World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
97
Citations
34804
World Ranking
710
National Ranking
447

Karen R. Harris publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Karen R. Harris sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 228 publications — 76th percentile

76% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Karen R. Harris D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Karen R. Harris sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 97 D-Index — 94th percentile

94% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

Research.com Recognitions

  • 2023 - Career Research Award, Division 15 (Educational Psychology), American Psychological Association
  • 2023 - Career Research Award, Division 15 (Educational Psychology), American Psychological Association
  • 2020 - Jeannette Fleischner Career Leadership Award
  • 2020 - Jeannette Fleischner Career Leadership Award
  • 2017 - Zimmerman Award, American Educational Research Association recognizing a researcher who has developed a programmatic area of research that has made a strong theoretical, empirical, and applied impact on the field
  • 2017 - Zimmerman Award, American Educational Research Association recognizing a researcher who has developed a programmatic area of research that has made a strong theoretical, empirical, and applied impact on the field
  • 2016 - Division K Award, American Educational Research Association
  • 2016 - Student Research Award, CEC Division for Research
  • 2016 - Scribner Award, American Educational Research Association for a program of work that has significantly influenced thinking and research in the field of learning and instruction
  • 2016 - Scribner Award, American Educational Research Association for a program of work that has significantly influenced thinking and research in the field of learning and instruction
  • 2016 - Division K Award, American Educational Research Association
  • 2016 - Student Research Award, CEC Division for Research
  • 2015 - Kauffman-Hallahan Distinguished Researcher Award, CEC Division for Research
  • 2015 - Kauffman-Hallahan Distinguished Researcher Award, CEC Division for Research
  • 2010 - Fellow, American Educational Research Association
  • 2010 - Fellow of the American Educational Research Association
  • 2010 - Fellow, American Educational Research Association
  • 2007 - Fellow, American Psychological Association Division 15 (Educational Psychology)
  • 2007 - Fellow, American Psychological Association Division 15 (Educational Psychology)
  • 2005 - Career Award for Research, International Council for Exceptional Children
  • 2005 - Career Award for Research, International Council for Exceptional Children
  • 2002 - Fellow, International Academy for Research in Learning Disabilities
  • 2002 - Fellow, International Academy for Research in Learning Disabilities
  • 2001 - Samuel A. Kirk Award, International Council for Exceptional Children
  • 2001 - Samuel A. Kirk Award, International Council for Exceptional Children

Overview

Karen R. Harris is affiliated with Arizona State University in the United States. Their research primarily spans the fields of Social Sciences and Psychology, with a focus on Education and Developmental and Educational Psychology. The scientist's work notably concentrates on writing and handwriting education, reading and literacy development, and innovative teaching and learning methods.

The most frequent topics covered in their publications include:

  • Writing and Handwriting Education
  • Reading and Literacy Development
  • Innovative Teaching and Learning Methods
  • Discourse Analysis in Language Studies
  • EFL/ESL Teaching and Learning
  • Text Readability and Simplification
  • Educational Methods and Media Use

Karen R. Harris has contributed to multiple well-known academic venues, with repeated publications in:

  • Journal of Educational Psychology
  • Contemporary Educational Psychology
  • Educational Psychology Review
  • Reading and Writing
  • Theory Into Practice

Some of their recent papers include:

  • "Do children with reading difficulties experience writing difficulties? A meta-analysis." (2020), Journal of Educational Psychology
  • "Overcoming barriers and paradigm wars: Powerful evidence-based writing instruction" (2022), Theory Into Practice
  • "Yes, they can: Developing transcription skills and oral language in tandem with SRSD instruction on close reading of science text to write informative essays at grades 1 and 2" (2023), Contemporary Educational Psychology
  • "Writing motivation questionnaire: validation and application as a formative assessment" (2022), Assessment in Education Principles Policy and Practice
  • "Writing and Writing Motivation of Students Identified as English Language Learners" (2021), International Journal of TESOL Studies

Frequent collaborators in Karen R. Harris's research include:

  • Steve Graham
  • April Camping
  • A. Angelique Aitken
  • Clarence Ng
  • Jeanne Wdowin

Their body of work engages with extensive empirical evidence and methodological approaches related to writing instruction and literacy development across diverse learner populations. Karen R. Harris was recognized as a Fellow of the American Educational Research Association in 2010.

