D-Index & Metrics Best Publications

Stephanie Al Otaiba

Southern Methodist University
United States

D-Index & Metrics D-index (Discipline H-index) only includes papers and citation values for an examined discipline in contrast to General H-index which accounts for publications across all disciplines.

Discipline name Citations Publications World Ranking National Ranking

Psychology D-index 38 Citations 6,171 133 World Ranking 6236 National Ranking 3486

Research.com Recognitions

Awards & Achievements

2020 - Fellow of the American Educational Research Association

Overview

What is she best known for?

The fields of study Stephanie Al Otaiba is best known for:

Statistics
Linguistics
Literacy

Psychiatry connects with themes related to Intervention (counseling) and Psychological intervention in her study. Her study in Psychiatry extends to Psychological intervention with its themes. Her research brings together the fields of Law and Reading (process). Law is frequently linked to Reading (process) in her study. Her Pedagogy study typically links adjacent topics like Special education. Special education is often connected to Mathematics education in her work. Her study on Mathematics education is mostly dedicated to connecting different topics, such as Primary education. She regularly ties together related areas like Pedagogy in her Primary education studies. Her research on Linguistics frequently connects to adjacent areas such as Comprehension.

Her most cited work include:

Characteristics of Children Who Are Unresponsive to Early Literacy Intervention (331 citations)
Who Are the Young Children for Whom Best Practices in Reading Are Ineffective? (237 citations)
Is reading important in reading-readiness programs? A randomized field trial with teachers as program implementers. (166 citations)

What are the main themes of her work throughout her whole career to date

The study of Reading (process) is intertwined with the study of Reading comprehension in a number of ways. Stephanie Al Otaiba integrates many fields, such as Linguistics and Vocabulary, in her works. Her Fluency research extends to Mathematics education, which is thematically connected. Her Fluency study frequently draws parallels with other fields, such as Mathematics education. Her research on Pedagogy frequently links to adjacent areas such as Phonological awareness. By researching both Phonological awareness and Phonemic awareness, she produces research that crosses academic boundaries. Her Phonemic awareness study frequently draws connections between adjacent fields such as Pedagogy. She undertakes interdisciplinary study in the fields of Developmental psychology and Cognitive psychology through her research. She applies her multidisciplinary studies on Cognitive psychology and Developmental psychology in her research.

Stephanie Al Otaiba most often published in these fields:

Reading (process) (84.62%)
Linguistics (79.12%)
Mathematics education (79.12%)

What were the highlights of her more recent work (between 2018-2021)?

Linguistics (88.89%)
Mathematics education (88.89%)
Reading (process) (88.89%)

In recent works Stephanie Al Otaiba was focusing on the following fields of study:

Her Artificial intelligence research is linked to Mindset, Contrast (vision), Consistency (knowledge bases) and Knowledge level. She brings together Mindset and Linguistics to produce work in her papers. In her study, she carries out multidisciplinary Linguistics and Cognitive psychology research. Stephanie Al Otaiba performs multidisciplinary study in Cognitive psychology and Developmental psychology in her work. Her work in Developmental psychology is not limited to one particular discipline; it also encompasses Learning disability. She combines Learning disability and Dyslexia in her research. Dyslexia connects with themes related to Law in her study. Her Law study frequently draws connections to other fields, such as Reading (process). Many of her studies on Reading (process) apply to Reading rate as well.

Between 2018 and 2021, her most popular works were:

Elementary teacher’s knowledge of response to intervention implementation: a preliminary factor analysis (12 citations)
Intensive Intervention for Upper Elementary Students With Severe Reading Comprehension Difficulties (10 citations)
Comparing the Effects of Reading Intervention Versus Reading and Mindset Intervention for Upper Elementary Students With Reading Difficulties (10 citations)

This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.

Best Publications

Characteristics of Children Who Are Unresponsive to Early Literacy Intervention A Review of the Literature

Stephanie Al Otaiba;Douglas Fuchs.
Remedial and Special Education (2002)

600 Citations

Who Are the Young Children for Whom Best Practices in Reading Are Ineffective? An Experimental and Longitudinal Study

Stephanie Al Otaiba;Douglas Fuchs.
Journal of Learning Disabilities (2006)

452 Citations

Is Reading Important in Reading-Readiness Programs? A Randomized Field Trial with Teachers as Program Implementers.

Douglas Fuchs;Lynn S. Fuchs;Anneke Thompson;Stephanie Al Otaiba.
Journal of Educational Psychology (2001)

302 Citations

Peer-Assisted Learning Strategies in Reading Extensions for Kindergarten, First Grade, and High School

Douglas Fuchs;Lynn S. Fuchs;Anneke Thompson;Ebba Svenson.
Remedial and Special Education (2001)

291 Citations

Evidence-Based Reading Instruction for Individuals with Autism Spectrum Disorders

Kelly J. Whalon;Stephanie Al Otaiba;Monica E. Delano.
Focus on Autism and Other Developmental Disabilities (2009)

226 Citations

A Longitudinal Cluster-Randomized Controlled Study on the Accumulating Effects of Individualized Literacy Instruction on Students’ Reading From First Through Third Grade

Carol Mc Donald Connor;Carol Mc Donald Connor;Frederick J. Morrison;Barry Fishman;Elizabeth C. Crowe.
Psychological Science (2013)

193 Citations

Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial.

Stephanie Al Otaiba;Carol M Connor;Jessica Sidler Folsom;Luana Greulich.
Elementary School Journal (2011)

185 Citations

Dyslexia and the Brain: What Does Current Research Tell Us?

Roxanne F. Hudson;Leslie High;Stephanie Al Otaiba.
The Reading Teacher (2007)

183 Citations

Componential skills of beginning writing: An exploratory study

Young-Suk Kim;Stephanie Al Otaiba;Cynthia Puranik;Jessica Sidler Folsom.
Learning and Individual Differences (2011)

175 Citations

To Wait in Tier 1 or Intervene Immediately A Randomized Experiment Examining First-Grade Response to Intervention in Reading

Stephanie Al Otaiba;Carol M. Connor;Jessica S. Folsom;Jeanne Wanzek.
Exceptional Children (2014)

171 Citations

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Frequent Co-Authors

External Links

Personal Website for Stephanie Al Otaiba