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D-Index & Metrics

Social Sciences and Humanities

D-Index
42
Citations
16378
World Ranking
4567
National Ranking
2171

Research.com Recognitions

  • 2010 - Fellow of the American Educational Research Association

Overview

Margaret G. McKeown is affiliated with the University of Pittsburgh in the United States. Their research expertise lies primarily within the fields of psychology and social sciences, with emphasis on developmental and educational psychology, education, linguistics and language, sociology and political science, and cognitive neuroscience.

The core topics of McKeown's work include reading and literacy development, writing and handwriting education, second language acquisition and learning, innovative teaching and learning methods, multilingual education and policy, educator training and historical pedagogy, and the neurobiology of language and bilingualism.

Their recent publication record comprises four papers authored in collaboration with several frequent co-authors. These include Amy C. Crosson, who appears in four publications, as well as Pui-Wa Lei, Zhao Hui, Xinyue Li, and Kelly C. Patrick.

  • Morphological analysis skill and academic vocabulary knowledge are malleable through intervention and may contribute to reading comprehension for multilingual adolescents (2020, Journal of Research in Reading)
  • Think Like a Linguist: Leveraging Multilingual Students' Expertise about Language (2022, Journal of Adolescent & Adult Literacy)
  • Effects of the Triple Q Intervention on Argument Writing: Findings from a Small-Scale Cluster-Randomized Controlled Trial (2023, Journal of Research on Educational Effectiveness)
  • Cross-Language Morphological Analysis Improves Academic Word Learning for Multilingual Adolescents (2024, Scientific Studies of Reading)

McKeown's works have been published in journals such as the Journal of Research in Reading, Journal of Adolescent & Adult Literacy, Journal of Research on Educational Effectiveness, and Scientific Studies of Reading.

Among awards, they received recognition as a Fellow of the American Educational Research Association in 2010.

Best Publications

  • Bringing Words to Life : Robust Vocabulary Instruction

    Isabel L. Beck;Margaret G. McKeown;Linda Kucan

  • Effects of Long-Term Vocabulary Instruction on Lexical Access and Reading Comprehension.

    Isabel L. Beck;Charles A. Perfetti;Margaret G. McKeown

  • Increasing Young Low‐Income Children’s Oral Vocabulary Repertoires through Rich and Focused Instruction

    Isabel L. Beck;Margaret G. McKeown

  • Some effects of the nature and frequency of vocabulary instruction on the knowledge and use of words

    Margaret G. Mckeown;Isabel L. Beck;Richard C. Omanson;Martha T. Pople

  • Revising Social Studies Text from a Text-Processing Perspective: Evidence of Improved Comprehensibility.

    Isabel L. Beck;Margaret G. McKeown;Gale M. Sinatra;Jane A. Loxterman

  • Questioning the author: A yearlong classroom implementation to engage students with text

    Isabel L. Beck;Margaret G. McKeown;Cheryl Sandora;Linda Kucan

  • The Effects of Long-Term Vocabulary Instruction on Reading Comprehension: A Replication:

    Margaret G. McKeown;Isabel L. Beck;Richard C. Omanson;Charles A. Perfetti

  • The Effects and Uses of Diverse Vocabulary Instructional Techniques

    Isabel L. Beck;Margaret G. McKeown;Richard C. Omanson

  • Text Talk: Capturing the Benefits of Read-Aloud Experiences for Young Children.

    Isabel L. Beck;Margaret G. McKeown

  • The Nature of Vocabulary Acquisition

    Unknown

  • Conditions of Vocabulary Acquisition

    Isabel Beck;Margaret McKeown

  • Rethinking Reading Comprehension Instruction: A Comparison of Instruction for Strategies and Content Approaches

    Margaret G. McKeown;Isabel L. Beck;Ronette G.K. Blake

  • The Contribution of Prior Knowledge and Coherent Text to Comprehension.

    Margaret G. McKeown;Isabel L. Beck;Gale M. Sinatra;Jane A. Loxterman

  • Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples

    Isabel L. Beck;Margaret G. McKeown;Linda Kucan

  • Vocabulary Development: All Contexts Are Not Created Equal

    Isabel L. Beck;Margaret G. McKeown;Ellen S. McCaslin

  • The acquisition of word meaning from context by children of high and low ability

    Margaret G. McKeown

  • Learning From Social Studies Texts

    Isabel L. Beck;Margaret G. McKeown;Erika W. Gromoll

  • An Instructional Redesign of Reading Lessons: Effects on Comprehension.

    Isabel L. Beck;Richard C. Omanson;Margaret G. McKeown

  • Improving the comprehensibility of stories: The effects of revisions that improve coherence

    Isabel L. Beck;Margaret G. McKeown;Richard C. Omanson;Martha T. Pople

  • The Effects of Thinking Aloud during Reading on Students' Comprehension of More or Less Coherent Text.

    Jane A. Loxterman;Isabel L. Beck;Margaret G. McKeown

  • The Assessment and Characterization of Young Learners’ Knowledge of a Topic in History

    Margaret G. McKeown;Isabel L. Beck

  • bringing-reading-research-to-life

    Margaret G. McKeown;Linda Kucan

Frequent Co-Authors

Isabel L. Beck
Isabel L. Beck University of Pittsburgh
Charles A. Perfetti
Charles A. Perfetti University of Pittsburgh
Gale M. Sinatra
Gale M. Sinatra University of Southern California
Yaacov Petscher
Yaacov Petscher Florida State University

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