Tomás Martínez

520 total citations
27 papers, 400 citations indexed

About

Tomás Martínez is a scholar working on Developmental and Educational Psychology, Education and Neuropsychology and Physiological Psychology. According to data from OpenAlex, Tomás Martínez has authored 27 papers receiving a total of 400 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Developmental and Educational Psychology, 13 papers in Education and 4 papers in Neuropsychology and Physiological Psychology. Recurrent topics in Tomás Martínez's work include Reading and Literacy Development (11 papers), Literacy and Educational Practices (10 papers) and Innovative Teaching and Learning Methods (8 papers). Tomás Martínez is often cited by papers focused on Reading and Literacy Development (11 papers), Literacy and Educational Practices (10 papers) and Innovative Teaching and Learning Methods (8 papers). Tomás Martínez collaborates with scholars based in Spain, United States and Chile. Tomás Martínez's co-authors include Eduardo Vidal‐Abarca, Laura Gil, Ramiro Gilabert, Raquel Cerdán, Ladislao Salmerón, Joseph P. Magliano, Panayiota Kendeou, Danielle S. McNamara, Antonio Ferrer and Miguél Nussbaum and has published in prestigious journals such as PLoS ONE, Computers & Education and Learning and Instruction.

In The Last Decade

Tomás Martínez

25 papers receiving 377 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Tomás Martínez Spain	11	305	234	43	41	40	27	400
Ramiro Gilabert Spain	11	394 1.3×	241 1.0×	79 1.8×	36 0.9×	75 1.9×	22	494
Raquel Cerdán Spain	13	489 1.6×	331 1.4×	74 1.7×	43 1.0×	85 2.1×	33	605
M. Elshout-Mohr Netherlands	12	252 0.8×	232 1.0×	36 0.8×	14 0.3×	32 0.8×	21	370
Inés María Gómez Chacón Spain	10	97 0.3×	228 1.0×	22 0.5×	59 1.4×	59 1.5×	47	330
Ulrike-Marie Krause Germany	10	159 0.5×	224 1.0×	13 0.3×	27 0.7×	46 1.1×	27	317
Jean-Michel Passerault France	11	157 0.5×	204 0.9×	27 0.6×	17 0.4×	42 1.1×	24	314
Andreas Oranje United States	8	171 0.6×	177 0.8×	32 0.7×	34 0.8×	23 0.6×	23	362
Kyle B. Dempsey United States	4	220 0.7×	113 0.5×	88 2.0×	28 0.7×	49 1.2×	8	330
Josetxu Orrantia Spain	13	191 0.6×	296 1.3×	13 0.3×	37 0.9×	52 1.3×	41	408
Edna H. Mory United States	5	152 0.5×	197 0.8×	46 1.1×	26 0.6×	41 1.0×	6	314

Countries citing papers authored by Tomás Martínez

Since Specialization

Citations

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

Fields of papers citing papers by Tomás Martínez

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Tomás Martínez

This figure shows the co-authorship network connecting the top 25 collaborators of Tomás Martínez. A scholar is included among the top collaborators of Tomás Martínez 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 Tomás Martínez. Tomás Martínez is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Martínez, Tomás, et al.. (2023). Adapting a Dental Anxiety Measure to Encourage Empathy. International Journal of Dentistry. 2023. 1–7. 1 indexed citations

Martínez, Tomás, et al.. (2022). El desarrollo del conocimiento de los componentes y funciones del lenguaje escrito en estudiantes prelectores. Revista signos. 55(108). 117–135. 3 indexed citations

Martínez, Tomás, et al.. (2019). Does Computer-based Elaborated Feedback Influence the Students’ Question-Answering Process?. Electronic Journal of Research in Educational Psychology. 17(47). 81–106. 3 indexed citations

Martínez, Tomás, et al.. (2018). The skills related to the early reading acquisition in Spain and Peru. PLoS ONE. 13(3). e0193450–e0193450. 4 indexed citations

