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D-Index & Metrics

Psychology

D-Index
39
Citations
13072
World Ranking
8388
National Ranking
4472

Overview

Frank R. Vellutino is affiliated with the University at Albany, State University of New York in the United States. Their professional focus and contributions are situated within this academic institution.

Information about recent papers authored by Vellutino, including titles, years of publication, and venues, is not available.

No frequent co-authors have been identified in the available data.

There are no listed frequent publication venues associated with Vellutino.

Details concerning book publications or publishers with which Vellutino may be associated are not provided.

Data on main fields of study or subfields of research relevant to their work is not present.

There is no information regarding specific research topics or areas that might characterize Vellutino's scientific work.

Records do not indicate awards or distinctions earned by Vellutino.

The data confirms that Frank R. Vellutino is currently living.

Best Publications

  • Specific reading disability (dyslexia): what have we learned in the past four decades?

    Frank R. Vellutino;Jack M. Fletcher;Margaret J. Snowling;Donna M. Scanlon

  • Cognitive profiles of difficult-to-remediate and readily remediated poor readers : Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific Reading disability

    Frank R. Vellutino;Donna M. Scanlon;Edward R. Sipay;Sheila G. Small

  • Dyslexia: Theory and Research

    Frank R. Vellutino

  • Components of Reading Ability: Multivariate Evidence for a Convergent Skills Model of Reading Development

    Frank R. Vellutino;William E. Tunmer;James J. Jaccard;RuSan Chen

  • Phonological Coding, Phonological Awareness, and Reading Ability: Evidence from a Longitudinal and Experimental Study.

    Frank R. Vellutino;Donna M. Scanlon

  • Differentiating Between Difficult-to-Remediate and Readily Remediated Poor Readers More Evidence Against the IQ-Achievement Discrepancy Definition of Reading Disability

    F R Vellutino;D M Scanlon;G R Lyon

  • Response to Intervention as a Vehicle for Distinguishing Between Children With and Without Reading Disabilities Evidence for the Role of Kindergarten and First-Grade Interventions

    Frank R. Vellutino;Donna M. Scanlon;Sheila Small;Diane P. Fanuele

  • Alternative Conceptualizations of Dyslexia: Evidence in Support of a Verbal-Deficit Hypothesis

    Frank R. Vellutino

  • Semantic and phonological coding in poor and normal readers.

    Frank R. Vellutino;Donna M. Scanlon;Debra Spearing

  • Introduction to three studies on reading acquisition : convergent findings on theoretical foundations of code-oriented versus whole-language approaches to reading instruction

    Frank R. Vellutino

  • Components of reading ability: Issues and problems in operationalizing word identification, phonological coding, and orthographic coding.

    Frank R. Vellutino;Donna M. Scanlon;Melinda S. Tanzman

  • Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties

    Frank R. Vellutino;Donna M. Scanlon;Haiyan Zhang;Christopher Schatschneider

  • Prerequisite skills, early instruction, and success in first-grade reading: Selected results from a longitudinal study

    Donna M. Scanlon;Frank R. Vellutino

  • Severe Reading Difficulties—Can They Be Prevented? A Comparison of Prevention and Intervention Approaches

    Donna M. Scanlon;Frank R. Vellutino;Sheila G. Small;Diane P. Fanuele

  • Prediction of Reading Ability: A Cross-Validation Study of the Simple View of Reading

    Ru San Chen;Frank R. Vellutino

  • Reducing the incidence of early reading difficulties: Professional Development for classroom teachers versus direct interventions for children

    Donna M. Scanlon;Lynn M. Gelzheiser;Frank R. Vellutino;Christopher Schatschneider

  • Verbal vs non-verbal paired-associates learning in poor and normal readers

    Frank R Vellutino;Joseph A Steger;Constance J Harding;Forman Phillips

  • Reading disability: an investigation of the perceptual deficit hypothesis.

    Frank R. Vellutino;Joseph A. Steger;Gillray Kandel

  • A Comparison of the Instructional Backgrounds and Cognitive Profiles of Poor, Average, and Good Readers Who Were Initially Identified as At Risk for Reading Failure.

    Donna M. Scanlon;Frank R. Vellutino

  • The Interactive Strategies approach to reading intervention

    Frank R Vellutino;Donna M Scanlon

Frequent Co-Authors

Martha B. Denckla
Martha B. Denckla Johns Hopkins University School of Medicine
Christopher Schatschneider
Christopher Schatschneider Florida State University
Michèle M.M. Mazzocco
Michèle M.M. Mazzocco University of Minnesota
Margaret J. Snowling
Margaret J. Snowling University of Oxford
Frank M. Gresham
Frank M. Gresham Louisiana State University
James Jaccard
James Jaccard New York University
Asher Koriat
Asher Koriat University of Haifa
William E. Tunmer
William E. Tunmer Massey University

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