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
His main research concerns Reading, Phonological awareness, Developmental psychology, Cognitive psychology and Phonology. His Reading research is multidisciplinary, incorporating elements of Teaching method and Primary education. Richard K. Wagner usually deals with Phonological awareness and limits it to topics linked to Vocabulary and Morpheme.
His work on Context expands to the thematically related Developmental psychology. His Cognitive psychology research is multidisciplinary, incorporating perspectives in Multilevel model and Rapid automatized naming. His research combines Language development and Phonology.
His scientific interests lie mostly in Reading, Cognitive psychology, Reading comprehension, Developmental psychology and Phonological awareness. Richard K. Wagner has researched Reading in several fields, including Learning disability and Fluency. His Cognitive psychology study also includes
His studies deal with areas such as Literacy, Vocabulary and Comprehension as well as Reading comprehension. The Developmental psychology study which covers Intelligence quotient that intersects with Applied psychology. His study in the field of Rapid automatized naming is also linked to topics like Metalinguistics.
Reading comprehension, Reading, Vocabulary, Developmental psychology and Learning disability are his primary areas of study. His research investigates the connection between Reading comprehension and topics such as Comprehension that intersect with issues in Vocabulary development. Richard K. Wagner combines subjects such as Structural equation modeling, Mathematics education and Artificial intelligence with his study of Reading.
The Mathematics education study combines topics in areas such as Reciprocal teaching, Context, Speech synthesis and Moderation. Richard K. Wagner regularly links together related areas like Response to intervention in his Developmental psychology studies. His studies in Phonological awareness integrate themes in fields like Phonological rule, Cognitive psychology, At-risk students and Writing system.
Richard K. Wagner mainly investigates Reading comprehension, Reading, Meta-analysis, Natural language processing and Artificial intelligence. His Reading comprehension study incorporates themes from Pedagogy, Cognitive psychology, Developmental psychology, Vocabulary and Speech synthesis. He has included themes like Phonological awareness, Dyslexia and Identification in his Cognitive psychology study.
His Developmental psychology research is multidisciplinary, incorporating elements of Semantics, Strengths and weaknesses and Intelligence quotient. His work in the fields of Phonemic awareness overlaps with other areas such as Evidence-based practice. His Natural language processing study integrates concerns from other disciplines, such as Language acquisition, Literacy and Child development.
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The nature of phonological processing and its causal role in the acquisition of reading skills
Richard K. Wagner;Joseph K. Torgesen.
Psychological Bulletin (1987)
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.
Developmental Psychology (1994)
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.
Journal of Learning Disabilities (2001)
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.
Developmental Psychology (1997)
Longitudinal Studies of Phonological Processing and Reading
Joseph K. Torgesen;Richard K. Wagner;Carol A. Rashotte.
Journal of Learning Disabilities (1994)
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.
Journal of Personality and Social Psychology (1985)
Testing common sense.
Robert J. Sternberg;Richard K. Wagner;Wendy M. Williams;Joseph A. Horvath.
American Psychologist (1995)
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.
Journal of Educational Psychology (1999)
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.
Scientific Studies of Reading (1997)
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