C. Patrick Proctor

Developmental and Educational Psychology · with Snow · 2005–2014

A researcher in the Science corpus: 9 papers; trusts 26 researchers and is trusted by 12 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 116 citations into it; #1,461 of 8,223 by trust here, #728 by citations
• Education — 53 citations into it; #6,495 of 11,309 by trust here, #3,542 by citations
• Statistics and Probability — 41 citations into it
• Language and Linguistics — 25 citations into it; #1,387 of 3,093 by trust here, #331 by citations
• Cognitive Neuroscience — 15 citations into it
• Information Systems — 9 citations into it

Whom C. Patrick Proctor trusts overall

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

1. Catherine E. Snow
2. María S. Carlo
3. Gene P. Ouellette
4. D. August
5. K. Stanovich
6. A. Vermeer
7. Ellen Bialystok
8. A. Biemiller
9. Michael J. Kieffer
10. B. Laufer

Who trusts C. Patrick Proctor overall

1. Michael J. Kieffer
2. P. Uccelli
3. Selma Babayiğit
4. C. Leider
5. Bridget Dalton
6. R. Silverman
7. A. Taboada
8. Nonie K. Lesaux
9. Catherine E. Snow
10. S. H. Deacon

Papers from C. Patrick Proctor's perspective

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

1. Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy
2. Meaningful differences in the everyday experience of young American children
3. Progress in Understanding Reading: Scientific Foundations and New Frontiers
4. An effective method for building meaning vocabulary in primary grades
5. What's Meaning Got to Do With It: The Role of Vocabulary in Word Reading and Reading Comprehension
6. Closing the gap: Addressing the vocabulary needs of English‐language learners in bilingual and mainstream classrooms
7. Estimating root word vocabulary growth in normative and advantaged populations: Evidence for a common sequence of vocabulary acquisition.
8. Native Spanish-speaking children reading in English : Toward a model of comprehension
9. Reading Fluency and Its Intervention
10. Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students.

Their papers

• The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish–English bilingual children in elementary school (2012) — 192 citations
• Teachers' Instruction and Students' Vocabulary and Comprehension: An Exploratory Study with English Monolingual and Spanish-English Bilingual Students in Grades 3-5. (2014) — 103 citations
• Examining the role of vocabulary depth, cross-linguistic transfer, and types of reading measures on the reading comprehension of Latino bilinguals in elementary school (2013) — 96 citations
• Improving comprehension online: effects of deep vocabulary instruction with bilingual and monolingual fifth graders (2011) — 143 citations
• The Interdependence Continuum: A Perspective on the Nature of Spanish–English Bilingual Reading Comprehension (2010) — 137 citations
• Understanding Depth of Vocabulary Online With Bilingual and Monolingual Children (2009) — 98 citations
• Scaffolding English Language Learners and Struggling Readers in a Universal Literacy Environment with Embedded Strategy Instruction and Vocabulary Support (2007) — 188 citations
• The Intriguing Role of Spanish Language Vocabulary Knowledge in Predicting English Reading Comprehension. (2006) — 384 citations
• Native Spanish-speaking children reading in English : Toward a model of comprehension (2005) — 577 citations