Sylvia Linan-Thompson

Developmental and Educational Psychology · 2000–2009

A researcher in the Science corpus: 13 papers; trusts 10 researchers and is trusted by 15 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 70 citations into it; #1,622 of 8,223 by trust here, #383 by citations
• Education — 49 citations into it; #7,547 of 11,309 by trust here, #1,293 by citations
• Statistics and Probability — 24 citations into it; #4,897 of 12,932 by trust here, #1,182 by citations
• Safety Research — 7 citations into it

Whom Sylvia Linan-Thompson trusts overall

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

1. J. Torgesen
2. Rollanda E. O'Connor
3. D. Speece
4. S. Vaughn
5. P. Lachenbruch
6. Lynn S. Fuchs
7. Richard D. Gonzalez
8. L. Case
9. R. Gersten
10. Douglas Fuchs

Who trusts Sylvia Linan-Thompson overall

1. S. Vaughn
2. A. Hollenbeck
3. Kristen L. McMaster
4. Charles A. Hughes
5. R. Gersten
6. J. Klingner
7. Douglas Fuchs
8. Leanne S. Hawken
9. J. McLeskey
10. William J. Therrien

Papers from Sylvia Linan-Thompson's perspective

Ordered by how strongly the researchers Sylvia Linan-Thompson trusts endorse each paper. Same corpus, a different order for every researcher.

1. Intensive Remedial Instruction for Children with Severe Reading Disabilities (Journal of Learning Disabilities)
2. Validity of IQ-Discrepancy Classifications of Reading Disabilities: A Meta-Analysis
3. Individual Differences in Response to Early Interventions in Reading: The Lingering Problem of Treatment Resisters
4. Bringing Words to Life: Robust Vocabulary Instruction
5. Treatment Validity as a Unifying Construct for Identifying Learning Disabilities
6. Statistical Methods for Meta‐Analysis
7. Classification in Context: An Alternative Approach to Identifying Early Reading Disability.
8. Characteristics of Children Who Are Unresponsive to Early Literacy Intervention
9. Research-Based Implications From Extensive Early Reading Interventions
10. Fluency: A review of developmental and remedial practices.

Their papers

• Response to Instruction as a Means of Identifying Students with Reading/Learning Disabilities (2003) — 596 citations
• Reading Instruction Grouping for Students with Reading Difficulties (2003) — 219 citations
• Reading Outcomes for Students with and without Reading Disabilities in General Education Middle-School Content Area Classes (2000) — 147 citations
• Effectiveness of an English Intervention for First‐Grade English Language Learners at Risk for Reading Problems (2006) — 209 citations
• Enhancing Social Studies Vocabulary and Comprehension for Seventh-Grade English Language Learners: Findings From Two Experimental Studies (2009) — 167 citations
• Response to Early Reading Intervention Examining Higher and Lower Responders (2009) — 156 citations
• Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems (2006) — 162 citations
• Teaching English Language Learners at Risk for Reading Disabilities to Read: Putting Research into Practice (2005) — 113 citations
• Research-Based Methods of Reading Instruction, Grades K-3 (2004) — 110 citations
• What Is Special About Special Education for Students with Learning Disabilities? (2003) — 162 citations
• Effectiveness of Supplemental Reading Instruction for Second-Grade English Language Learners with Reading Difficulties (2003) — 115 citations
• The Effects of Professional Development for Middle School General and Special Education Teachers on Implementation of Reading Strategies in Inclusive Content Area Classes (2001) — 91 citations
• Fluency and Comprehension Interventions for Third-Grade Students (2000) — 144 citations