D-Index & Metrics Best Publications

Margaret G. McKeown

University of Pittsburgh
United States

D-Index & Metrics D-index (Discipline H-index) only includes papers and citation values for an examined discipline in contrast to General H-index which accounts for publications across all disciplines.

Discipline name Citations Publications World Ranking National Ranking

Social Sciences and Humanities D-index 34 Citations 13,685 60 World Ranking 4222 National Ranking 2123

Research.com Recognitions

Awards & Achievements

2010 - Fellow of the American Educational Research Association

Overview

What is she best known for?

The fields of study Margaret G. McKeown is best known for:

Linguistics
Cognition
Reading comprehension

Her study on Mathematical analysis is mostly dedicated to connecting different topics, such as Development (topology) and Content (measure theory). Her research links Mathematical analysis with Content (measure theory). Margaret G. McKeown performs multidisciplinary study on Linguistics and Cognitive psychology in her works. Margaret G. McKeown performs multidisciplinary study on Cognitive psychology and Working memory in her works. In her works, Margaret G. McKeown undertakes multidisciplinary study on Working memory and Short-term memory. Margaret G. McKeown undertakes multidisciplinary studies into Short-term memory and Cognition in her work. In her research, Margaret G. McKeown performs multidisciplinary study on Cognition and Linguistics. She combines topics linked to Teaching method with her work on Mathematics education. As part of her studies on Teaching method, Margaret G. McKeown often connects relevant areas like Mathematics education.

Her most cited work include:

Effects of long-term vocabulary instruction on lexical access and reading comprehension. (646 citations)
Increasing Young Low‐Income Children’s Oral Vocabulary Repertoires through Rich and Focused Instruction (558 citations)
Some Effects of the Nature and Frequency of Vocabulary Instruction on the Knowledge and Use of Words (328 citations)

What are the main themes of her work throughout her whole career to date

Her work often combines Mathematics education and Social science studies. Her multidisciplinary approach integrates Social science and Mathematics education in her work. In her works, Margaret G. McKeown conducts interdisciplinary research on Linguistics and Cognitive psychology. She conducts interdisciplinary study in the fields of Cognitive psychology and Linguistics through her works. Her Reading (process) study frequently involves adjacent topics like Reading comprehension. Her research on Reading comprehension often connects related areas such as Reading (process). Pedagogy and Teaching method are commonly linked in her work. Her research on Teaching method often connects related areas such as Vocabulary development. Her Vocabulary study frequently involves adjacent topics like Vocabulary development.

Margaret G. McKeown most often published in these fields:

Mathematics education (86.96%)
Linguistics (82.61%)
Reading (process) (52.17%)

This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.

Best Publications

Bringing Words to Life: Robust Vocabulary Instruction

Isabel L. Beck;Margaret G. McKeown;Linda Kucan.
(2013)

3628 Citations

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

Isabel L. Beck;Charles A. Perfetti;Margaret G. McKeown.
Journal of Educational Psychology (1982)

1527 Citations

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

Isabel L. Beck;Margaret G. McKeown.
Elementary School Journal (2007)

746 Citations

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.
Reading Research Quarterly (1985)

631 Citations

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.
Reading Research Quarterly (1991)

590 Citations

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

Margaret G. McKeown;Isabel L. Beck;Richard C. Omanson;Charles A. Perfetti.
Journal of Literacy Research (1983)

548 Citations

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

Isabel L. Beck;Margaret G. McKeown;Cheryl Sandora;Linda Kucan.
Elementary School Journal (1996)

531 Citations

The Effects and Uses of Diverse Vocabulary Instructional Techniques

Isabel L. Beck;Margaret G. McKeown;Richard C. Omanson.
(2014)

511 Citations

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

Isabel L. Beck;Margaret G. McKeown.
The Reading Teacher (2001)

471 Citations

The Contribution of Prior Knowledge and Coherent Text to Comprehension.

Margaret G. McKeown;Isabel L. Beck;Gale M. Sinatra;Jane A. Loxterman.
Reading Research Quarterly (1992)

434 Citations

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Frequent Co-Authors

External Links

Personal Website for Margaret G. McKeown