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S. Hélène Deacon

S. Hélène Deacon

D-Index & Metrics

Psychology

D-Index
42
Citations
8476
World Ranking
7494
National Ranking
508

S. Hélène Deacon 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 S. Hélène Deacon 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: 127 publications — 37th percentile

37% of scientists in this discipline score the same or lower.

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

S. Hélène Deacon 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 S. Hélène Deacon 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: 42 D-Index — 36th percentile

36% of scientists in this discipline score the same or lower.

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

Overview

S. Hélène Deacon is affiliated with Dalhousie University in Canada. Their research primarily spans the fields of psychology and social sciences, with a significant focus on developmental and educational psychology as well as education.

The scientist's research topics cover a broad array of areas related to literacy and cognitive development. These include:

  • Reading and Literacy Development
  • Writing and Handwriting Education
  • Cognitive and developmental aspects of mathematical skills
  • Neurobiology of Language and Bilingualism
  • Language Development and Disorders
  • Child Development and Digital Technology
  • Second Language Acquisition and Learning

The publication record includes notable recent papers such as:

  • How morphology impacts reading and spelling: advancing the role of morphology in models of literacy development (2020, Journal of Research in Reading)
  • What is the best way to characterise the contributions of oral language to reading comprehension: listening comprehension or individual oral language skills? (2021, Journal of Research in Reading)
  • Building Meaning: Meta-analysis of Component Skills Supporting Reading Comprehension in Children with Autism Spectrum Disorder (2021, Autism Research)
  • Informing the Science of Reading: Students' Awareness of Sentence-Level Information Is Important for Reading Comprehension (2021, Reading Research Quarterly)
  • Two aspects of psychological functioning in undergraduates with a history of reading difficulties: anxiety and self-efficacy (2021, Annals of Dyslexia)

The frequent publication venues for their work include:

  • Journal of Research in Reading
  • Reading Research Quarterly
  • Reading and Writing
  • Annals of Dyslexia
  • Scientific Studies of Reading

Deacon frequently collaborates with several co-authors, including:

  • Sherry H. Stewart
  • Kyle Levesque
  • Raquel Nogueira-Arjona
  • Simon Sherry
  • Xi Chen

Best Publications

  • Morphological awareness: Just "more phonological"? The roles of morphological and phonological awareness in reading development

    S. Hélène Deacon;John R. Kirby

  • The Effects of Morphological Instruction on Literacy Skills A Systematic Review of the Literature

    Peter N. Bowers;John R. Kirby;S. Hélène Deacon

  • Children's Morphological Awareness and Reading Ability.

    John R. Kirby;S. Hélène Deacon;Peter N. Bowers;Leah Izenberg

  • Toward a comprehensive view of the skills involved in word reading in Grades 4, 6, and 8.

    A.A. Roman;J.R. Kirby;R.K. Parrila;L. Wade-Woolley

  • Morphological Awareness: A Key to Understanding Poor Reading Comprehension in English.

    Xiuli Tong;S. Helene Deacon;John R. Kirby;Kate Cain

  • Crossover: the role of morphological awareness in French immersion children's reading.

    S. Hélène Deacon;Lesly Wade-Woolley;John Kirby

  • The Relation Between Morphological Awareness and Reading Comprehension: Evidence From Mediation and Longitudinal Models

    S. Hélène Deacon;Michael J. Kieffer;Annie Laroche

  • Morphological awareness and reading comprehension: Examining mediating factors.

    Kyle C. Levesque;Michael J. Kieffer;S. Hélène Deacon

  • A statistical learning perspective on children's learning about graphotactic and morphological regularities in spelling.

    S. Hélène Deacon;Nicole Conrad;Sébastien Pacton

  • How morphology impacts reading and spelling: Advancing the role of morphology in models of literacy development

    Kyle C. Levesque;Helen L. Breadmore;S. Hélène Deacon

  • The timing and mechanisms of children's use of morphological information in spelling: A review of evidence from English and French

    Sébastien Pacton;S. Hélène Deacon

  • Reciprocal relationship: children's morphological awareness and their reading accuracy across grades 2 to 3

    S. Hélène Deacon;Jenna Benere;Adrian Pasquarella

  • Morphological and Syntactic Awareness in Poor Comprehenders Another Piece of the Puzzle

    Xiuli Tong;S. Hélène Deacon;Kate Cain

  • Sounds, letters and meanings: the independent influences of phonological, morphological and orthographic skills on early word reading accuracy

    S. Hélène Deacon

  • What Young Children Do and Do Not Know about the Spelling of Inflections and Derivations.

    S. Hélène Deacon;Peter Bryant

  • Morphological awareness and vocabulary acquisition: A longitudinal examination of their relationship in English-speaking children

    Erin Sparks;S. Hélène Deacon

  • Processing of derived forms in high-functioning dyslexics.

    S. Hélène Deacon;Rauno Parrila;John R. Kirby

  • Flexibility in young second-language learners: examining the language specificity of orthographic processing

    S. Hélène Deacon;Lesly Wade-Woolley;John R. Kirby

  • How robust is the contribution of morphological awareness to general spelling outcomes

    S. Hélène Deacon;John R. Kirby;Melissa Casselman-Bell

  • Chicken or egg? Untangling the relationship between orthographic processing skill and reading accuracy

    S. Hélène Deacon;Jenna Benere;Anne Castles

Frequent Co-Authors

Rauno Parrila
Rauno Parrila Macquarie University
John R. Kirby
John R. Kirby Queen's University
Peter Bryant
Peter Bryant University of Oxford
Michael J. Kieffer
Michael J. Kieffer New York University
Sherry H. Stewart
Sherry H. Stewart Dalhousie University
Anne Castles
Anne Castles Macquarie University
Patrick J. McGrath
Patrick J. McGrath Columbia University
Kate Cain
Kate Cain Lancaster University
Charles A. Perfetti
Charles A. Perfetti University of Pittsburgh
Steven Taylor
Steven Taylor University of British Columbia

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