World's Best Scientists 2026 revealed!

D-Index & Metrics

Social Sciences and Humanities

D-Index
34
Citations
6212
World Ranking
6891
National Ranking
3345

Patricia G. Mathes publication distribution in Social Sciences and Humanities in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Social Sciences and Humanities in 2026. The highlighted bar marks where Patricia G. Mathes sits on this spectrum.

44–53 publications: 28 scientists 54–63 publications: 61 scientists 64–73 publications: 161 scientists 74–83 publications: 225 scientists 84–93 publications: 301 scientists 94–103 publications: 390 scientists 104–113 publications: 406 scientists 114–123 publications: 474 scientists 124–133 publications: 453 scientists 134–143 publications: 434 scientists 144–153 publications: 407 scientists 154–163 publications: 411 scientists 164–173 publications: 391 scientists 174–183 publications: 313 scientists 184–193 publications: 319 scientists 194–203 publications: 304 scientists 204–213 publications: 285 scientists 214–223 publications: 246 scientists 224–233 publications: 213 scientists 234–243 publications: 170 scientists 244–253 publications: 167 scientists 254–263 publications: 162 scientists 264–273 publications: 138 scientists 274–283 publications: 138 scientists 284–293 publications: 113 scientists 294–303 publications: 106 scientists 304–313 publications: 95 scientists 314–323 publications: 101 scientists 324–333 publications: 81 scientists 334–343 publications: 69 scientists 344–353 publications: 56 scientists 354–363 publications: 36 scientists 364–373 publications: 42 scientists 374–383 publications: 41 scientists 384–393 publications: 44 scientists 394–403 publications: 27 scientists 404–413 publications: 30 scientists 414–423 publications: 20 scientists 424–433 publications: 29 scientists 434–443 publications: 29 scientists 444–453 publications: 25 scientists 454–463 publications: 19 scientists 464–473 publications: 21 scientists 474–483 publications: 11 scientists 484–493 publications: 17 scientists 494–503 publications: 7 scientists 504–513 publications: 6 scientists 514–523 publications: 12 scientists 524–533 publications: 10 scientists 534–543 publications: 7 scientists 544–553 publications: 6 scientists 554–563 publications: 12 scientists 564–569 publications: 8 scientists 570+ publications: 100 scientists
44 publications 570+

This scientist: 52 publications — 1st percentile

1% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 570 publications or more.

Patricia G. Mathes D-index placement in Social Sciences and Humanities in 2026

The chart shows the D-index (discipline H-index) distribution of Social Sciences and Humanities scientists ranked by Research.com in 2026. The highlighted bar marks where Patricia G. Mathes sits on this spectrum.

30 D-Index: 177 scientists 31 D-Index: 210 scientists 32 D-Index: 222 scientists 33 D-Index: 188 scientists 34 D-Index: 181 scientists 35 D-Index: 243 scientists 36 D-Index: 261 scientists 37 D-Index: 272 scientists 38 D-Index: 278 scientists 39 D-Index: 300 scientists 40 D-Index: 297 scientists 41 D-Index: 308 scientists 42 D-Index: 313 scientists 43 D-Index: 300 scientists 44 D-Index: 269 scientists 45 D-Index: 260 scientists 46 D-Index: 228 scientists 47 D-Index: 251 scientists 48 D-Index: 203 scientists 49 D-Index: 186 scientists 50 D-Index: 187 scientists 51 D-Index: 166 scientists 52 D-Index: 138 scientists 53 D-Index: 141 scientists 54 D-Index: 131 scientists 55 D-Index: 137 scientists 56 D-Index: 109 scientists 57 D-Index: 129 scientists 58 D-Index: 95 scientists 59 D-Index: 105 scientists 60 D-Index: 106 scientists 61 D-Index: 86 scientists 62 D-Index: 94 scientists 63 D-Index: 77 scientists 64 D-Index: 79 scientists 65 D-Index: 59 scientists 66 D-Index: 68 scientists 67 D-Index: 51 scientists 68 D-Index: 49 scientists 69 D-Index: 40 scientists 70 D-Index: 43 scientists 71 D-Index: 40 scientists 72 D-Index: 50 scientists 73 D-Index: 46 scientists 74 D-Index: 43 scientists 75 D-Index: 45 scientists 76 D-Index: 45 scientists 77 D-Index: 30 scientists 78 D-Index: 25 scientists 79 D-Index: 31 scientists 80 D-Index: 29 scientists 81 D-Index: 18 scientists 82 D-Index: 21 scientists 83 D-Index: 26 scientists 84 D-Index: 15 scientists 85 D-Index: 15 scientists 86 D-Index: 19 scientists 87 D-Index: 19 scientists 88 D-Index: 12 scientists 89 D-Index: 7 scientists 90 D-Index: 19 scientists 91 D-Index: 20 scientists 92 D-Index: 13 scientists 93 D-Index: 9 scientists 94 D-Index: 13 scientists 95 D-Index: 8 scientists 96 D-Index: 7 scientists 97 D-Index: 6 scientists 98 D-Index: 6 scientists 99 D-Index: 6 scientists 100+ D-Index: 97 scientists
30 D-Index 100+

This scientist: 34 D-Index — 13th percentile

13% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 100 D-Index or more.

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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