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Psychology

D-Index
40
Citations
6687
World Ranking
8250
National Ranking
4413

Overview

Carolyn A. Denton is affiliated with The University of Texas Health Science Center at Houston in the United States. Their research spans multiple disciplines, primarily focusing on Psychology and Medicine, with a particular emphasis on Developmental and Educational Psychology, Statistics and Probability, Education, Safety Research, and Otorhinolaryngology.

The main topics addressed in their work include:

  • Reading and Literacy Development
  • Cognitive and developmental aspects of mathematical skills
  • Writing and Handwriting Education
  • Disability Education and Employment
  • Ear Surgery and Otitis Media
  • Facial Nerve Paralysis Treatment and Research
  • Hearing Loss and Rehabilitation

Denton has contributed to several research articles published in a range of academic venues. Notable recent papers include:

  • "Designing an Intervention in Reading and Self-Regulation for Students With Significant Reading Difficulties, Including Dyslexia" (2020, Learning Disability Quarterly)
  • "A meta-analysis of the effects of foundational skills and multicomponent reading interventions on reading comprehension for primary-grade students" (2021, Learning and Individual Differences)
  • "Fostering Independence While Teaching Students With or at Risk for Reading Disabilities" (2021, Teaching Exceptional Children)
  • "Resonance Frequency Analysis Identifies Implant- and Host-Related Factors Associated With Bone-Anchored Hearing Implant Stability" (2024, Otology & Neurotology)
  • "Trajectories of Response to Treatments in Children with ADHD and Word Reading Difficulties" (2021, Research on Child and Adolescent Psychopathology)

Frequent co-authors who collaborated with Denton include:

  • Colby Hall
  • Grace Cannon
  • Tricia A. Zucker
  • Elizabeth A. Zimmermann
  • Bettina M. Willie

Research outputs have appeared in a variety of journals, indicating interdisciplinary engagement. Key publication venues are:

  • Learning and Individual Differences
  • Learning Disability Quarterly
  • Otology & Neurotology
  • Teaching Exceptional Children
  • Research on Child and Adolescent Psychopathology

Best Publications

  • The effects of theoretically different instruction and student characteristics on the skills of struggling readers

    Patricia G. Mathes;Carolyn A. Denton;Jack M. Fletcher;Jason L. Anthony

  • An Evaluation of Intensive Intervention for Students with Persistent Reading Difficulties

    Carolyn A. Denton;Jack M. Fletcher;Jason L. Anthony;David J. Francis

  • A Description of Instructional Coaching and its Relationship to Consultation

    Carolyn A. Denton;Jan Hasbrouck

  • Bringing Research-Based Practice in Reading Intervention to Scale.

    Carolyn A. Denton;Sharon Vaughn;Jack M. Fletcher

  • Effects of Two Tutoring Programs on the English Reading Development of Spanish-English Bilingual Students

    Carolyn A. Denton;Jason L. Anthony;Richard Parker;Jan E. Hasbrouck

  • Effects of Intensive Reading Intervention for Eighth-Grade Students With Persistently Inadequate Response to Intervention

    Sharon Vaughn;Jade Wexler;Audrey Leroux;Gregory J Roberts

  • The Relations Among Oral and Silent Reading Fluency and Comprehension in Middle School: Implications for Identification and Instruction of Students With Reading Difficulties

    Carolyn A. Denton;Amy E. Barth;Jack M. Fletcher;Jade Wexler

  • Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade. Educator's Practice Guide. NCEE 2016-4008.

    Barbara Foorman;Nicholas Beyler;Kelley Borradaile;Michael Coyne

  • Why Intensive Interventions Are Necessary for Students with Severe Reading Difficulties.

    Sharon Vaughn;Carolyn A. Denton;Jack M. Fletcher

  • Validity of Alternative Approaches for the Identification of Learning Disabilities Operationalizing Unexpected Underachievement

    Jack M. Fletcher;Carolyn A Denton;David J. Francis

  • Effects of Individualized and Standardized Interventions on Middle School Students with Reading Disabilities

    Sharon Vaughn;Jade Wexler;Gregory J Roberts;Amy A. Barth

  • Altering the brain circuits for reading through intervention: a magnetic source imaging study.

    Panagiotis G. Simos;Jack M. Fletcher;Shirin Sarkari;Rebecca L. Billingsley

  • Agreement among response to intervention criteria for identifying responder status.

    Amy E. Barth;Karla K. Stuebing;Jason L. Anthony;Carolyn A. Denton

  • Intervention Provided to Linguistically Diverse Middle School Students with Severe Reading Difficulties

    Carolyn A. Denton;Jade Wexler;Sharon Vaughn;Deanna Bryan

  • Response to intervention with older students with reading difficulties

    Sharon Vaughn;Jack M. Fletcher;David J. Francis;Carolyn A. Denton

  • Adolescents' motivation for reading: group differences and relation to standardized achievement

    Christopher A. Wolters;Carolyn A. Denton;Mary J. York;David J. Francis

  • Response to Intervention for Reading Difficulties in the Primary Grades Some Answers and Lingering Questions

    Carolyn A. Denton

  • Effects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders.

    Carolyn A. Denton;Tammy D. Tolar;Jack M. Fletcher;Amy E. Barth

  • The relative effects of group size on reading progress of older students with reading difficulties

    Sharon Vaughn;Jeanne Wanzek;Jade Wexler;Amy Barth

  • Effectiveness of a Supplemental Early Reading Intervention Scaled up in Multiple Schools

    Carolyn A. Denton;Kim Nimon;Patricia G. Mathes;Elizabeth A. Swanson

Frequent Co-Authors

Sharon Vaughn
Sharon Vaughn The University of Texas at Austin
David J. Francis
David J. Francis University of Houston
Jack M. Fletcher
Jack M. Fletcher University of Houston
Karla K. Stuebing
Karla K. Stuebing University of Houston
Paul T. Cirino
Paul T. Cirino University of Houston
Leanne Tamm
Leanne Tamm Cincinnati Children's Hospital Medical Center
Panagiotis G. Simos
Panagiotis G. Simos University of Crete
Jeanne Wanzek
Jeanne Wanzek Vanderbilt University
Jason L. Anthony
Jason L. Anthony University of South Florida
Christopher Schatschneider
Christopher Schatschneider Florida State University

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