D-Index & Metrics Best Publications

D-Index & Metrics

Discipline name D-index 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. Citations Publications World Ranking National Ranking
Psychology D-index 67 Citations 16,451 179 World Ranking 1505 National Ranking 922

Overview

What is he best known for?

The fields of study he is best known for:

  • Statistics
  • Developmental psychology
  • Cognition

Christopher Schatschneider spends much of his time researching Developmental psychology, Reading, Mathematics education, Cognition and Phonological awareness. Christopher Schatschneider has included themes like Response to intervention, Dyslexia, DIBELS, Phonics and Fluency in his Developmental psychology study. His work in Reading covers topics such as Literacy which are related to areas like Language development.

His Cognition study frequently involves adjacent topics like Academic achievement. His Phonological awareness research includes elements of Cognitive psychology, Validity, Vocabulary, Construct validity and Phonology. Christopher Schatschneider has researched Teaching method in several fields, including Word recognition and Time allocation.

His most cited work include:

  • The Role of Instruction in Learning To Read: Preventing Reading Failure in At-Risk Children. (789 citations)
  • Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis (632 citations)
  • School-age outcomes in children with birth weights under 750 g (582 citations)

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

Christopher Schatschneider mostly deals with Developmental psychology, Reading, Reading comprehension, Vocabulary and Literacy. His Developmental psychology study combines topics in areas such as At-risk students, Cognition and Dyslexia. His Reading research incorporates elements of Mathematics education, Fluency, Intervention and Comprehension.

His work on Response to intervention as part of general Intervention study is frequently linked to Identification, therefore connecting diverse disciplines of science. His work is dedicated to discovering how Vocabulary, Cognitive psychology are connected with Short-term memory and Psycholinguistics and other disciplines. His studies in Learning disability integrate themes in fields like Primary education and Intelligence quotient.

He most often published in these fields:

  • Developmental psychology (43.72%)
  • Reading (40.47%)
  • Reading comprehension (16.74%)

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

  • Reading (40.47%)
  • Clinical psychology (11.63%)
  • Reading comprehension (16.74%)

In recent papers he was focusing on the following fields of study:

His primary scientific interests are in Reading, Clinical psychology, Reading comprehension, Vocabulary and Dyslexia. Reading is frequently linked to Intervention in his study. His Reading comprehension study combines topics from a wide range of disciplines, such as Comprehension, Achievement test, Mathematics education, Developmental psychology and Vocabulary development.

He interconnects Negatively associated and Referral in the investigation of issues within Developmental psychology. His Vocabulary research is multidisciplinary, relying on both Symbolic communication, Narrative, Standardized test and Written language. His Dyslexia research is multidisciplinary, incorporating perspectives in Cognitive psychology, Sustained silent reading, Visual perception, Learning disability and Psycholinguistics.

Between 2018 and 2021, his most popular works were:

  • Psychometric analysis of the repetitive behavior scale-revised using confirmatory factor analysis in children with autism. (8 citations)
  • Exploring neighborhood environmental influences on reading comprehension. (8 citations)
  • How the Science of Reading Informs 21st-Century Education. (7 citations)

In his most recent research, the most cited papers focused on:

  • Statistics
  • Cognition
  • Developmental psychology

Reading, Vocabulary, Reading comprehension, Developmental psychology and At-risk students are his primary areas of study. His Reading study frequently draws connections to other fields, such as Natural language processing. His Vocabulary study incorporates themes from Comprehension, Language development, Standardized test, Symbolic communication and Referral.

His Reading comprehension study integrates concerns from other disciplines, such as Negatively associated and Literacy. When carried out as part of a general Developmental psychology research project, his work on Language delay is frequently linked to work in Metalinguistics, therefore connecting diverse disciplines of study. His At-risk students research is multidisciplinary, incorporating elements of Predictive validity and Shyness.

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

The Role of Instruction in Learning To Read: Preventing Reading Failure in At-Risk Children.

Barbara R. Foorman;David J. Francis;Jack M. Fletcher;Christopher Schatschneider.
Journal of Educational Psychology (1998)

1580 Citations

Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis

Christopher Schatschneider;Jack M. Fletcher;David J. Francis;Coleen D. Carlson.
Journal of Educational Psychology (2004)

1062 Citations

School-age outcomes in children with birth weights under 750 g

M Hack;H G Taylor;N Klein;R Eiben.
The New England Journal of Medicine (1994)

896 Citations

The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems

Lynn S. Fuchs;Douglas Fuchs;Donald L. Compton;Sarah R. Powell.
Journal of Educational Psychology (2006)

692 Citations

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.
Reading Research Quarterly (2005)

490 Citations

Improving Reading Comprehension in Kindergarten through 3rd Grade: IES Practice Guide. NCEE 2010-4038.

Timothy Shanahan;Kim Callison;Christine Carriere;Nell K. Duke.
What Works Clearinghouse (2010)

460 Citations

Individualizing Student Instruction Precisely: Effects of Child × Instruction Interactions on First Graders’ Literacy Development

Carol McDonald Connor;Shayne B. Piasta;Barry J. Fishman;Stephanie Glasney.
Child Development (2009)

390 Citations

Relationship of Rapid Automatized Naming and Phonological Awareness in Early Reading Development Implications for the Double-Deficit Hypothesis

Christopher Schatschneider;Coleen D. Carlson;David J. Francis;Barbara R. Foorman.
Journal of Learning Disabilities (2002)

362 Citations

Preinjury family environment as a determinant of recovery from traumatic brain injuries in school-age children

Keith Owen Yeates;H. Gerry Taylor;Dennis Drotar;Shari L. Wade.
Journal of The International Neuropsychological Society (1997)

343 Citations

The dimensionality of phonological awareness : An application of item response theory

Christopher Schatschneider;David J. Francis;Barbara R. Foorman;Jack M. Fletcher.
Journal of Educational Psychology (1999)

324 Citations

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Best Scientists Citing Christopher Schatschneider

Lynn S. Fuchs

Lynn S. Fuchs

Vanderbilt University

Publications: 96

Laura M. Justice

Laura M. Justice

The Ohio State University

Publications: 77

Sharon Vaughn

Sharon Vaughn

The University of Texas at Austin

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Carol McDonald Connor

Carol McDonald Connor

University of California, Irvine

Publications: 67

Yaacov Petscher

Yaacov Petscher

Florida State University

Publications: 66

Keith Owen Yeates

Keith Owen Yeates

University of Calgary

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H. Gerry Taylor

H. Gerry Taylor

Case Western Reserve University

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Douglas Fuchs

Douglas Fuchs

Vanderbilt University

Publications: 60

Richard K. Olson

Richard K. Olson

University of Colorado Boulder

Publications: 57

Vicki Anderson

Vicki Anderson

Royal Children's Hospital

Publications: 55

Jack M. Fletcher

Jack M. Fletcher

University of Houston

Publications: 50

Stephen A. Petrill

Stephen A. Petrill

The Ohio State University

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Stephanie Al Otaiba

Stephanie Al Otaiba

Southern Methodist University

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Shari L. Wade

Shari L. Wade

Cincinnati Children's Hospital Medical Center

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David J. Francis

David J. Francis

University of Houston

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Donald L. Compton

Donald L. Compton

Florida State University

Publications: 46

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