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Psychology

D-Index
49
Citations
12044
World Ranking
5613
National Ranking
3059

Overview

Scott K. Baker is affiliated with Southern Methodist University in the United States. The scientist has contributed to a range of research topics primarily situated in Earth and Planetary Sciences, Physics and Astronomy, and Environmental Science.

Their work spans several subfields, notably:

  • Oceanography
  • Astronomy and Astrophysics
  • Geophysics
  • Environmental Chemistry
  • Nuclear and High Energy Physics

The main research topics addressed include:

  • Geophysics and Gravity Measurements
  • Methane Hydrates and Related Phenomena
  • Ionosphere and Magnetosphere Dynamics
  • Seismic Waves and Analysis
  • Earthquake Detection and Analysis
  • Solar and Space Plasma Dynamics
  • Astrophysics and Cosmic Phenomena

Scott K. Baker has authored several recent papers related to education and intervention studies, illustrating involvement in interdisciplinary research:

  • "Can the Evidence Revolution and Multi-Tiered Systems of Support Improve Education Equity and Reading Achievement?" (2021), published in Reading Research Quarterly
  • "Effects of a read aloud intervention on first grade student vocabulary, listening comprehension, and language proficiency" (2020), published in Reading and Writing
  • "A Conceptual Replication Study of the Enhanced Core Reading Instruction MTSS-Reading Model" (2020), published in Exceptional Children
  • "Examining the Efficacy of a Kindergarten Mathematics Intervention by Group Size and Initial Skill" (2020), published in The Elementary School Journal
  • "Effects of early mathematics intervention for low-SES pre-kindergarten and kindergarten students: a replication study" (2022), published in Educational Research and Evaluation

Frequent co-authors with whom Scott K. Baker has collaborated include:

  • Sarah Leichty
  • Kelly Hatter
  • Thomas Fillmore
  • Carrie Nicora
  • Kent Bloodsworth

The scientist has consistently published in several venues, with multiple contributions to the following:

  • OSTI OAI (U.S. Department of Energy Office of Scientific and Technical Information)
  • Transplantation and Cellular Therapy
  • The Elementary School Journal
  • Journal of Learning Disabilities
  • Reading Research Quarterly

Best Publications

  • Teaching Reading Comprehension Strategies to Students With Learning Disabilities: A Review of Research

    Russell Gersten;Lynn S. Fuchs;Joanna P. Williams;Scott Baker

  • Mathematics Instruction for Students With Learning Disabilities: A Meta-Analysis of Instructional Components

    Russell Gersten;David J. Chard;Madhavi Jayanthi;Scott K. Baker

  • What We Know about Effective Instructional Practices for English-Language Learners

    Russell Gersten;Scott Baker

  • A Synthesis of Empirical Research on Teaching Mathematics to Low- Achieving Students.

    Scott Baker;Russell Gersten;Dae-Sik Lee

  • Teaching Expressive Writing to Students with Learning Disabilities: A Meta-Analysis

    Russell Gersten;Scott Baker

  • Effective Literacy and English Language Instruction for English Learners in the Elementary Grades. IES Practice Guide. NCEE 2007-4011.

    Russell Gersten;Scott K. Baker;Timothy Shanahan;Sylvia Linan-Thompson

  • Factors Enhancing Sustained Use of Research-Based Instructional Practices

    Russell Gersten;David Chard;Scott Baker

  • Teaching Expressive Writing to Students with Learning Disabilities Research-Based Applications and Examples

    Scott Baker;Russell Gersten;Steve Graham

  • Reading Fluency as a Predictor of Reading Proficiency in Low-Performing, High-Poverty Schools.

    Scott K. Baker;Keith Smolkowski;Rachell Katz;Hank Fien

  • Repeated Reading Interventions for Students with Learning Disabilities: Status of the Evidence:

    David J. Chard;Leanne R. Ketterlin-Geller;Scott K. Baker;Christian Doabler

  • Making the Very Most of Classroom Read-Alouds to Promote Comprehension and Vocabulary

    Lana Edwards Santoro;David J. Chard;Lisa Howard;Scott K. Baker

  • Teaching Writing to At-Risk Students: The Quality of Evidence for Self-Regulated Strategy Development:

    Scott K. Baker;David J. Chard;Leanne R. Ketterlin-Geller;Chanisa Apichatabutra

  • Designing High-Quality Research in Special Education: Group Experimental Design

    Russell Gersten;Scott Baker;John Wills Lloyd

  • Using Measures of Number Sense to Screen for Difficulties in Mathematics: Preliminary Findings:

    David J. Chard;Ben Clarke;Scott Baker;Janet Otterstedt

  • Curriculum-Based Measurement of English Reading with Bilingual Hispanic Students: A Validation Study with Second-Grade Students

    Scott K. Baker;Roland Good

  • Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012.

    Scott Baker;Nonie Lesaux;Madhavi Jayanthi;Joseph Dimino

  • When Less May Be More: A 2‐Year Longitudinal Evaluation of a Volunteer Tutoring Program Requiring Minimal Training

    Scott Baker;Russell Gersten;Thomas Keating

  • The Effectiveness of Reading Interventions for English Learners: A Research Synthesis

    Catherine Richards-Tutor;Doris L. Baker;Russell Gersten;Scott K. Baker

  • Preventing Early Mathematics Difficulties: The Feasibility of a Rigorous Kindergarten Mathematics Curriculum.

    David J. Chard;Scott K. Baker;Ben Clarke;Kathleen Jungjohann

  • Procedural Facilitators and Cognitive Strategies: Tools for Unraveling the Mysteries of Comprehension and the Writing Process, and for Providing Meaningful Access to the General Curriculum

    Scott K. Baker;Russell Gersten;David Scanlon

  • Teaching Expressive Writing to Students with Learning Disabilities. ERIC/OSEP Digest E590.

    Russell Gersten;Scott Baker;Lana Edwards

Frequent Co-Authors

Keith Smolkowski
Keith Smolkowski Oregon Research Institute
Mike Stoolmiller
Mike Stoolmiller University of Oregon
Mark R. Shinn
Mark R. Shinn University of Oregon
Lynn S. Fuchs
Lynn S. Fuchs Vanderbilt University
Gerald Tindal
Gerald Tindal University of Oregon
Deborah C. Simmons
Deborah C. Simmons Texas A&M University
Christine A. Espin
Christine A. Espin Leiden University
John Wills Lloyd
John Wills Lloyd University of Virginia
Monica Melby-Lervåg
Monica Melby-Lervåg University of Oslo
David O. Scanlon
David O. Scanlon University College London

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