2026 Judith A. Bowey: Psychology Researcher – H-Index, Publications & Awards

Discipline name	D-Index	World Ranking	National Ranking	Publications	Citations
Psychology	32	10859	624	70	4895

Discipline name

D-Index

World Ranking

National Ranking

Publications

Citations

Psychology

10859

624

4895

Overview

Judith A. Bowey is affiliated with the University of Queensland in Australia. The available information does not specify particular research fields, topics, or publication records associated with this scientist.

There are no recent papers, co-authors, or frequent publication venues listed for Judith A. Bowey. Likewise, there are no details about book publications, main or subfields of study, or main research topics.

No awards or honors have been recorded in the provided data. Current status indicates that Judith A. Bowey is not deceased.

Best Publications

The special role of rimes in the description, use, and acquisition of English orthography.

Rebecca Treiman;John Mullennix;Ranka Bijeljac-Babic;E. Daylene Richmond-Welty

762
Citations
Socioeconomic Status Differences in Preschool Phonological Sensitivity and First-Grade Reading Achievement.

Unknown

401
Citations
Predicting Individual Differences in Learning to Read

Judith A. Bowey

271
Citations
Nonword Repetition and Young Children's Receptive Vocabulary: A Longitudinal Study.

Judith A. Bowey

255
Citations
Phonological recoding and rapid orthographic learning in third-graders’ silent reading: A critical test of the self-teaching hypothesis

Judith A. Bowey;David Muller

249
Citations
On the Association between Phonological Memory and Receptive Vocabulary in Five-Year-Olds

Judith A. Bowey

232
Citations
Syntactic awareness in relation to reading skill and ongoing reading comprehension monitoring.

Judith A. Bowey

194
Citations
Phonological analysis as a function of age and exposure to reading instruction

Unknown

182
Citations
On the association between serial naming speed for letters and digits and word‐reading skill: towards a developmental account

Judith A. Bowey;Michaela McGuigan;Annette Ruschena

174
Citations
Phonological sensitivity in novice readers and nonreaders

Unknown

169
Citations
Phonological Analysis Skills, Verbal Working Memory, and Reading Ability in Second‐Grade Children

Julie Hansen;Judith A. Bowey

157
Citations
Metalinguistic Awareness and Reading Acquisition

William E. Tunmer;Judith A. Bowey

155
Citations
A reading-level design study of phonological skills underlying fourth-grade children's word reading difficulties.

Judith A. Bowey;Mary T. Cain;Sharon M. Ryan

138
Citations
Metalinguistic ability and early reading achievement

Unknown

135
Citations
Children's capacity to correct grammatical violations in sentences.

Chris Pratt;William E. Tunmer;Judith A. Bowey

107
Citations
Syntactic awareness and verbal performance from preschool to fifth grade

Judith A. Bowey

99
Citations
The Development of Orthographic Rimes as Units of Word Recognition.

Judith A. Bowey;Julie Hansen

85
Citations
Correlates of orthographic learning in third‐grade children's silent reading

Judith A. Bowey;Robyn Miller

84
Citations
Orthographic onsets and rimes as functional units of reading

Unknown

75
Citations
Segmentation of spoken words into syllables by English-speaking children as compared to adults

Rebecca Treiman;Judith A. Bowey;Derrick Bourassa

69
Citations
Beginning Readers’ Use of Orthographic Analogies in Word Reading☆☆☆★

Judith A. Bowey;Lisa Vaughan;Julie Hansen

66
Citations
The association between auditory memory span and speech rate in children from kindergarten to sixth grade.

Angela N. Ferguson;Judith A. Bowey;Andrew Tilley

66
Citations
Further Evidence That Orthographic Rime Usage in Nonword Reading Increases with Word-Level Reading Proficiency

Judith A. Bowey;Narelle Underwood

60
Citations
Global processing speed as a mediator of developmental changes in children's auditory memory span.

Angela N. Ferguson;Judith A. Bowey

59
Citations
On Rhyme, language, and children's reading

Judith A. Bowey

16
Citations

Frequent Co-Authors

Rebecca Treiman Washington University in St. Louis

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