifer K. Gilbert United States 23 940 1.0× 1.1k 1.6× 100 0.4× 131 0.6× 71 0.5× 39 1.6k
Elena Bodrova United States 16 1.6k 1.7× 813 1.2× 122 0.5× 126 0.6× 346 2.5× 36 2.2k
Sylvia Linan‐Thompson United States 25 1.4k 1.6× 2.0k 2.9× 178 0.7× 158 0.8× 199 1.4× 47 2.5k
Patton O. Tabors United States 17 1.1k 1.3× 1.4k 2.0× 235 0.9× 133 0.7× 258 1.8× 20 2.0k
Linda Kucan United States 16 967 1.1× 1.3k 1.9× 272 1.0× 180 0.9× 43 0.3× 39 1.8k
Behzad Ghonsooly Iran 20 580 0.6× 457 0.7× 548 2.1× 285 1.4× 136 1.0× 131 1.5k
Suzanne E. Mol Netherlands 13 1.6k 1.7× 1.6k 2.3× 74 0.3× 183 0.9× 143 1.0× 19 2.3k

Countries citing papers authored by Teresa Limpo

Since Specialization
Citations

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

Fields of papers citing papers by Teresa Limpo

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Teresa Limpo

This figure shows the co-authorship network connecting the top 25 collaborators of Teresa Limpo. A scholar is included among the top collaborators of Teresa Limpo 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 Teresa Limpo. Teresa Limpo 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.
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Limpo, Teresa, et al.. (2024). The SSIS SEL Brief Scales – Student Form: Examining the Structural Validity of a Portuguese Version. Child & Youth Care Forum. 54(1). 245–264.
3.
Leal, Teresa, et al.. (2023). Promotion of Psychological Well-Being and Life Satisfaction in Pre-Adolescents Through Mindfulness Amidst COVID-19. Mindfulness. 15(1). 174–188. 1 indexed citations
4.
Limpo, Teresa, et al.. (2023). Examining the Impact and Moderating Effects of an 8-Week Mindfulness-Based Program in Grade 4. Mindfulness. 14(8). 2026–2043. 5 indexed citations
5.
Castro, São Luís, et al.. (2023). Effects of SRSD writing interventions in grade 3: examining the added value of attention vs. transcription training components. Reading and Writing. 37(6). 1457–1487. 3 indexed citations
6.
7.
Rodrigues, Rui, et al.. (2022). A Pilot Study Testing the Effectiveness of a Mindfulness-Based Program for Portuguese School Children. Mindfulness. 13(11). 2751–2764. 8 indexed citations
8.
Limpo, Teresa, et al.. (2021). The Contribution of Word-, Sentence-, and Discourse-Level Abilities on Writing Performance: A 3-Year Longitudinal Study. Frontiers in Psychology. 12. 668139–668139. 5 indexed citations
9.
Nunes, Andreia, et al.. (2021). Effectiveness of automated writing evaluation systems in school settings: A systematic review of studies from 2000 to 2020. Journal of Computer Assisted Learning. 38(2). 599–620. 66 indexed citations
10.
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Nunes, Andreia, et al.. (2020). Teaching Reading Comprehension in Portuguese Primary and Middle Schools. Technology Knowledge and Learning. 26(2). 339–354. 3 indexed citations
12.
Filipe, Marisa G., et al.. (2020). Spelling Performance of Portuguese Children: Comparison Between Grade Level, Misspelling Type, and Assessment Task. Frontiers in Psychology. 11. 547–547. 10 indexed citations
13.
Limpo, Teresa, et al.. (2020). Executive functions predict literacy and mathematics achievements: The unique contribution of cognitive flexibility in grades 2, 4, and 6. Child Neuropsychology. 26(7). 934–952. 70 indexed citations
14.
Limpo, Teresa, et al.. (2020). Effects of the Portuguese GraphoGame on Reading, Spelling, and Phonological Awareness in Second Graders Struggling to Read. Journal of Writing Research. 12(vol. 12 issue 1). 9–34. 17 indexed citations
15.
Limpo, Teresa, et al.. (2019). Do executive functions contribute to writing quality in beginning writers? A longitudinal study with second graders. Reading and Writing. 33(4). 813–833. 35 indexed citations
16.
Filipe, Marisa G., et al.. (2019). Reasons to Write in Grade 6 and Their Association With Writing Quality. Frontiers in Psychology. 10. 2157–2157. 22 indexed citations
17.
Limpo, Teresa, et al.. (2018). Promoting handwriting fluency in fifth graders with slow handwriting: a single-subject design study. Reading and Writing. 31(6). 1343–1366. 11 indexed citations
18.
Limpo, Teresa & Rui A. Alves. (2017). Written Language Bursts Mediate the Relationship Between Transcription Skills and Writing Performance. Written Communication. 34(3). 306–332. 32 indexed citations
19.
Alves, Rui A., et al.. (2015). The impact of promoting transcription on early text production: Effects on bursts and pauses, levels of written language, and writing performance.. Journal of Educational Psychology. 108(5). 665–679. 66 indexed citations
20.
Limpo, Teresa & Rui A. Alves. (2014). The role of transcription in establishing bursts of written language. Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT). 2 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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