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D-Index & Metrics

Social Sciences and Humanities

D-Index
30
Citations
5776
World Ranking
7649
National Ranking
3723

Overview

Deborah McCutchen is affiliated with the University of Washington in the United States. Their research spans several disciplines, including psychology, social sciences, and mathematics, with a focus on developmental and educational psychology, education, and statistics and probability.

The primary areas of investigation include reading and literacy development, writing and handwriting education, and cognitive and developmental aspects of mathematical skills. These topics reflect an interdisciplinary approach to understanding educational processes and cognitive development across multiple domains.

The scientist's publication record is concentrated in the field of education and literacy, with contributions appearing in venues such as Reading and Writing. One recent paper, titled "What's in a word? Effects of morphologically rich vocabulary instruction on writing outcomes among elementary students", was published in 2021 in the journal Reading and Writing.

  • Mary Northey
  • Becky Logan Herrera
  • Teixeira Clark

These individuals are frequent co-authors, indicating collaborative research efforts likely related to the educational and developmental themes in their work.

There are no book publications listed, suggesting a primary focus on journal articles and scholarly papers for disseminating research findings.

Best Publications

  • A Capacity Theory of Writing: Working Memory in Composition

    Deborah McCutchen

  • Beginning Literacy Links Among Teacher Knowledge, Teacher Practice, and Student Learning

    Deborah McCutchen;Robert D. Abbott;Laura B. Green;S. Natasha Beretvas

  • Knowledge, Processing, and Working Memory: Implications for a Theory of Writing

    Deborah McCutchen

  • Individual Differences in Writing: Implications of Translating Fluency.

    Deborah McCutchen;Amy Covill;Susan H. Hoyne;Karen Mildes

  • Domain knowledge and linguistic knowledge in the development of writing ability

    Deborah McCutchen

  • Reading teachers’ knowledge of children’s literature and English phonology

    Deborah McCutchen;Dawn R. Harry;Susanne Cox;Susan Sidman

  • “Functional Automaticity” in Children's Writing A Problem of Metacognitive Control

    Deborah McCUTCHEN

  • Cognitive Factors in the Development of Children's Writing.

    Deborah McCutchen

  • Further Evidence for Teacher Knowledge: Supporting Struggling Readers in Grades Three through Five.

    Deborah McCutchen;Laura Green;Robert D. Abbott;Elizabeth A. Sanders

  • Coherence and Connectedness in the Development of Discourse Production.

    Deborah McCutchen;Charles A. Perfetti

  • From novice to expert: Implications of language skills and writing-relevant knowledge for memory during the development of writing skill

    Deborah McCutchen

  • Those Who Know, Teach Well: Helping Teachers Master Literacy-Related Subject-Matter Knowledge

    Deborah McCutchen;Virginia W. Berninger

  • The visual tongue-twister effect: Phonological activation in silent reading

    Deborah McCutchen;Charles A. Perfetti

  • Morphological Development in Children's Writing.

    Laura Green;Deborah McCutchen;Catherine Schwiebert;Tom Quinlan

  • Revising for Meaning: Effects of Knowledge and Strategy.

    Deborah McCutchen;Mardean Francis;Shannon Kerr

  • Speech Processes in Reading.

    Charles A. Perfetti;Deborah McCUTCHEN

  • Children's Morphological Knowledge: Links to Literacy

    Deborah McCutchen;Laura Green;Robert D. Abbott

  • Young Readers' Use of Phonological Information Phonological Awareness, Memory, and Comprehension

    Audra Gray;Deborah McCutchen

  • Children's discourse skill: Form and modality requirements of schooled writing

    Deborah McCutchen

  • Audience Perspective in Young Writers’ Composing and Revising

    David R. Holliway;Deborah McCutchen

  • Morphological Awareness and Children's Writing: Accuracy, Error, and Invention.

    Deborah McCutchen;Sara Stull

  • Making Meaning: Children's Sensitivity to Morphological Information During Word Reading

    Deborah McCutchen;Becky Logan;Ulrike Biangardi-Orpe

  • Inside Incidental Word Learning: Children's Strategic Use of Morphological Information to Infer Word Meanings

    Deborah McCutchen;Becky Logan

  • Putting Words to Work Effects of Morphological Instruction on Children’s Writing

    Deborah McCutchen;Sara Stull;Becky Logan Herrera;Sasha Lotas

Frequent Co-Authors

Charles A. Perfetti
Charles A. Perfetti University of Pittsburgh
Robert D. Abbott
Robert D. Abbott University of Washington
Virginia W. Berninger
Virginia W. Berninger University of Washington

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