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Psychology

D-Index
46
Citations
7844
World Ranking
6460
National Ranking
3496

Research.com Recognitions

  • 2020 - Fellow of the American Educational Research Association

Overview

Stephanie Al Otaiba is affiliated with Southern Methodist University in the United States. Their research primarily lies at the intersection of psychology and social sciences, with a strong focus on developmental and educational psychology. The main topics of their academic work include reading and literacy development, cognitive and developmental aspects of mathematical skills, early childhood education and development, behavioral and psychological studies, language development and disorders, education, achievement, and giftedness, as well as writing and handwriting education.

They have published extensively in various academic venues. Frequent publication venues include the Journal of Learning Disabilities, Journal of Research on Educational Effectiveness, Remedial and Special Education, Reading and Writing, and Reading Research Quarterly.

Some of their recent papers are:

  • What We Know and Need to Know about Literacy Interventions for Elementary Students with Reading Difficulties and Disabilities, including Dyslexia (2022, Reading Research Quarterly)
  • Supporting language and literacy development with intensive small-group interventions: An early childhood efficacy study (2021, Early Childhood Research Quarterly)
  • Comparing the Effects of Reading Intervention Versus Reading and Mindset Intervention for Upper Elementary Students With Reading Difficulties (2020, Journal of Learning Disabilities)
  • Development and promise of a vocabulary intelligent tutoring system for Second-Grade Latinx English learners (2020, Journal of Research on Technology in Education)
  • Growth on sublexical fluency progress monitoring measures in early kindergarten and relations to word reading acquisition (2020, Journal of School Psychology)

Stephanie Al Otaiba frequently collaborates with several co-authors, including Jeanne Wanzek, Yaacov Petscher, Christopher Schatschneider, Wilhelmina van Dijk, and Rachel E. Donegan. Their partnerships indicate ongoing research efforts involving multiple scholars.

Their contributions extend across both broad and specific fields. Main areas of study encompass psychology and social sciences, while subfields focus on developmental and educational psychology, education, statistics and probability, experimental and cognitive psychology, and social psychology.

In recognition of their professional work, Stephanie Al Otaiba was named a Fellow of the American Educational Research Association in 2020.

Best Publications

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

    Stephanie Al Otaiba;Douglas Fuchs

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

    Stephanie Al Otaiba;Douglas Fuchs

  • 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

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

    Douglas Fuchs;Lynn S. Fuchs;Anneke Thompson;Ebba Svenson

  • Evidence-Based Reading Instruction for Individuals with Autism Spectrum Disorders

    Kelly J. Whalon;Stephanie Al Otaiba;Monica E. Delano

  • Componential skills of beginning writing: An exploratory study

    Young-Suk Kim;Stephanie Al Otaiba;Cynthia Puranik;Jessica Sidler Folsom

  • 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

  • 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

  • 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

  • Is Scientifically Based Reading Instruction Effective for Students With Below-Average IQs?:

    Jill H. Allor;Patricia G. Mathes;J. Kyle Roberts;Jennifer P. Cheatham

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

    Roxanne F. Hudson;Leslie High;Stephanie Al Otaiba

  • Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language.

    Shawn Kent;Jeanne Wanzek;Yaacov Petscher;Stephanie Dent Al Otaiba

  • Effects of a Peer-Mediated Program on Reading Skill Acquisition for Two-Way Bilingual First-Grade Classrooms.

    Mary Beth Calhoon;Stephanie Al Otaiba;David Cihak;Amber King

  • Toward an understanding of dimensions, predictors, and the gender gap in written composition

    Young-Suk Kim;Stephanie Al Otaiba;Jeanne Wanzek;Brandy Gatlin

  • Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming–decoding fluency

    Stephanie Al Otaiba;Carol Connor;Holly Lane;Marcia L. Kosanovich

  • Kindergarten Predictors of Third Grade Writing.

    Young-Suk Kim;Stephanie Al Otaiba;Jeanne Wanzek

  • Evaluating the Dimensionality of First-Grade Written Composition

    Young-Suk Kim;Stephanie Al Otaiba;Jessica S. Folsom;Luana Greulich

  • Exploring the Importance of Reading Programs for Kindergartners with Disabilities in Mainstream Classrooms

    Douglas Fuchs;Lynn S. Fuchs;Anneke Thompson;Stephanie Al Otaiba

  • Exploring the amount and type of writing instruction during language arts instruction in kindergarten classrooms

    Cynthia S. Puranik;Stephanie Al Otaiba;Jessica Folsom Sidler;Luana Greulich

  • The Relation Between Global and Specific Mindset With Reading Outcomes for Elementary School Students

    Yaacov Petscher;Stephanie Al Otaiba;Jeanne Wanzek;Brenna Rivas

  • ASSESSMENT DATA–INFORMED GUIDANCE TO INDIVIDUALIZE KINDERGARTEN READING INSTRUCTION

    Stephanie Al Otaiba;Carol M. Connor;Jessica S. Folsom;Luana Greulich

Frequent Co-Authors

Jeanne Wanzek
Jeanne Wanzek Vanderbilt University
Yaacov Petscher
Yaacov Petscher Florida State University
Carol McDonald Connor
Carol McDonald Connor University of California, Irvine
Christopher Schatschneider
Christopher Schatschneider Florida State University
Richard K. Wagner
Richard K. Wagner Florida State University
Christopher J. Lonigan
Christopher J. Lonigan Florida State University
Douglas Fuchs
Douglas Fuchs Vanderbilt University
Michael P. Kaschak
Michael P. Kaschak Florida State University
Beth M. Phillips
Beth M. Phillips Florida State University
Lynn S. Fuchs
Lynn S. Fuchs Vanderbilt University

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