Best Publications

  • Research in Special Education: Scientific Methods and Evidence-Based Practices

    Samuel L. Odom;Ellen Brantlinger;Russell Gersten;Robert H. Horner

  • A Meta-Analysis of Writing Instruction for Students in the Elementary Grades.

    Steve Graham;Debra McKeown;Sharlene A. Kiuhara;Karen R. Harris

  • The Role of Self-Regulation and Transcription Skills in Writing and Writing Development

    Steve Graham;Karen R. Harris

  • Making the Writing Process Work: Strategies for Composition and Self Regulation

    Karen R. Harris;Steven Graham

  • Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development

    Steve Graham;Karen R. Harris;Linda Mason

  • Students with learning disabilities and the process of writing: A meta-analysis of SRSD studies.

    Steve Graham;Karen R. Harris

  • Handbook of learning disabilities

    H. Lee Swanson;Karen R. Harris;Steven Graham

  • Improving the Writing, Knowledge, and Motivation of Struggling Young Writers: Effects of Self-Regulated Strategy Development With and Without Peer Support

    Karen R. Harris;Steve Graham;Linda H. Mason

  • Components analysis of cognitive strategy instruction: Effects on learning disabled students' compositions and self-efficacy.

    Steve Graham;Karen R. Harris

  • Is handwriting causally related to learning to write? Treatment of handwriting problems in beginning writers

    Steve Graham;Karen R. Harris;Barbara Fink

  • A Perspective on Strategy Research: Progress and Prospects

    Patricia A. Alexander;Steven Graham;Karen R. Harris

  • Powerful Writing Strategies for All Students

    Karen R Harris;Steve Graham;Linda H Mason;Barbara Friedlander

  • Cognitive Strategies Instruction: From Basic Research to Classroom Instruction

    Michael Pressley;Karen R. Harris

  • The Nature of Cognitive Strategy Instruction: Interactive Strategy Construction

    Karen R. Harris;Michael Pressley

  • Self-Monitoring of Attention Versus Self-Monitoring of Academic Performance: Effects Among Students with ADHD in the General Education Classroom

    Karen R. Harris;Barbara Danoff Friedlander;Bruce Saddler;Remedios Frizzelle

  • Writing and Writing Instruction for Students with Learning Disabilities: Review of a Research Program:

    Steve Graham;Karen R. Harris;Charles A. MacArthur;Shirley Schwartz

  • Improving the Writing Performance of Young Struggling Writers Theoretical and Programmatic Research From the Center on Accelerating Student Learning

    Steve Graham;Karen R. Harris

  • Improving Learning Disabled Students' Skills at Composing Essays: Self-Instructional Strategy Training

    Steve Graham;Karen R. Harris

  • Contribution of Spelling Instruction to the Spelling, Writing, and Reading of Poor Spellers

    Steve Graham;Karen R. Harris;Barbara Fink Chorzempa

  • Improving the Mathematical Problem-Solving Skills of Students with Learning Disabilities: Self-Regulated Strategy Development

    Lisa Pericola Case;Karen R. Harris;Steve Graham

  • Learning Disabilities Research: The Need, the Integrity, and the Challenge

    Karen R. Harris

Frequent Co-Authors

Steve Graham
Steve Graham Arizona State University
Charles A. MacArthur
Charles A. MacArthur University of Delaware
Kathleen Lynne Lane
Kathleen Lynne Lane University of Kansas
Michael Pressley
Michael Pressley Michigan State University
Tim Urdan
Tim Urdan Santa Clara University
Bonnie J. F. Meyer
Bonnie J. F. Meyer Pennsylvania State University
Christopher Schatschneider
Christopher Schatschneider Florida State University
Patricia A. Alexander
Patricia A. Alexander University of Maryland, College Park
H. Lee Swanson
H. Lee Swanson University of New Mexico
Russell Gersten
Russell Gersten University of Oregon

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