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Psychology

D-Index
84
Citations
27535
World Ranking
1222
National Ranking
62

Overview

Linda S. Siegel is affiliated with the University of British Columbia in Canada. Their research primarily spans the fields of psychology and medicine, with a particular focus on developmental and educational psychology as well as radiology, nuclear medicine, and imaging. The scientist's work integrates elements of statistics and probability, cognitive neuroscience, and aspects of psychiatry and mental health.

Siegel's research concentrates on topics related to reading and literacy development, cognitive and developmental aspects of mathematical skills, and the use of advanced neuroimaging techniques. Additional areas of study include the neurobiology of language and bilingualism, attention deficit hyperactivity disorder, neurogenesis and neuroplasticity mechanisms, and fetal and pediatric neurological disorders.

Frequent publication venues for Siegel include:

  • Annals of Dyslexia
  • Paediatrics & Child Health
  • Frontiers in Human Neuroscience
  • Journal of Neuroimaging
  • Frontiers in Public Health

Siegel has often collaborated with a set of recurring co-authors, including:

  • Christian Beaulieu
  • Burkhard Mädler
  • Alex L. MacKay
  • Cornelia Laule
  • Anne Kawamura

Among their recent publications are:

  • "Myelin Water Imaging Demonstrates Lower Brain Myelination in Children and Adolescents With Poor Reading Ability," 2020, Frontiers in Human Neuroscience
  • "Brain Myelin Water Fraction and Diffusion Tensor Imaging Atlases for 9-10 Year-Old Children," 2020, Journal of Neuroimaging
  • "From Schools to Scans: A Neuroeducational Approach to Comorbid Math and Reading Disabilities," 2020, Frontiers in Public Health
  • "White matter but not grey matter predicts change in reading skills after intervention," 2020, Dyslexia
  • "Early identification and intervention to prevent reading failure: A response to intervention (RTI) initiative," 2020, The Educational and Developmental Psychologist

Best Publications

  • Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model.

    Keith E. Stanovich;Linda S. Siegel

  • The development of working memory in normally achieving and subtypes of learning disabled children.

    Linda S. Siegel;Ellen B. Ryan

  • Home Environment and Cognitive Development in the First 3 Years of Life: A Collaborative Study Involving Six Sites and Three Ethnic Groups in North America

    Robert H. Bradley;Bettye M. Caldwell;Stephen L. Rock;Craig T. Ramey

  • IQ Is Irrelevant to the Definition of Learning Disabilities

    Linda S. Siegel

  • Short-Term Memory, Working Memory, and Inhibitory Control in Children with Difficulties in Arithmetic Problem Solving

    M.Chiara Passolunghi;Linda S. Siegel

  • Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages

    Esther Geva;Linda S. Siegel

  • The development of reading in children who speak English as a second language

    Nonie K. Lesaux;Linda S. Siegel

  • Is the Continuous Performance Task a Valuable Research Tool for use with Children with Attention‐Deficit‐Hyperactivity Disorder?

    Penny V. Corkum;Linda S. Siegel

  • Factors related to English reading performance in children with Chinese as a first language : More evidence of cross-language transfer of phonological processing

    Alexandra Gottardo;Bernice Yan;Linda S. Siegel;Lesly Wade-Woolley

  • Working memory and access to numerical information in children with disability in mathematics.

    M.Chiara Passolunghi;Linda S. Siegel

  • Converging Evidence for Phonological and Surface Subtypes of Reading Disability.

    Keith E. Stanovich;Linda S. Siegel;Alexandra Gottardo

  • Working memory, inhibitory control, and reading disability

    Penny Chiappe;Linda S. Siegel;Lynn Hasher

  • An Evaluation of the Discrepancy Definition of Dyslexia

    Linda S. Siegel

  • Development of grammatical-sensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children

    Linda S. Siegel;Ellen B. Ryan

  • Linguistic Diversity and the Development of Reading Skills: A Longitudinal Study.

    Penny Chiappe;Linda S. Siegel;Lesly Wade-Woolley

  • The relationships between phonological sensitivity, syntactic processing, and verbal working memory in the reading performance of third-grade children

    Alexandra Gottardo;Keith E. Stanovich;Linda S. Siegel

  • Phonological awareness and reading acquisition in English- and Punjabi-speaking Canadian children.

    Penny Chiappe;Linda S. Siegel

  • Development of phonological and orthographic processing in reading aloud, in silent reading, and in spelling: a four-year longitudinal study.

    Liliane Sprenger-Charolles;Linda S Siegel;Danielle Béchennec;Willy Serniclaes

  • Reading, Syntactic, Orthographic, and Working Memory Skills of Bilingual Arabic-English Speaking Canadian Children

    Salim Abu-Rabia;Linda S. Siegel

  • Evidence for Superior Orthographic Skills in Dyslexics

    Linda S Siegel;David Share;Esther Geva

Frequent Co-Authors

Nonie K. Lesaux
Nonie K. Lesaux Harvard University
Ellen Bouchard Ryan
Ellen Bouchard Ryan McMaster University
Keith E. Stanovich
Keith E. Stanovich University of Toronto
Bruno D. Zumbo
Bruno D. Zumbo University of British Columbia
Jonathan Baron
Jonathan Baron University of Pennsylvania
Esther Geva
Esther Geva University of Toronto
Penny Corkum
Penny Corkum Dalhousie University
Lars Smith
Lars Smith University of Oslo
Lynn Hasher
Lynn Hasher University of Toronto
Charles E. Cunningham
Charles E. Cunningham McMaster University

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