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D-Index & Metrics

Psychology

D-Index
44
Citations
8755
World Ranking
6926
National Ranking
3751

Overview

Jeanne Wanzek is affiliated with Vanderbilt University in the United States and has a research focus primarily situated within psychology and social sciences. Their work encompasses key subfields including developmental and educational psychology, education, statistics and probability, experimental and cognitive psychology, and social psychology.

Their research covers a range of educational and developmental topics, notably:

  • Reading and literacy development
  • Cognitive and developmental aspects of mathematical skills
  • Writing and handwriting education
  • Early childhood education and development
  • Education, achievement, and giftedness
  • Grit, self-efficacy, and motivation
  • Parental involvement in education

Wanzek's publication record includes research articles in a variety of academic journals. Frequent publication venues include Reading and Writing, Remedial and Special Education, Reading Research Quarterly, Journal of Learning Disabilities, and Learning and Individual Differences.

Recent publications by Jeanne Wanzek include:

  • "Effects of reading interventions implemented for upper elementary struggling readers: A look at recent research," 2021, Reading and Writing
  • "What We Know and Need to Know about Literacy Interventions for Elementary Students with Reading Difficulties and Disabilities, including Dyslexia," 2022, Reading Research Quarterly
  • "Comparing the Effects of Reading Intervention Versus Reading and Mindset Intervention for Upper Elementary Students With Reading Difficulties," 2020, Journal of Learning Disabilities
  • "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
  • "Intensive Intervention for Upper Elementary Students With Severe Reading Comprehension Difficulties," 2020, Journal of Research on Educational Effectiveness

The scientist has collaborated frequently with several coauthors, including Stephanie Al Otaiba, Yaacov Petscher, Rachel E. Donegan, Sally K. Fluhler, and Brenna Rivas. These collaborative efforts contribute to research in literacy interventions and educational psychology.

Best Publications

  • Research-Based Implications from Extensive Early Reading Interventions

    Jeanne Wanzek;Sharon Vaughn

  • Graphic Organizers and Their Effects on the Reading Comprehension of Students with LD A Synthesis of Research

    Ae Hwa Kim;Sharon Vaughn;Jeanne Wanzek;Shangjin Wei

  • Response to Intervention for Middle School Students With Reading Difficulties: Effects of a Primary and Secondary Intervention.

    Sharon Vaughn;Paul T. Cirino;Jeanne Wanzek;Jade Wexler

  • Reading interventions for struggling readers in the upper elementary grades: a synthesis of 20 years of research

    Jeanne Wanzek;Jade Wexler;Sharon Vaughn;Stephen P. Ciullo

  • Extensive Reading Interventions for Students With Reading Difficulties After Grade 3

    Jeanne Wanzek;Sharon Vaughn;Nancy K. Scammacca;Kristina Metz

  • Response to Varying Amounts of Time in Reading Intervention for Students With Low Response to Intervention

    Jeanne Wanzek;Sharon Vaughn

  • Improving reading comprehension and social studies knowledge in middle school

    Sharon Vaughn;Elizabeth Swanson;Gregory J Roberts;Jeanne Wanzek

  • Response to Early Reading Intervention Examining Higher and Lower Responders

    Sharon Vaughn;Jeanne Wanzek;Christy S. Murray;Nancy Scammacca

  • A Synthesis of Read-Aloud Interventions on Early Reading Outcomes Among Preschool Through Third Graders at Risk for Reading Difficulties:

    Elizabeth Swanson;Sharon Vaughn;Jeanne Wanzek;Yaacov Petscher

  • Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3

    Jeanne Wanzek;Sharon Vaughn;Nancy Scammacca;Brandy Gatlin

  • A Synthesis of Spelling and Reading Interventions and Their Effects on the Spelling Outcomes of Students With LD

    Jeanne Wanzek;Sharon Vaughn;Jade Wexler;Elizabeth A. Swanson

  • To Wait in Tier 1 or Intervene Immediately A Randomized Experiment Examining First-Grade Response to Intervention in Reading

    Stephanie Al Otaiba;Carol M. Connor;Jessica S. Folsom;Jeanne Wanzek

  • Current Evidence on the Effects of Intensive Early Reading Interventions.

    Jeanne Wanzek;Elizabeth A Stevens;Kelly J Williams;Nancy Scammacca

  • Literacy and Text Reading in Middle and High School Social Studies and English Language Arts Classrooms

    Elizabeth Swanson;Jeanne Wanzek;Lisa McCulley;Stephanie Stillman-Spisak

  • Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language.

    Shawn Kent;Jeanne Wanzek;Yaacov Petscher;Stephanie Dent Al Otaiba

  • Intensive Interventions for Students Struggling in Reading and Mathematics. A Practice Guide.

    Sharon Vaughn;Jeanne Wanzek;Christy S. Murray;Greg Roberts

  • Response to intervention with older students with reading difficulties

    Sharon Vaughn;Jack M. Fletcher;David J. Francis;Carolyn A. Denton

  • Intervention Fidelity in Special and General Education Research Journals

    Elizabeth Swanson;Jeanne Wanzek;Christa Haring;Stephen Ciullo

  • Kindergarten Reading Interventions for At-Risk Students: Twenty Year s of Research

    Christie L. Cavanaugh;Ae-Hwa Kim;Jeanne Wanzek;Sharon Vaughn

  • Toward an understanding of dimensions, predictors, and the gender gap in written composition

    Young-Suk Kim;Stephanie Al Otaiba;Jeanne Wanzek;Brandy Gatlin

  • The Relationship Between Component Skills and Writing Quality and Production Across Developmental Levels A Meta-Analysis of the Last 25 Years

    Shawn C. Kent;Jeanne Wanzek

Frequent Co-Authors

Sharon Vaughn
Sharon Vaughn The University of Texas at Austin
Stephanie Al Otaiba
Stephanie Al Otaiba Southern Methodist University
Yaacov Petscher
Yaacov Petscher Florida State University
Christopher Schatschneider
Christopher Schatschneider Florida State University
Richard K. Wagner
Richard K. Wagner Florida State University
Jack M. Fletcher
Jack M. Fletcher University of Houston
Carol McDonald Connor
Carol McDonald Connor University of California, Irvine
Deborah C. Simmons
Deborah C. Simmons Texas A&M University
Carolyn A. Denton
Carolyn A. Denton The University of Texas Health Science Center at Houston
David J. Francis
David J. Francis University of Houston

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