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Stefan Samuelsson

Stefan Samuelsson

D-Index & Metrics

Psychology

D-Index
39
Citations
5116
World Ranking
8661
National Ranking
84

Overview

Stefan Samuelsson is affiliated with Linköping University in Sweden. Their research primarily spans the fields of Psychology and Social Sciences, focusing especially on developmental and educational psychology alongside education and statistics.

Their scholarly work addresses topics related to reading and literacy development, language development and disorders, and writing and handwriting education. Additional research areas include child development and digital technology, hearing impairment and communication, as well as cognitive and developmental aspects of mathematical skills and mathematics education and teaching techniques.

Frequent publication venues for their research include the Journal of Cognition, Scientific Studies of Reading, Dyslexia, British Journal of Educational Psychology, and Reading and Writing.

Stefan Samuelsson's recent papers are as follows:

  1. Investigating Reading Comprehension in Adolescents with Intellectual Disabilities: Evaluating the Simple View of Reading, 2021, Journal of Cognition
  2. Decoding Abilities in Adolescents with Intellectual Disabilities: The Contribution of Cognition, Language, and Home Literacy, 2021, Journal of Cognition
  3. Predicting Later Spelling from Kindergarten Spelling in U.S., Australian, and Swedish Children, 2023, Scientific Studies of Reading
  4. Effects of a phonics intervention in a randomized controlled study in Swedish second-grade students at risk of reading difficulties, 2023, Dyslexia
  5. A randomized controlled study of a second grade numeracy intervention with Swedish students at-risk of mathematics difficulties, 2024, British Journal of Educational Psychology

Samuelsson's frequent coauthors include:

  • Åsa Elwér
  • Henrik Danielsson
  • Karin Nilsson
  • David Messer
  • Lucy A. Henry

Best Publications

  • Individual prediction of dyslexia by single versus multiple deficit models.

    Bruce F. Pennington;Laura Santerre-Lemmon;Jennifer Rosenberg;Beatriz MacDonald

  • Phonological awareness and rapid automatized naming predicting early development in reading and spelling: Results from a cross-linguistic longitudinal study

    Bjarte Furnes;Stefan Samuelsson;Stefan Samuelsson

  • Predicting reading and spelling difficulties in transparent and opaque orthographies: a comparison between Scandinavian and US/Australian children.

    Bjarte Furnes;Stefan Samuelsson;Stefan Samuelsson

  • Genetic and Environmental Influences on Aspects of Literacy and Language in Early Childhood: Continuity and Change from Preschool to Grade 2

    Brian Byrne;William L. Coventry;Richard K. Olson;Stefan Samuelsson;Stefan Samuelsson

  • Environmental and genetic influences on prereading skills in Australia, Scandinavia, and the United States.

    Stefan Samuelsson;Brian Byrne;Peter Quain;Sally J. Wadsworth

  • Longitudinal twin study of early literacy development: Preschool through Grade 1

    Brian Byrne;Brian Byrne;Stefan Samuelsson;Stefan Samuelsson;Sally Wadsworth;Jacqueline Hulslander

  • Preschool cognitive and language skills predicting Kindergarten and Grade 1 reading and spelling: a cross-linguistic comparison

    Bjarte Furnes;Bjarte Furnes;Stefan Samuelsson;Stefan Samuelsson

  • Longitudinal Twin Study of Early Reading Development in Three Countries: Preliminary Results

    Brian Byrne;Cara Delaland;Ruth Fielding-Barnsley;Peter Quain

  • Genetic and environmental influences on early literacy

    Brian Byrne;Richard K. Olson;Stefan Samuelsson;Sally Wadsworth

  • Longitudinal Twin Study of Early Literacy Development: Preschool and Kindergarten Phases.

    Brian Byrne;Sally Wadsworth;Robin Corley;Stefan Samuelsson

  • Response to early literacy instruction in the United States, Australia, and Scandinavia: A behavioral-genetic analysis.

    Stefan Samuelsson;Brian Byrne;Richard K. Olson;Jacqueline Hulslander

  • The SWAN captures variance at the negative and positive ends of the ADHD symptom dimension.

    Anne B. Arnett;Bruce F. Pennington;Angela Friend;Erik G. Willcutt

  • Longitudinal stability and predictors of poor oral comprehenders and poor decoders

    Asa Elwer;Janice M Keenan;Richard K Olson;Richard K Olson;Brian J Byrne;Brian J Byrne

  • Why Do Children Differ in Their Development of Reading and Related Skills

    Richard K Olson;Janice M Keenan;Brian J Byrne;Stefan Samuelsson

  • Genetic and Environmental Influences on Vocabulary and Reading Development

    Richard K. Olson;Janice M. Keenan;Brian Byrne;Stefan Samuelsson

  • Intelligence and dyslexia: Implications for diagnosis and intervention

    Stefan Gustafson;Stefan Samuelsson

  • Preschool twin study of the relation between attention-deficit/hyperactivity disorder and prereading skills

    Erik G. Willcutt;Rebecca S. Betjemann;Sally J. Wadsworth;Stefan Samuelsson;Stefan Samuelsson

  • ADHD and Reading Disability in Male Adults Is There a Connection

    Stefan Samuelsson;Ingvar Lundberg;Birgitta Herkner

  • Genetic and environmental influences on prereading skills and early reading and spelling development in the United States, Australia, and Scandinavia

    Stefan Samuelsson;Stefan Samuelsson;Richard Olson;Sally Wadsworth;Robin Corley

  • A behaviour-genetic analysis of orthographic learning, spelling and decoding

    Brian Byrne;William L. Coventry;Richard K. Olson;Jacqueline Hulslander

Frequent Co-Authors

Richard K. Olson
Richard K. Olson University of Colorado Boulder
Brian Byrne
Brian Byrne University of New England
Jerker Rönnberg
Jerker Rönnberg Linköping University
Sally J. Wadsworth
Sally J. Wadsworth University of Colorado Boulder
Robin P. Corley
Robin P. Corley University of Colorado Boulder
Erik G. Willcutt
Erik G. Willcutt University of Colorado Boulder
John C. DeFries
John C. DeFries University of Colorado Boulder
Bruce F. Pennington
Bruce F. Pennington University of Denver
Björn Lyxell
Björn Lyxell Linköping University
Janice M. Keenan
Janice M. Keenan University of Denver

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