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Psychology

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

Research.com Recognitions

  • 2023 - Career Research Award, Division 15 (Educational Psychology), American Psychological Association
  • 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
  • 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
  • 2010 - Fellow of the American Educational Research Association
  • 2010 - Fellow, American Educational Research Association
  • 2007 - Fellow, American Psychological Association Division 15 (Educational Psychology)
  • 2005 - Career Award for Research, International Council for Exceptional Children
  • 2002 - Fellow, International Academy for Research in Learning Disabilities
  • 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
Kathleen Lynne Lane
Kathleen Lynne Lane University of Kansas
Michael Pressley
Michael Pressley Michigan State University
Tim Urdan
Tim Urdan Santa Clara 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
Robert H. Horner
Robert H. Horner University of Oregon
Adriana G. Bus
Adriana G. Bus University of Stavanger
Bruce Thompson
Bruce Thompson Texas A&M University

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