Número de publicaciones: 39 (76.9% citado)
Número de citas: 102 (3.9% autocitas)
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Ámbito Citas
EDUCACIÓN 64
Índice h: 5
Índice h5: 2
Promedio de citas últimos 10 años: 1.3
Promedio de citas últimos 5 años: 1.2

Citas por año de emisión

Anualidad Citas
2024 5
2023 14
2022 6
2021 19
2020 4
2019 3
2018 9
2017 6
2016 6
2015 4
2014 7
2013 8
2012 2
2011 2
2010 5
2009 2
2008 0
2007 0
2006 0
2005 0
2004 0
2003 0

Citas por año de publicación

Anualidad Publicaciones Citas
2022 2 1
2021 1 4
2019 2 10
2017 2 2
2015 0 4
2014 4 2
2013 1 2
2012 4 4
2010 1 17
2009 3 2
2008 1 11
2006 2 20
2005 2 16
2003 1 7
2004 1 0
2007 0 0
2011 4 0
2016 2 0
2018 3 0
2020 2 0
2023 1 0
2024 0 0

Citas por tipo de publicación

Publicaciones en Dialnet Citas
39 Artículo de revista 102
0 Capítulo de libro 0
0 Libro 0

Citas por clasificación CIRC

Otras citas sin clasificación CIRC: 2

Publicaciones más citadas

Anualidad Publicación Tipo Citas
2006 The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems
Artículo 14
2005 The Prevention, Identification, and Cognitive Determinants of Math Difficulty
Artículo 13
2010 The "Blurring" of special education in a new continuum of general education placements and services
Artículo 7
2006 Selecting at-risk readers in first grade for early intervention
Artículo 6
2019 Are students with disabilities accessing the curriculum? A meta-analysis of the reading achievement gap between students with and without disabilities
Artículo ARTICULO 5
2003 Enhancing third-grade student' mathematical problem solving with self-regulated learning strategies.
Artículo 5
2008 Effects of preventative tutoring on the mathematical problem solving of third-grade students with math and reading difficulties
Artículo 4
2010 The Contributions of Numerosity and Domain-General Abilities to School Readiness
Artículo 4
2008 Problem solving and computational skill
Artículo 4
2010 Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process.
Artículo 4
2005 Responding to Nonresponders: An Experimental Field Trial of Identification and Intervention Methods
Artículo 3
2012 Smart RTI
Artículo 3
2015 Effects of a multitier support system on calculation, word problem, and prealgebraic performance among at-risk learners
Artículo 3
2019 On the importance of moderator analysis in intervention research
Artículo 3
2021 Closing the word-problem achievement gap in first grade
Artículo 2
2009 Remediating number combination and word problem deficits among students with mathematics difficulties: A randomized control trial
Artículo 2
2021 Addressing Challenging Mathematics Standards With At-Risk Learners
Artículo ARTICULO 2
2003 Explicitly teaching for transfer
Artículo 2
2010 A Framework for remediating number combination deficits
Artículo 2
2013 Effects of first-grade number knowledge tutoring with contrasting forms of practice
Artículo 2
2017 Critique of the National Evaluation of Response to Intervention
Artículo 2
2008 Dynamic assessment of algebraic learning in predicting third graders' development of mathematical problem solving
Artículo 2
2008 Effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving
Artículo 1
2015 Inclusion versus specialized intervention for very-low-performing students
Artículo 1
2019 Using moderator analysis to identify the first-grade children who benefit more and less from a reading comprehension program
Artículo 1
2022 Building word-problem solving and working memory capacity
Artículo ARTICULO 1
2012 Predicting first graders' development of calculation versus word-problem performance: The role of dynamic assessment.
Artículo 1
2014 Does calculation or word-problem instruction provide a stronger route to prealgebraic knowledge?
Artículo 1
2014 Sources of individual differences in emerging competence with numeration understanding versus multidigit calculation skill
Artículo 1
2019 Does the severity of students’ pre-intervention math deficits affect responsiveness to generally effective first-grade intervention?
Artículo 1

* Último cálculo de métricas Dialnet: 13-Jun-2024