The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Richard K. Wagner sits on this spectrum.
This scientist: 170 publications — 58th percentile
58% of scientists in this discipline score the same or lower.
The last bar groups every scientist with 705 publications or more.
The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Richard K. Wagner sits on this spectrum.
This scientist: 77 D-Index — 86th percentile
86% of scientists in this discipline score the same or lower.
The last bar groups every scientist with 144 D-Index or more.
Richard K. Wagner is affiliated with Florida State University in the United States. Their research primarily spans the fields of Psychology and Social Sciences, with a particular focus on Developmental and Educational Psychology, Education, and Statistics and Probability. Additional areas of study include Artificial Intelligence and Cognitive Neuroscience.
The scientist's work addresses multiple topics, prominently centered on Reading and Literacy Development, supported by investigations into Cognitive and developmental aspects of mathematical skills, Child Development and Digital Technology, Language Development and Disorders, Text Readability and Simplification, Neurobiology of Language and Bilingualism, and Writing and Handwriting Education.
Richard K. Wagner has published extensively in various academic venues. Frequent publication outlets include:
Among recent papers, notable works are:
Frequent co-authors in their research include:
The body of work displays sustained collaboration, particularly with these scholars in topics related to literacy and reading development. Noteworthy awards recognizing Richard K. Wagner's contributions include:
The research covers various dimensions of reading disabilities and developmental psychology, including efforts to quantify dyslexia prevalence and examine reading comprehension deficits through meta-analytic modeling approaches. Richard K. Wagner's work integrates developmental frameworks with empirical data to address foundational issues in educational psychology and literacy.
Richard K. Wagner;Joseph K. Torgesen
Richard K. Wagner;Joseph K. Torgesen;Carol A. Rashotte
Joseph K. Torgesen;Ann W. Alexander;Richard K. Wagner;Carol A. Rashotte
Richard K. Wagner;Joseph K. Torgesen;Carol A. Rashotte;Steve A. Hecht
Joseph K. Torgesen;Richard K. Wagner;Carol A. Rashotte
Robert J. Sternberg;George B. Forsythe;Jennifer Hedlund;Joseph A. Horvath
Richard K. Wagner;Robert J. Sternberg
Robert J. Sternberg;Richard K. Wagner;Wendy M. Williams;Joseph A. Horvath
Joseph K. Torgesen;Richard K. Wagner;Carol A. Rashotte;Elaine Rose
Joseph K. Torgesen;Richard K. Wagner;Carol A. Rashotte;Stephen Burgess
Richard K. Wagner;Joseph K. Torgesen;Pamela Laughon;Karen Simmons
Robert J. Sternberg;Richard K. Wagner
Steven A. Hecht;Joseph K. Torgesen;Richard K. Wagner;Carol A. Rashotte
Catherine McBride-Chang;Hua Shu;Aibao Zhou;Chun Pong Wat
Richard K. Wagner
Catherine Mcbride-Chang;Jeung-Ryeul Cho;Hongyun Liu;Richard K. Wagner
Joseph K. Torgesen;Richard K. Wagner;Carol A. Rashotte
Shayne B. Piasta;Richard K. Wagner
Catherine McBRIDE–CHANG;Richard K. Wagner;Andrea Muse;Bonnie W.-Y. Chow
Richard K. Wagner;Andrea E. Muse;Kendra R. Tannenbaum
J. K. Torgesen;R. K. Wagner;C. A. Rashotte;S. R. Burgess
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