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Betty Ann Levy

Betty Ann Levy

D-Index & Metrics

Psychology

D-Index
35
Citations
5221
World Ranking
9857
National Ranking
677

Betty Ann Levy publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Betty Ann Levy sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 58 publications — 1st percentile

1% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Betty Ann Levy D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Betty Ann Levy sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 35 D-Index — 16th percentile

16% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

Overview

Betty Ann Levy is affiliated with McMaster University in Canada. Their research is positioned within the field of Social Sciences, with a focus on subfields including Education and Safety Research.

Their work addresses several main topics, notably Higher Education and Employability, Education Systems and Policy, and Career Development and Diversity.

A key publication by Levy is titled A longitudinal study of vocational maturity, published in 2021 by OPAL (Open@LaTrobe) at La Trobe University.

  • OPAL (Open@LaTrobe) (La Trobe University)

  • A longitudinal study of vocational maturity (2021, OPAL (Open@LaTrobe) (La Trobe University))

  • Higher Education and Employability
  • Education Systems and Policy
  • Career Development and Diversity

  • Social Sciences

  • Education
  • Safety Research

Best Publications

  • Relations among musical skills, phonological processing, and early reading ability in preschool children.

    Sima H Anvari;Laurel J Trainor;Jennifer Woodside;Betty Ann Levy

  • Understanding print: early reading development and the contributions of home literacy experiences.

    Betty Ann Levy;Zhiyu Gong;Sandra Hessels;Mary Ann Evans

  • Reading and Its Development: Component Skills Approaches

    Thomas H. Carr;Betty Ann Levy

  • Role of articulation in auditory and visual short-term memory

    Betty Ann Levy

  • The role of phonology in the activation of word meanings during reading: evidence from proofreading and eye movements.

    Debra Jared;Betty Ann Levy;Keith Rayner

  • Transfer from Word Training to Reading in Context: Gains in Reading Fluency and Comprehension

    Betty Ann Levy;Brent Abello;Linda Lysynchuk

  • Early predictors of biliteracy development in children in French immersion: A 4-year longitudinal study.

    Debra Jared;Pierre Cormier;Betty Ann Levy;Lesly Wade-Woolley

  • Reprocessing text: Indirect measures of word and message level processes.

    Betty A. Levy;Kim Kirsner

  • Semantic and acoustic information in primary memory

    Fergus I. M. Craik;Betty Ann Levy

  • Reading: Speech and meaning processes

    Betty Ann Levy

  • Semantic coding and short-term memory

    A. D. Baddeley;Betty Ann Levy

  • Beginning Word Recognition: Benefits of Training by Segmentation and Whole Word Methods

    Betty Ann Levy;Linda Lysynchuk

  • Vocalization and suppression effects in sentence memory

    Betty Ann Levy

  • Fast and Slow Namers: Benefits of Segmentation and Whole Word Training.

    Betty Ann Levy;Derrick C. Bourassa;Christopher Horn

  • Proofreading familiar text: constraints on visual processing.

    Betty Ann Levy

  • Word acquisition, retention, and transfer: findings from contextual and isolated word training.

    Sandra Lyn Martin-Chang;Betty Ann Levy;Sara O’Neil

  • How text difficulty and reader skill interact to produce differential reliance on word and content overlap in reading transfer.

    Heather J. Faulkner;Betty Ann Levy

  • Increasing the Naming Speed of Poor Readers: Representations Formed across Repetitions

    Hope E. Lemoine;Betty Ann Levy;Ann Hutchinson

  • Repeated Readings: Process Benefits for Good and Poor Readers

    Betty Ann Levy;Andrea Nicholls;Dafna Kohen

  • Proofreading familiar text: Allocating resources to perceptual and conceptual processes

    Betty Ann Levy;John Begin

Frequent Co-Authors

Michael E. J. Masson
Michael E. J. Masson University of Victoria
Daphne Maurer
Daphne Maurer McMaster University
Laurel J. Trainor
Laurel J. Trainor McMaster University
Thomas H. Carr
Thomas H. Carr Michigan State University
Linda S. Siegel
Linda S. Siegel University of British Columbia
Alan D. Baddeley
Alan D. Baddeley University of York
Terri L. Lewis
Terri L. Lewis McMaster University
Larry L. Jacoby
Larry L. Jacoby Washington University in St. Louis
Bennet B. Murdock
Bennet B. Murdock University of Toronto
Keith Rayner
Keith Rayner University of California, San Diego

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Related Online Degrees & Career Pathways

Pursuing a Psychology degree online can open the door to many rewarding career pathways, especially in the field of counseling and education. School counseling is a particularly popular option, but the first step is understanding the educational and certification requirements specific to your state.

For those interested in becoming a school counselor in Illinois, an online psychology program combined with a state-approved school counseling program is essential. Requirements can differ considerably by state. If your interest lies in the Midwest, review the requirements to be a school counselor in Indiana, and explore the Iowa school counselor certification requirements for those looking at Iowa.

Similarly, Kansas has its own set of steps for aspiring counselors—make sure to read up on the Kansas school counselor certification requirements if that's your target state. By building a solid foundation in psychology and following the right pathway, you can pursue a meaningful role in supporting student success in schools across the USA.

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