Pamela J. Mims

Developmental and Educational Psychology · 2008–2012

A researcher in the Science corpus: 3 papers; trusts 5 researchers and is trusted by 3 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 28 citations into it; #7,595 of 8,223 by trust here, #4,815 by citations
• Education — 13 citations into it
• Cognitive Neuroscience — 5 citations into it; #7,328 of 10,852 by trust here, #6,360 by citations

Whom Pamela J. Mims trusts overall

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

1. D. Browder
2. Laura M. Justice
3. Bree A. Jimenez
4. Katherine Trela
5. L. Ahlgrim-Delzell
6. Susan L. Gibbs
7. Paige C. Pullen
8. F. Spooner
9. M. Hudson

Who trusts Pamela J. Mims overall

1. Veronica P. Fleury
2. M. Ok

Papers from Pamela J. Mims's perspective

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

1. Literacy Instruction for People with Mental Retardation: Historical Highlights and Contemporary Analysis (Education and Training in Mental Retardation and Developmental Disabilities)
2. Teaching an Algebraic Equation to High School Students with Moderate Developmental Disabilities (Education and Training in Developmental Disabilities)
3. Language Impairment, Parent—Child Shared Reading, and Phonological Awareness
4. Teaching Vocabulary During Shared Storybook Readings: An Examination of Differential Effects
5. Enhancing Phonological Awareness, Print Awareness, and Oral Language Skills in Preschool Children
6. Training Teachers to Follow a Task Analysis to Engage Middle School Students With Moderate and Severe Developmental Disabilities in Grade-Appropriate Literature
7. WORD EXPOSURE CONDITIONS AND PRESCHOOLERS' NOVEL WORD LEARNING DURING SHARED STORYBOOK READING
8. Literacy for Students With Severe Developmental Disabilities
9. Effectiveness of Direct Instruction for Teaching Statement Inference, Use of Facts, and Analogies to Students With Developmental Disabilities and Reading Delays
10. A Comparison of Constant Time Delay and Simultaneous Prompting Within Embedded Instruction in General Education Classes with Students with Moderate to Severe Disabilities

Their papers

• Using Time Delay to Teach Literacy to Students with Severe Developmental Disabilities (2009) — 181 citations
• Using Read-Alouds of Grade-Level Biographies and Systematic Prompting to Promote Comprehension for Students With Moderate and Severe Developmental Disabilities (2012) — 122 citations
• Teaching Elementary Students with Multiple Disabilities to Participate in Shared Stories (2008) — 139 citations