Salmerón, Ladislao, et al.. (2015). Strategic Decisions in Task-Oriented Reading. The Spanish Journal of Psychology. 18. E102–E102. 14 indexed citations

Vidal‐Abarca, Eduardo, Ramiro Gilabert, Antonio Ferrer, et al.. (2014). TuinLEC, an intelligent tutoring system to improve reading literacy skills / TuinLEC, un tutor inteligente para mejorar la competencia lectora. Journal for the Study of Education and Development Infancia y Aprendizaje. 37(1). 25–56. 23 indexed citations

Gil, Laura, Tomás Martínez, & Eduardo Vidal‐Abarca. (2014). Online assessment of strategic reading literacy skills. Computers & Education. 82. 50–59. 33 indexed citations

Ferrer, Antonio, et al.. (2013). TuinLEC, un tutor inteligente para mejorar la competencia lectora. Journal for the Study of Education and Development Infancia y Aprendizaje. 37(1). 40–56. 5 indexed citations

Martínez, Tomás, et al.. (2013). Secuencia evolutiva del conocimiento fonológico en niños prelectores. Revista de Logopedia Foniatría y Audiología. 34(3). 118–128. 10 indexed citations

10.

Martínez, Tomás, et al.. (2012). Controversia entre madurez lectora y enseñanza precoz de la lectura. Revisión histórica y propuestas actuales. Aula Abierta. 40(3). 3–14. 2 indexed citations

11.

Gil, Laura, et al.. (2011). [The Reading Literacy test for Secondary Education (CompLEC)].. PubMed. 23(4). 808–17. 24 indexed citations

12.

Martínez, Tomás, et al.. (2010). Batería de Inicio a la Lectura (BIL 3-6): diseño y características psicométricas. Bordón: Revista de pedagogía. 62(2). 137–160. 5 indexed citations

13.

Martínez, Tomás, et al.. (2010). BATERÍA DE INICIO A LA LECTURA (BIL 3-6): DISEÑO Y CARACTERÍSTICAS PSICOMÉTRICAS Battery to assess the Abilities related with the Early Reading Acquisition (BIL 3-6): Design and Psychometric Characteristics. Dialnet (Universidad de la Rioja). 1 indexed citations

14.

Vidal‐Abarca, Eduardo, Tomás Martínez, Ladislao Salmerón, et al.. (2010). Recording online processes in task-oriented reading with Read&Answer. Behavior Research Methods. 43(1). 179–192. 46 indexed citations

15.

Martínez, Tomás, Eduardo Vidal‐Abarca, Laura Gil, & Ramiro Gilabert. (2009). On-line Assessment of Comprehension Processes. The Spanish Journal of Psychology. 12(1). 308–319. 22 indexed citations

16.

Martínez, Tomás, et al.. (2008). EVALUACIÓN DE LOS PREDICTORES Y FACILITADORES DE LA LECTURA: ANÁLISIS Y COMPARACIÓN DE PRUEBAS EN ESPAÑOL Y EN INGLÉS. 60(3). 113–129. 7 indexed citations

17.

Gil, Laura, Eduardo Vidal‐Abarca, & Tomás Martínez. (2008). Eficacia de tomar notas para integrar información de varios textos. Journal for the Study of Education and Development Infancia y Aprendizaje. 31(2). 259–272. 7 indexed citations

18.

Montoro, Luís, et al.. (1999). Designing a System for Computer-Assisted Instruction in Road Education: A First Evaluation. International journal of instructional media. 26(4). 403. 1 indexed citations

19.

Pérez‐González, Francisco, et al.. (1998). Estrategias de aprendizaje y enseñanza del inglés como segunda lengua en contextos formales. Revista de educación. 257–269. 1 indexed citations

20.

Martínez, Tomás. (1983). Santander de villa a ciudad : un siglo de esplendor y crisis. Medical Entomology and Zoology. 7 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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