Número de publicaciones: 39 (76.9% citado)
Número de citas: 104 (3.8% autocitas)
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Ámbito Citas
EDUCACIÓN 66
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 6
2023 15
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 3
2012 4 4
2010 1 17
2009 3 2
2008 1 11
2006 2 20
2005 2 17
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 104
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
2005 The Prevention, Identification, and Cognitive Determinants of Math Difficulty
Artículo 14
2006 The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems
Artículo 14
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
2013 Effects of first-grade number knowledge tutoring with contrasting forms of practice
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
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: 03-Nov-2024