World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
40
Citations
6687
World Ranking
8247
National Ranking
4414

Carolyn A. Denton 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 Carolyn A. Denton 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: 79 publications — 8th percentile

8% of scientists in this discipline score the same or lower.

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

Carolyn A. Denton 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 Carolyn A. Denton 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: 40 D-Index — 30th percentile

30% of scientists in this discipline score the same or lower.

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

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
Panagiotis G. Simos
Panagiotis G. Simos University of Crete
Leanne Tamm
Leanne Tamm Cincinnati Children's Hospital Medical Center
Patricia G. Mathes
Patricia G. Mathes Southern Methodist University
Jason L. Anthony
Jason L. Anthony University of South Florida
Jeanne Wanzek
Jeanne Wanzek Vanderbilt University

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