Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Countries citing papers authored by Timothy V. Rasinski
Since
Specialization
Citations
This map shows the geographic impact of Timothy V. Rasinski'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 Timothy V. Rasinski with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Timothy V. Rasinski more than expected).
Fields of papers citing papers by Timothy V. Rasinski
This network shows the impact of papers produced by Timothy V. Rasinski. 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 Timothy V. Rasinski. The network helps show where Timothy V. Rasinski may publish in the future.
Co-authorship network of co-authors of Timothy V. Rasinski
This figure shows the co-authorship network connecting the top 25 collaborators of Timothy V. Rasinski.
A scholar is included among the top collaborators of Timothy V. Rasinski 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 Timothy V. Rasinski. Timothy V. Rasinski is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Rasinski, Timothy V., et al.. (2012). Fluency Instruction: Research-Based Best Practices. Second Edition..3 indexed citations
11.
Yıldız, Mustafa, Seyit Ateş, Kasım Yıldırım, & Timothy V. Rasinski. (2011). Literacy and illiteracy from illiterate Turkish women’s perspectives: A phenomenological study. Journal of Human Sciences - Journal of Human Sciences.1 indexed citations
12.
Yıldırım, Kasım, Mustafa Yıldız, Seyit Ateş, & Timothy V. Rasinski. (2010). Fifth-Grade Turkish Elementary School Students' Listening and Reading Comprehension Levels with Regard to Text Types.. Educational Sciences Theory & Practice. 10(3). 1879–1891.18 indexed citations
13.
Rasinski, Timothy V.. (2003). Parental Involvement: Key to Leaving No Child Behind in Reading. 39(3). 1.6 indexed citations
14.
Rasinski, Timothy V., et al.. (1991). Parent Communication in a Whole Language Kindergarten: What We Learned From a Busy First Year. ScholarWorks - WMU (Western Michigan University). 32(2). 4.2 indexed citations
15.
Rasinski, Timothy V., et al.. (1990). Lending a (Reading) Hand (Working with Parents).. The Reading Teacher. 43(7).
16.
Rasinski, Timothy V., et al.. (1990). Involving the Uninvolved: How To (Working with Parents).. The Reading Teacher. 43(6).4 indexed citations
17.
Rasinski, Timothy V.. (1989). Reading and the Empowerment of Parents (Commentary).. The Reading Teacher. 43(3).
18.
Rasinski, Timothy V., et al.. (1989). Dimensions of Parent Involvement (Working with Parents).. The Reading Teacher. 43(2).4 indexed citations
19.
Rasinski, Timothy V.. (1985). Picture This: Using Imagery as a Reading Comprehension Strategy. ScholarWorks - WMU (Western Michigan University). 25(4). 9.3 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.