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Psychology

D-Index
77
Citations
36995
World Ranking
1617
National Ranking
961

Research.com Recognitions

  • 2015 - Fellow of the American Educational Research Association
  • 2007 - Heyn Commemorative Medal
  • 1986 - Review of Research Award, American Educational Research Association
  • 1968 - Fellow of the American Association for the Advancement of Science (AAAS)
  • 1966 - Fellow of the American Association for the Advancement of Science (AAAS)
  • 1960 - Fellow of John Simon Guggenheim Memorial Foundation

Overview

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:

  • Reading Research Quarterly
  • Annals of Dyslexia
  • Scientific Studies of Reading
  • Journal of Learning Disabilities
  • Journal of Telemedicine and Telecare

Among recent papers, notable works are:

  • The Prevalence of Dyslexia: A New Approach to Its Estimation (2020), Journal of Learning Disabilities
  • A model-based meta-analytic examination of specific reading comprehension deficit: how prevalent is it and does the simple view of reading account for it? (2021), Annals of Dyslexia

Frequent co-authors in their research include:

  • Fotena A. Zirps
  • Christopher J. Lonigan
  • Bethany Beal
  • Yaacov Petscher
  • Hugh W. Catts

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:

  • Fellow of the American Educational Research Association (2015)
  • Heyn Commemorative Medal (2007)
  • Review of Research Award, American Educational Research Association (1986)
  • Fellow of the American Association for the Advancement of Science (AAAS) (1966 and 1968)
  • Fellow of John Simon Guggenheim Memorial Foundation (1960)

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.

Best Publications

  • The nature of phonological processing and its causal role in the acquisition of reading skills

    Richard K. Wagner;Joseph K. Torgesen

  • Development of Reading-Related Phonological Processing Abilities: New Evidence of Bidirectional Causality from a Latent Variable Longitudinal Study.

    Richard K. Wagner;Joseph K. Torgesen;Carol A. Rashotte

  • Intensive Remedial Instruction for Children with Severe Reading Disabilities: Immediate and Long-term Outcomes From Two Instructional Approaches

    Joseph K. Torgesen;Ann W. Alexander;Richard K. Wagner;Carol A. Rashotte

  • Changing Relations between Phonological Processing Abilities and Word-Level Reading as Children Develop from Beginning to Skilled Readers: A 5-Year Longitudinal Study.

    Richard K. Wagner;Joseph K. Torgesen;Carol A. Rashotte;Steve A. Hecht

  • Longitudinal Studies of Phonological Processing and Reading

    Joseph K. Torgesen;Richard K. Wagner;Carol A. Rashotte

  • Practical Intelligence in Everyday Life

    Robert J. Sternberg;George B. Forsythe;Jennifer Hedlund;Joseph A. Horvath

  • Practical intelligence in real-world pursuits: The role of tacit knowledge.

    Richard K. Wagner;Robert J. Sternberg

  • Testing common sense.

    Robert J. Sternberg;Richard K. Wagner;Wendy M. Williams;Joseph A. Horvath

  • Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction.

    Joseph K. Torgesen;Richard K. Wagner;Carol A. Rashotte;Elaine Rose

  • Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second- to Fifth-Grade Children.

    Joseph K. Torgesen;Richard K. Wagner;Carol A. Rashotte;Stephen Burgess

  • Development of young readers' phonological processing abilities

    Richard K. Wagner;Joseph K. Torgesen;Pamela Laughon;Karen Simmons

  • Practical intelligence : nature and origins of competence in the everyday world

    Robert J. Sternberg;Richard K. Wagner

  • The relations between phonological processing abilities and emerging individual differences in mathematical computation skills : A longitudinal study from second to fifth grades

    Steven A. Hecht;Joseph K. Torgesen;Richard K. Wagner;Carol A. Rashotte

  • Morphological Awareness Uniquely Predicts Young Children's Chinese Character Recognition

    Catherine McBride-Chang;Hua Shu;Aibao Zhou;Chun Pong Wat

  • Tacit knowledge in everyday intelligent behavior.

    Richard K. Wagner

  • Changing Models across Cultures: Associations of Phonological Awareness and Morphological Structure Awareness with Vocabulary and Word Recognition in Second Graders from Beijing, Hong Kong, Korea, and the United States.

    Catherine Mcbride-Chang;Jeung-Ryeul Cho;Hongyun Liu;Richard K. Wagner

  • Prevention and Remediation of Severe Reading Disabilities: Keeping the End In Mind

    Joseph K. Torgesen;Richard K. Wagner;Carol A. Rashotte

  • Developing Early Literacy Skills: A Meta‐Analysis of Alphabet Learning and Instruction

    Shayne B. Piasta;Richard K. Wagner

  • The role of morphological awareness in children's vocabulary acquisition in English

    Catherine McBRIDE–CHANG;Richard K. Wagner;Andrea Muse;Bonnie W.-Y. Chow

  • Vocabulary Acquisition: Implications for Reading Comprehension.

    Richard K. Wagner;Andrea E. Muse;Kendra R. Tannenbaum

  • The contributions of phonological awareness and rapid autonomic naming ability to the growth of word reading skills in second to fifth grade children

    J. K. Torgesen;R. K. Wagner;C. A. Rashotte;S. R. Burgess

Frequent Co-Authors

Joseph K. Torgesen
Joseph K. Torgesen Florida State University
Robert J. Sternberg
Robert J. Sternberg Cornell University
Christopher Schatschneider
Christopher Schatschneider Florida State University
Yaacov Petscher
Yaacov Petscher Florida State University
Elena L. Grigorenko
Elena L. Grigorenko University of Houston
Catherine McBride-Chang
Catherine McBride-Chang Purdue University West Lafayette
Stephanie Al Otaiba
Stephanie Al Otaiba Southern Methodist University
Barbara R. Foorman
Barbara R. Foorman Florida State University
Hua Shu
Hua Shu Beijing Normal University
Jeanne Wanzek
Jeanne Wanzek Vanderbilt University

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