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 34 Citations 6,599 93 World Ranking 6335 National Ranking 3544

Overview

What is she best known for?

The fields of study she is best known for:

  • Mathematics education
  • Reading
  • Pedagogy

Jeanne Wanzek focuses on Reading, Developmental psychology, Comprehension, Reading comprehension and Mathematics education. Her Reading study frequently links to adjacent areas such as Pedagogy. Her Developmental psychology research includes elements of Special education, Response to intervention, Spelling and Fluency.

Her Special education research incorporates elements of Graphic organizer, Mnemonic and Clinical psychology. Many of her studies involve connections with topics such as Vocabulary development and Reading comprehension. In Mathematics education, she works on issues like Literacy, which are connected to Psycholinguistics.

Her most cited work include:

  • Research-Based Implications from Extensive Early Reading Interventions (259 citations)
  • Graphic Organizers and Their Effects on the Reading Comprehension of Students with LD A Synthesis of Research (238 citations)
  • Response to Intervention for Middle School Students With Reading Difficulties: Effects of a Primary and Secondary Intervention. (172 citations)

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

Jeanne Wanzek mainly focuses on Reading, Mathematics education, Reading comprehension, Developmental psychology and Learning disability. She interconnects Special education, Response to intervention, Comprehension, At-risk students and Literacy in the investigation of issues within Reading. Her studies in Mathematics education integrate themes in fields like Pedagogy and Medical education.

Her Reading comprehension research is multidisciplinary, incorporating perspectives in Word recognition and Vocabulary, Vocabulary development. Jeanne Wanzek combines subjects such as Standardized test and Fluency with her study of Developmental psychology. The study incorporates disciplines such as Context, General education and Early reading in addition to Learning disability.

She most often published in these fields:

  • Reading (70.31%)
  • Mathematics education (53.91%)
  • Reading comprehension (36.72%)

What were the highlights of her more recent work (between 2017-2021)?

  • Reading (70.31%)
  • Reading comprehension (36.72%)
  • Mathematics education (53.91%)

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

Jeanne Wanzek mainly investigates Reading, Reading comprehension, Mathematics education, At-risk students and Cognitive psychology. Her study in Reading is interdisciplinary in nature, drawing from both Developmental psychology and Comprehension. Her work carried out in the field of Developmental psychology brings together such families of science as Response to intervention and Intervention effect.

Her studies deal with areas such as Reading assessment and Word recognition as well as Reading comprehension. Her work on Social studies, Teaching method, Vocabulary development and Standardized test as part of general Mathematics education research is frequently linked to Achievement test, thereby connecting diverse disciplines of science. Her research on Cognitive psychology also deals with topics like

  • Learning disability, Developmental change and Productivity most often made with reference to Spelling,
  • Word reading which intersects with area such as Writing development.

Between 2017 and 2021, her most popular works were:

  • Current Evidence on the Effects of Intensive Early Reading Interventions. (27 citations)
  • Theorization and an Empirical Investigation of the Component-Based and Developmental Text Writing Fluency Construct. (17 citations)
  • Relations between reading and writing: a longitudinal examination from grades 3 to 6 (16 citations)

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

  • Mathematics education
  • Pedagogy
  • Reading

Reading, At-risk students, Reading comprehension, Achievement test and Developmental psychology are her primary areas of study. Reading is closely attributed to Cognitive psychology in her research. Her research investigates the connection with At-risk students and areas like Clinical psychology which intersect with concerns in Educational psychology, Special education and Primary education.

Her research integrates issues of Literacy, Comprehension and Psycholinguistics in her study of Reading comprehension. The various areas that she examines in her Developmental psychology study include Response to intervention and Intervention effect. Her research in Mathematics education intersects with topics in Emergent literacy, Predictive validity and Reading assessment.

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

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.
Journal of Learning Disabilities (2004)

572 Citations

Research-Based Implications from Extensive Early Reading Interventions

Jeanne Wanzek;Sharon Vaughn.
School Psychology Review (2007)

511 Citations

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.
School Psychology Review (2010)

364 Citations

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.
Reading and Writing (2010)

287 Citations

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

Jeanne Wanzek;Sharon Vaughn.
Journal of Learning Disabilities (2008)

259 Citations

Extensive Reading Interventions for Students With Reading Difficulties After Grade 3

Jeanne Wanzek;Sharon Vaughn;Nancy K. Scammacca;Kristina Metz.
Review of Educational Research (2013)

254 Citations

Response to Early Reading Intervention Examining Higher and Lower Responders

Sharon Vaughn;Jeanne Wanzek;Christy S. Murray;Nancy Scammacca.
Exceptional Children (2009)

236 Citations

Improving reading comprehension and social studies knowledge in middle school

Sharon Vaughn;Elizabeth Swanson;Gregory J Roberts;Jeanne Wanzek.
Reading Research Quarterly (2013)

220 Citations

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.
Journal of Learning Disabilities (2011)

194 Citations

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.
Journal of Learning Disabilities (2006)

192 Citations

Editorial Boards

Elementary School Journal
(Impact Factor: 1.789)

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