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Ronald B. Gillam

D-Index & Metrics

Psychology

D-Index
51
Citations
9794
World Ranking
5243
National Ranking
2873

Ronald B. Gillam publication distribution in Psychology in 2026

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 Ronald B. Gillam sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 172 publications — 59th percentile

59% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Ronald B. Gillam D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Ronald B. Gillam sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 51 D-Index — 56th percentile

56% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

Overview

Ronald B. Gillam is affiliated with Utah State University in the United States. Their research primarily spans the fields of psychology and neuroscience, with a strong focus on developmental and educational psychology as well as cognitive neuroscience.

Their work covers several key topics, including:

  • Reading and Literacy Development
  • Language Development and Disorders
  • Neurobiology of Language and Bilingualism
  • EFL/ESL Teaching and Learning
  • Optical Imaging and Spectroscopy Techniques
  • EEG and Brain-Computer Interfaces
  • Perfectionism, Procrastination, Anxiety Studies

Gillam has published research in multiple venues, with frequent contributions to:

  • American Journal of Speech-Language Pathology
  • Frontiers in Psychology
  • Journal of Educational Psychology
  • Dysphagia
  • Annals of Dyslexia

Some recent papers include:

  • Improving oral and written narration and reading comprehension of children at-risk for language and literacy difficulties: Results of a randomized clinical trial. (2022, Journal of Educational Psychology)
  • Cortical Activation of Swallowing Using fNIRS: A Proof of Concept Study with Healthy Adults (2022, Dysphagia)
  • Understanding the nature and severity of reading difficulties among students with language and reading comprehension difficulties (2022, Annals of Dyslexia)
  • The Use of Structural Priming and Focused Recasts to Facilitate the Production of Subject- and Object-Focused Relative Clauses by School-Age Children With and Without Developmental Language Disorder (2020, American Journal of Speech-Language Pathology)
  • Narrative Instruction in Elementary Classrooms (2021, The Elementary School Journal)

Frequent co-authors include:

  • Sandra Laing Gillam
  • Rebekah Wada
  • Allison S. Hancock
  • Anna-Mária Fall
  • Megan Israelsen-Augenstein

This network of collaborators reflects a research focus on language, literacy, and speech-language pathology, intersecting clinical and cognitive psychological approaches.

Best Publications

  • The measure matters: Language dominance profiles across measures in Spanish-English bilingual children.

    Lisa M. Bedore;Elizabeth D. Peña;Connie L. Summers;Karin M. Boerger

  • Spoken and written language relationships in language/learning-impaired and normally achieving school-age children.

    Ronald B. Gillam;Judith R. Johnston

  • The index of narrative microstructure: a clinical tool for analyzing school-age children's narrative performances.

    Laura M. Justice;Ryan P. Bowles;Joan N. Kaderavek;Teresa A. Ukrainetz

  • The Relationship Between Middle-Class Parents’ Book-Sharing Discussion and Their Preschoolers’ Abstract Language Development

    Anne van Kleeck;Ronald B. Gillam;Lori Hamilton;Cassandra McGrath

  • What You Hear and What You Say: Language Performance in Spanish English Bilinguals

    Thomas M. Bohman;Lisa M. Bedore;Elizabeth D. Peña;Anita Mendez-Perez

  • The Efficacy of Fast ForWord Language Intervention in School-Age Children With Language Impairment: A Randomized Controlled Trial

    Ronald B. Gillam;Diane Frome Loeb;La Vae M. Hoffman;Thomas M Bohman

  • Language intervention practices for school-age children with spoken language disorders: a systematic review.

    Frank M. Cirrin;Ronald B. Gillam

  • Verbal and spatial information processing constraints in children with specific language impairment.

    LaVae M. Hoffman;Ronald B. Gillam

  • Language sample measures and language ability in Spanish-English bilingual kindergarteners

    Lisa M. Bedore;Elizabeth D. Peña;Ronald B. Gillam;Tsung Han Ho

  • Emerging Procedures in Narrative Assessment: The Index of Narrative Complexity.

    Douglas B. Petersen;Sandra Laing Gillam;Ronald B. Gillam

  • Measures of Language Development in Fictional Narratives of Latino Children

    Maria L. Muñoz;Ronald B. Gillam;Elizabeth D. Peña;Annette Gulley-Faehnle

  • Dynamic Assessment of School-Age Children’s Narrative Ability: An Experimental Investigation of Classification Accuracy

    Elizabeth D. Peña;Ronald B. Gillam;Melynn Malek;Roxanna Ruiz-Felter

  • A Study of Classroom-Based Phonological Awareness Training for Preschoolers With Speech and/or Language Disorders

    Anne van Kleeck;Ronald B. Gillam;Teresa U. McFadden

  • Story retelling by bilingual children with language impairments and typically developing controls

    Katie E. Squires;Mirza J. Lugo-Neris;Elizabeth D. Peña;Lisa M. Bedore

  • The Development of Expressive Elaboration in Fictional Narratives

    Teresa A. Ukrainetz;Laura M. Justice;Joan N. Kaderavek;Sarita L. Eisenberg

  • Dynamic assessment of narrative ability in English accurately identifies language impairment in English language learners.

    Elizabeth D. Peña;Ronald B. Gillam;Lisa M. Bedore

  • Sequential Memory in Children With and Without Language Impairment

    Ronald B. Gillam;Nelson Cowan;Linda S. Day

  • Information Processing by School-Age Children With Specific Language Impairment: Evidence From a Modality Effect Paradigm

    Ronald B. Gillam;Nelson Cowan;Jeffrey A. Marler

  • Making Evidence-Based Decisions About Child Language Intervention in Schools

    Sandra Laing Gillam;Ronald B. Gillam

  • An Examination of the Quality of Narratives Produced by Children With Language Disorders

    Teresa Ukrainetz McFadden;Ronald B. Gillam

  • Test of Narrative Language

    Joan N. Kaderavek;Ronald B. Gillam;Teresa A. Ukrainetz;Laura M. Justice

Frequent Co-Authors

Elizabeth D. Peña
Elizabeth D. Peña University of California, Irvine
Julia L. Evans
Julia L. Evans The University of Texas at Dallas
Laura M. Justice
Laura M. Justice The Ohio State University
Jamison D. Fargo
Jamison D. Fargo Utah State University
Joan N. Kaderavek
Joan N. Kaderavek University of Toledo
Lisa M. Bedore
Lisa M. Bedore Temple University
Barbara L. Davis
Barbara L. Davis The University of Texas at Austin
Michael Levin
Michael Levin Tufts University
Nelson Cowan
Nelson Cowan University of Missouri
Michael P. Twohig
Michael P. Twohig Utah State University

External Links

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Best Scientists Citing Ronald B. Gillam

Laura M. Justice

Laura M. Justice

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Publications: 58

Elizabeth D. Peña

Elizabeth D. Peña

University of California, Irvine

Publications: 54

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Publications: 43

Ludo Verhoeven

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Publications: 19

Dorothy V. M. Bishop

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Publications: 18

Johanne Paradis

Johanne Paradis

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Carol Scheffner Hammer

Carol Scheffner Hammer

Columbia University

Publications: 17

Marc E. Fey

Marc E. Fey

University of Kansas

Publications: 14

Laurence B. Leonard

Laurence B. Leonard

Purdue University West Lafayette

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Howard Goldstein

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University of South Florida

Publications: 14

Joan N. Kaderavek

Joan N. Kaderavek

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Publications: 13

James Law

James Law

Newcastle University

Publications: 11

Elena Plante

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