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 86 Citations 28,707 186 World Ranking 631 National Ranking 402

Overview

What is he best known for?

The fields of study he is best known for:

  • Cognition
  • Linguistics
  • Statistics

David J. Francis spends much of his time researching Developmental psychology, Reading, Cognition, Learning disability and Intelligence quotient. His work deals with themes such as Spelling, Phonological awareness and Dyslexia, Reading disability, which intersect with Developmental psychology. His study in Reading is interdisciplinary in nature, drawing from both Teaching method, Phonology and Primary education.

David J. Francis has included themes like Research design, Cognitive psychology, Aptitude and Conceptualization in his Cognition study. His Learning disability study deals with Psychometrics intersecting with Reliability, Evidence-based medicine, Affect and Wechsler Adult Intelligence Scale. His studies deal with areas such as Attention deficit hyperactivity disorder, Test, Neuropsychology and Child development as well as Intelligence quotient.

His most cited work include:

  • The Role of Instruction in Learning To Read: Preventing Reading Failure in At-Risk Children. (789 citations)
  • Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders (635 citations)
  • Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis (632 citations)

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

David J. Francis mainly investigates Developmental psychology, Reading, Mathematics education, Reading comprehension and Cognitive psychology. His Developmental psychology research integrates issues from Cognition, Intelligence quotient, Dyslexia and Phonological awareness. His Reading study integrates concerns from other disciplines, such as Intervention, Spelling, Primary education and Fluency.

His Mathematics education research includes themes of Neuroscience of multilingualism and Literacy. His Reading comprehension research incorporates elements of Sentence, Vocabulary and Comprehension. David J. Francis has researched Cognitive psychology in several fields, including Test and Social psychology.

He most often published in these fields:

  • Developmental psychology (41.67%)
  • Reading (38.16%)
  • Mathematics education (19.74%)

What were the highlights of his more recent work (between 2011-2021)?

  • Reading (38.16%)
  • Reading comprehension (15.79%)
  • Developmental psychology (41.67%)

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

David J. Francis mostly deals with Reading, Reading comprehension, Developmental psychology, Mathematics education and Cognitive psychology. The subject of his Reading research is within the realm of Linguistics. His Reading comprehension study combines topics in areas such as Comprehension, Intervention, Inference, Sentence and Vocabulary.

The Developmental psychology study combines topics in areas such as Language acquisition, Verbal learning, Intelligence quotient and Set. Within one scientific family, David J. Francis focuses on topics pertaining to Neuroscience of multilingualism under Mathematics education, and may sometimes address concerns connected to Phonological awareness, Spanish speaking and Language development. His research on Cognitive psychology also deals with topics like

  • Concordance most often made with reference to Cognition,
  • Test, which have a strong connection to Developmental stage theories.

Between 2011 and 2021, his most popular works were:

  • The Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding (99 citations)
  • Evaluation of the Technical Adequacy of Three Methods for Identifying Specific Learning Disabilities Based on Cognitive Discrepancies. (73 citations)
  • Validation of the direct and inferential mediation (DIME) model of reading comprehension in grades 7 through 12 (70 citations)

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

  • Cognition
  • Statistics
  • Linguistics

His main research concerns Reading comprehension, Reading, Developmental psychology, Cognitive psychology and Cognition. His research investigates the connection between Reading comprehension and topics such as Comprehension that intersect with problems in Short-term memory, Working memory and Multilevel model. His research in Reading intersects with topics in Grade level, Sentence, Factor structure, Vocabulary and Fluency.

His Developmental psychology research is mostly focused on the topic Language development. The concepts of his Cognition study are interwoven with issues in Intervention, Response to intervention, Psychometrics, Randomized controlled trial and Concordance. In his work, Clinical psychology is strongly intertwined with Learning disability, which is a subfield of Concordance.

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

Developmental Lag versus Deficit Models of Reading Disability: A Longitudinal, Individual Growth Curves Analysis.

David J. Francis;Sally E. Shaywitz;Karla K. Stuebing;Bennett A. Shaywitz.
Journal of Educational Psychology (1996)

1227 Citations

Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions.

Jack M. Fletcher;Sally E. Shaywitz;Donald P. Shankweiler;Leonard Katz.
Journal of Educational Psychology (1994)

1133 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

Development of Phonological Awareness

Jason L. Anthony;David J. Francis.
Current Directions in Psychological Science (2005)

850 Citations

Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders

Maureen Dennis;David J. Francis;Paul T. Cirino;Russell Schachar.
Journal of The International Neuropsychological Society (2009)

850 Citations

Persistence of dyslexia: the Connecticut Longitudinal Study at adolescence.

Sally E. Shaywitz;Jack M. Fletcher;John M. Holahan;Abigail E. Shneider.
Pediatrics (1999)

705 Citations

Subtypes of reading disability: Variability around a phonological core.

Robin D. Morris;Karla K. Stuebing;Jack M. Fletcher;Sally E. Shaywitz.
Journal of Educational Psychology (1998)

696 Citations

Speed of Processing, Working Memory, and Language Impairment in Children

Laurence B. Leonard;Susan Ellis Weismer;Carol A. Miller;David J. Francis.
Journal of Speech Language and Hearing Research (2007)

591 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

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