World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
37
Citations
5981
World Ranking
9183
National Ranking
4868

Ryan P. Bowles 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 Ryan P. Bowles 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: 99 publications — 19th percentile

19% of scientists in this discipline score the same or lower.

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

Ryan P. Bowles 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 Ryan P. Bowles 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: 37 D-Index — 21st percentile

21% of scientists in this discipline score the same or lower.

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

Overview

Ryan P. Bowles is affiliated with Michigan State University in the United States and has contributed extensively to research in psychology and social sciences, with a particular focus on developmental and educational psychology.

Their recent publications include:

  • The Head-Toes-Knees-Shoulders Revised (HTKS-R): Development and psychometric properties of a revision to reduce floor effects, 2021, Early Childhood Research Quarterly
  • Development of the Narrative Assessment Protocol-2: A Tool for Examining Young Children's Narrative Skill, 2020, Language Speech and Hearing Services in Schools
  • Self-regulation moderates the relationship between fine motor skills and writing in early childhood, 2021, Early Childhood Research Quarterly
  • The Head-Toes-Knees-Shoulders Revised: Links to Academic Outcomes and Measures of EF in Young Children, 2021, Frontiers in Psychology
  • Rate of Growth of Preschool-Age Children's Oral Language and Decoding Skills Predicts Beginning Writing Ability, 2021, Early Education and Development

The scientist frequently collaborates with several co-authors, including Lori E. Skibbe, Hope K. Gerde, Laura M. Justice, Tiantian Sun, and Sarah N. Douglas.

Bowles's work appears predominantly in the following publication venues:

  • Early Childhood Research Quarterly
  • PsycTESTS Dataset
  • Language Speech and Hearing Services in Schools
  • Early Childhood Education Journal
  • Early Education and Development

The main fields of study covered in Bowles's research are psychology and social sciences, while subfields include developmental and educational psychology, education, clinical psychology, occupational therapy, and pediatrics, perinatology, and child health.

Research topics frequently addressed in their publications involve:

  • Reading and Literacy Development
  • Family and Disability Support Research
  • Assistive Technology in Communication and Mobility
  • Language Development and Disorders
  • Writing and Handwriting Education
  • Early Childhood Education and Development
  • Child Development and Digital Technology

Best Publications

  • Predictors of early growth in academic achievement: the head-toes-knees-shoulders task

    Megan M. McClelland;Claire E. Cameron;Robert Duncan;Ryan P. Bowles

  • The development of self-regulation across early childhood.

    Janelle J. Montroy;Ryan P. Bowles;Lori E. Skibbe;Megan M. McClelland

  • 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

  • Social Skills and Problem Behaviors as Mediators of the Relationship between Behavioral Self-Regulation and Academic Achievement.

    Janelle J. Montroy;Ryan P. Bowles;Lori E. Skibbe;Tricia D. Foster

  • Measuring preschool attainment of print-concept knowledge: a study of typical and at-risk 3- to 5-year-old children using item response theory.

    Laura M. Justice;Ryan P. Bowles;Lori E. Skibbe

  • A scalable tool for assessing children's language abilities within a narrative context: The NAP (Narrative Assessment Protocol)

    Laura M. Justice;Ryan Bowles;Khara Pence;Carolyn Gosse

  • Educators' Use of Cognitively Challenging Questions in Economically Disadvantaged Preschool Classroom Contexts.

    Susan L. Massey;Khara L. Pence;Laura M. Justice;Ryan P. Bowles

  • Modeling Life-Span Growth Curves of Cognition using Longitudinal Data with Multiple Samples and Changing Scales of Measurement

    John J. McArdle;Kevin J. Grimm;Fumiaki Hamagami;Ryan P. Bowles

  • School readiness among children with varying histories of language difficulties.

    Laura M. Justice;Ryan P. Bowles;Khara L. Pence Turnbull;Lori E. Skibbe

  • Language Impairment, Parent—Child Shared Reading, and Phonological Awareness: A Feasibility Study

    Laura M. Justice;Joan Kaderavek;Ryan Bowles;Kevin Grimm

  • How Lesbian and Heterosexual Parents Convey Attitudes about Gender to their Children: The Role of Gendered Environments

    Erin L. Sutfin;Megan Fulcher;Ryan P. Bowles;Charlotte J. Patterson

  • Reading Trajectories of Children with Language Difficulties from Preschool through Fifth Grade.

    Lori E. Skibbe;Kevin J. Grimm;Tina L. Stanton-Chapman;Laura M. Justice

  • Self-regulation and the Development of Literacy and Language Achievement from Preschool through Second Grade.

    Lori E. Skibbe;Janelle J. Montroy;Ryan P. Bowles;Frederick J. Morrison

  • Assessing the age-related effects of proactive interference on working memory tasks using the Rasch model.

    Ryan P. Bowles;Timothy A. Salthouse

  • Preschoolers' Exposure to Language Stimulation in Classrooms Serving At-Risk Children: The Contribution of Group Size and Activity Context

    Khara Pence Turnbull;Angela Beckman Anthony;Laura Justice;Ryan Bowles

  • The contributions of parental management language to executive function in preschool children

    Samantha W. Bindman;Annemarie H. Hindman;Ryan P. Bowles;Frederick J. Morrison

  • Model Fit and Item Factor Analysis: Overfactoring, Underfactoring, and a Program to Guide Interpretation

    D Angus Clark;Ryan P Bowles

  • Vocabulary test format and differential relations to age

    Ryan P. Bowles;Timothy A. Salthouse

  • A Structural Factor Analysis of Vocabulary Knowledge and Relations to Age

    Ryan P. Bowles;Kevin J. Grimm;John J. McArdle

  • Teachers' Use of Questions during Shared Book Reading: Relations to Child Responses.

    Richa S. Deshmukh;Tricia A. Zucker;Sherine R. Tambyraja;Jill M. Pentimonti

  • A Monte Carlo simulation study of the reliability of intraindividual variability.

    Ryne Estabrook;Kevin J. Grimm;Ryan P. Bowles

Frequent Co-Authors

Lori E. Skibbe
Lori E. Skibbe Michigan State University
Laura M. Justice
Laura M. Justice The Ohio State University
Shayne B. Piasta
Shayne B. Piasta The Ohio State University
Kevin J. Grimm
Kevin J. Grimm Arizona State University
Megan M. McClelland
Megan M. McClelland Oregon State University
Frederick J. Morrison
Frederick J. Morrison University of Michigan–Ann Arbor
Joan N. Kaderavek
Joan N. Kaderavek University of Toledo
Alan C. Acock
Alan C. Acock Oregon State University
John J. McArdle
John J. McArdle University of Southern California
Beth M. Phillips
Beth M. Phillips Florida State University

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