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D-Index & Metrics

Social Sciences and Humanities

D-Index
34
Citations
6212
World Ranking
6892
National Ranking
3345

Research.com Recognitions

  • 1998 - Palmer O. Johnson Memorial Award, American Educational Research Association

Overview

Patricia G. Mathes is affiliated with Southern Methodist University in the United States. Their academic work has been recognized with the Palmer O. Johnson Memorial Award from the American Educational Research Association in 1998.

Information regarding recent papers, frequent co-authors, publication venues, book publications, and specific fields or subfields of study is not available. Similarly, no records of main topics of work or detailed publication metrics have been provided.

The award received by Patricia G. Mathes indicates engagement with educational research at a level acknowledged by a professional association, but further information on research contributions or thematic focus areas cannot be identified from the available data.

Best Publications

  • Peer-Assisted Learning Strategies: Making Classrooms More Responsive to Diversity:

    Douglas Fuchs;Lynn S. Fuchs;Patricia G. Mathes;Deborah C. Simmons

  • The effects of theoretically different instruction and student characteristics on the skills of struggling readers

    Patricia G. Mathes;Carolyn A. Denton;Jack M. Fletcher;Jason L. Anthony

  • Effectiveness of an English Intervention for First‐Grade English Language Learners at Risk for Reading Problems

    Sharon Vaughn;Patricia Mathes;Sylvia Linan‐Thompson;Paul Cirino

  • Effects of Explicit Teaching and Peer Tutoring on the Reading Achievement of Learning-Disabled and Low-Performing Students in Regular Classrooms

    Deborah C. Simmons;Lynn S. Fuchs;Douglas Fuchs;Patricia Mathes

  • Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems

    Sharon Vaughn;Paul T. Cirino;Sylvia Linan-Thompson;Patricia G. Mathes

  • Peer-Assisted Learning Strategies for First-Grade Readers: Responding to the Needs of Diverse Learners.

    Patricia G. Mathes;Jill K. Howard;Shelley H. Allen;Douglas Fuchs

  • Effectiveness of Spanish Intervention for First-Grade English Language Learners at Risk for Reading Difficulties

    Sharon Vaughn;Sylvia Linan-Thompson;Patricia G. Mathes;Paul T. Cirino

  • Is Scientifically Based Reading Instruction Effective for Students With Below-Average IQs?:

    Jill H. Allor;Patricia G. Mathes;J. Kyle Roberts;Jennifer P. Cheatham

  • Accelerating Early Academic Oral English Development in Transitional Bilingual and Structured English Immersion Programs

    Fuhui Tong;Rafael Lara-Alecio;Beverly Irby;Patricia Mathes

  • Agreement among response to intervention criteria for identifying responder status.

    Amy E. Barth;Karla K. Stuebing;Jason L. Anthony;Carolyn A. Denton

  • Comprehensive reading instruction for students with intellectual disabilities: Findings from the first three years of a longitudinal study

    Jill H. Allor;Patricia G. Mathes;J. Kyle Roberts;Jennifer P. Cheatham

  • The Efficacy of Peer Tutoring in Reading for Students with Mild Disabilities: A Best-Evidence Synthesis

    Patricia G. Mathes;Lynn S. Fuchs

  • Teaching English Language Learners At Risk for Reading Disabilities to Read: Putting Research into Practice

    Sharon Vaughn;Patricia G. Mathes;Sylvia Linan-Thompson;David J. Francis

  • Using Encoding Instruction to Improve the Reading and Spelling Performances of Elementary Students At Risk for Literacy Difficulties A Best-Evidence Synthesis

    Beverly Weiser;Patricia Mathes

  • Teaching Students with Moderate Intellectual Disabilities to Read: An Experimental Examination of a Comprehensive Reading Intervention

    Jill H. Allor;Patricia G. Mathes;J. Kyle Roberts;Francesca G. Jones

  • Effectiveness of a Supplemental Early Reading Intervention Scaled up in Multiple Schools

    Carolyn A. Denton;Kim Nimon;Patricia G. Mathes;Elizabeth A. Swanson

  • A Basic Guide to Understanding, Assessing, and Teaching Phonological Awareness

    Joseph K. Torgesen;Patricia G. Mathes

  • The Effects of Peer-Assisted Literacy Strategies for First-Grade Readers With and Without Additional Computer-Assisted Instruction in Phonological Awareness

    Patricia G Mathes;Joseph K Torgesen;Jill Howard Allor

  • Increasing Strategic Reading Practice with Peabody Classwide Peer Tutoring.

    Patricia G. Mathes

  • Teaching struggling readers who are native Spanish speakers: what do we know?

    Patricia G. Mathes;Sharolyn D. Pollard-Durodola;Elsa Cárdenas-Hagan;Sylvia Linan-Thompson

  • Brain Activation Profiles During the Early Stages of Reading Acquisition

    Panagiotis G. Simos;Jack M. Fletcher;Barbara R. Foorman;David J. Francis

  • A Comparison of Teacher-Directed versus Peer-Assisted Instruction to Struggling First-Grade Readers

    Patricia G. Mathes;Joseph K. Torgesen;Jeanine Clancy-Menchetti;Kristi Santi

Frequent Co-Authors

David J. Francis
David J. Francis University of Houston
Sharon Vaughn
Sharon Vaughn The University of Texas at Austin
Carolyn A. Denton
Carolyn A. Denton The University of Texas Health Science Center at Houston
Joseph K. Torgesen
Joseph K. Torgesen Florida State University
Jack M. Fletcher
Jack M. Fletcher University of Houston
Lynn S. Fuchs
Lynn S. Fuchs Vanderbilt University
Douglas Fuchs
Douglas Fuchs Vanderbilt University
Paul T. Cirino
Paul T. Cirino University of Houston
Deborah C. Simmons
Deborah C. Simmons Texas A&M University
Oi-Man Kwok
Oi-Man Kwok Texas A&M University

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