Alexandra Reis

Developmental and Educational Psychology · 2010–2018

A researcher in the Science corpus: 4 papers; trusts 11 researchers and is trusted by 2 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 76 citations into it; #5,727 of 8,223 by trust here, #2,205 by citations
• Education — 37 citations into it; #8,656 of 11,309 by trust here, #3,441 by citations
• Cognitive Neuroscience — 26 citations into it
• Statistics and Probability — 23 citations into it

Whom Alexandra Reis trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. Johannes C. Ziegler
2. P. Lachenbruch
3. Heinz Wimmer
4. L. Hedges
5. Karin Landerl
6. Paula J. Clarke
7. H. Lee Swanson
8. Donald L. Compton
9. P. Seymour
10. M. Snowling

Who trusts Alexandra Reis overall

1. Susana Araújo
2. Tuire Koponen

Papers from Alexandra Reis's perspective

Ordered by how strongly the researchers Alexandra Reis trusts endorse each paper. Same corpus, a different order for every researcher.

1. Foundation literacy acquisition in European orthographies. (British Journal of Psychology)
2. Is there a causal link from phonological awareness to success in learning to read? (Cognition)
3. Phoneme awareness and pathways into literacy: A comparison of German and American children
4. Orthographic Depth and Its Impact on Universal Predictors of Reading (Psychology Science)
5. The double-deficit hypothesis and difficulties in learning to read a regular orthography.
6. Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory. (Psychological bulletin)
7. Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up.
8. Naming-Speed Processes, Timing, and Reading (Journal of Learning Disabilities)
9. Deficits in phoneme segmentation are not the core problem of dyslexia: Evidence from German and English children.
10. A Cross-Linguistic Comparison of Children Learning to Read in English and Dutch.

Their papers

• Cognitive Development of Fluent Word Reading Does Not Qualitatively Differ Between Transparent and Opaque Orthographies (2010) — 192 citations
• Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience (2018) — 86 citations
• Rapid Automatized Naming and Reading Performance: A Meta-Analysis. (2014) — 290 citations
• Orthographic Depth and Its Impact on Universal Predictors of Reading (2010) — 857 citations