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Robert Savage

Robert Savage

D-Index & Metrics

Psychology

D-Index
37
Citations
5451
World Ranking
9220
National Ranking
627

Overview

Robert Savage is affiliated with York University in Canada and has contributed significantly to the fields of psychology and social sciences. Their research primarily focuses on developmental and educational psychology with an emphasis on reading and literacy development.

The scientist's main topics of work include:

  • Reading and Literacy Development
  • Cognitive and developmental aspects of mathematical skills
  • Child Development and Digital Technology
  • Writing and Handwriting Education
  • Parental Involvement in Education
  • Language Development and Disorders
  • Educational Methods and Media Use

Their published work is concentrated in various subfields such as development and educational psychology, education, statistics and probability, cognitive neuroscience, and information systems.

Frequent publication venues for Robert Savage include:

  • Reading and Writing
  • Educational Psychology Review
  • Journal of Learning Disabilities
  • Scientific Studies of Reading
  • Journal of Research in Reading

Some of their recent papers are:

  • "The Impact of Motivational Reading Instruction on the Reading Achievement and Motivation of Students: a Systematic Review and Meta-Analysis" (2020), Educational Psychology Review
  • "A Commentary on Bowers (2020) and the Role of Phonics Instruction in Reading" (2020), Educational Psychology Review
  • "Examining the effects of Structured Word Inquiry on the reading and spelling skills of persistently poor Grade 3 readers" (2020), Journal of Research in Reading
  • "Teacher Professional Development and Student Reading in Middle and High School: A Systematic Review and Meta-Analysis" (2023), Journal of Teacher Education
  • "The Impact of a Cognitive and Motivational Reading Intervention on the Reading Achievement and Motivation of Students At-Risk for Reading Difficulties" (2020), Learning Disability Quarterly

Robert Savage collaborates frequently with several researchers including George K. Georgiou, Rauno Parrila, Kristy Dunn, Miriam McBreen, and Badriah Basma.

In addition to journal articles, Savage has contributions to academic books published by UCL Press, including the title Reading Randomised Controlled Trials scheduled for 2025.

Best Publications

  • Can the Simple View Deal with the Complexities of Reading

    John R. Kirby;Robert S. Savage

  • Association of the dopamine transporter (DAT1) 10/10-repeat genotype with ADHD symptoms and response inhibition in a general population sample

    K M Cornish;T Manly;R Savage;J Swanson

  • Evidence of a highly specific relationship between rapid automatic naming of digits and text-reading speed.

    Robert Savage;Norah Frederickson

  • Revisiting the simple view of reading

    Panayiota Kendeou;Robert S. Savage;Paul Van den Broek

  • Relationships Among Rapid Digit Naming, Phonological Processing, Motor Automaticity, and Speech Perception in Poor, Average, and Good Readers and Spellers

    Robert S. Savage;Norah Frederickson;Roz Goodwin;Ulla Patni

  • Working Memory and Reading Difficulties: What We Know and What We Don’t Know About the Relationship

    Robert Savage;Natalie Lavers;Vanitha Pillay

  • Examining the effectiveness of technology use in classrooms: A tertiary meta-analysis.

    Karin Archer;Robert Savage;Sukhbinder Sanghera-Sidhu;Eileen Wood

  • Cognitive processes in children's reading and attention: The role of working memory, divided attention, and response inhibition

    Robert Savage;Kim Cornish;Tom Manly;Chris Hollis

  • Reading Comprehension Is Not Always the Product of Nonsense Word Decoding and Linguistic Comprehension: Evidence From Teenagers Who Are Extremely Poor Readers

    Robert Savage

  • Parent Scaffolding of Young Children When Engaged with Mobile Technology

    Eileen Wood;Marjan Petkovski;Domenica De Pasquale;Alexandra Gottardo

  • Rapid Serial Naming Is a Unique Predictor of Spelling in Children

    Robert Savage;Vanitha Pillay;Santo Melidona

  • A Randomized Controlled Trial Study of the ABRACADABRA Reading Intervention Program in Grade 1.

    Robert S. Savage;Philip Abrami;Geoffrey Hipps;Louise Deault

  • Motor Skills, Automaticity and Developmental Dyslexia: A Review of the Research Literature.

    Robert Savage

  • Bullying Risk in Children With Learning Difficulties in Inclusive Educational Settings

    Severina Luciano;Robert S. Savage

  • Name writing but not environmental print recognition is related to letter-sound knowledge and phonological awareness in pre-readers

    Rebecca Blair;Robert Savage

  • A (Pan-Canadian) Cluster Randomized Control Effectiveness Trial of the ABRACADABRA Web-Based Literacy Program.

    Robert Savage;Philip C. Abrami;Noella Piquette;Eileen Wood

  • Beyond Phonology What Else Is Needed to Describe the Problems of Below-Average Readers and Spellers?

    Robert S. Savage;Norah Frederickson

  • The 'simple view' of reading: Some evidence and possible implications.

    Robert Savage

  • A Randomised Efficacy Study of Web-Based Synthetic and Analytic Programmes among Disadvantaged Urban Kindergarten Children

    Erin M. Comaskey;Robert S. Savage;Philip Abrami

  • Teacher Professional Development and Student Literacy Growth: A Systematic Review and Meta-Analysis.

    Badriah Basma;Robert Savage

  • The effects of rime- and phoneme-based teaching delivered by Learning Support Assistants

    Robert Savage;Sue Carless;Morag Stuart

  • Friendship and bullying patterns in children attending a language base in a mainstream school

    Robert Savage

Frequent Co-Authors

Fred Genesee
Fred Genesee McGill University
Kim Cornish
Kim Cornish Monash University
Clare Wood
Clare Wood Nottingham Trent University
Tom Manly
Tom Manly MRC Cognition and Brain Sciences Unit
James M. Swanson
James M. Swanson University of California, Irvine
Paul van den Broek
Paul van den Broek Leiden University
John R. Kirby
John R. Kirby Queen's University
Panayiota Kendeou
Panayiota Kendeou University of Minnesota

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