Linda Siegel

Developmental and Educational Psychology · 2000–2018

A researcher in the Science corpus: 20 papers; trusts 31 researchers and is trusted by 35 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 100 citations into it; #405 of 8,223 by trust here, #257 by citations
• Education — 58 citations into it; #870 of 11,309 by trust here, #787 by citations
• Statistics and Probability — 56 citations into it; #2,990 of 12,932 by trust here, #1,506 by citations
• Cognitive Neuroscience — 18 citations into it
• Experimental and Cognitive Psychology — 11 citations into it
• Language and Linguistics — 11 citations into it
• Clinical Psychology — 6 citations into it
• Safety Research — 5 citations into it

Whom Linda Siegel trusts overall

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

1. Ludo Verhoeven
2. David C. Geary
3. E. Geva
4. Lynn S. Fuchs
5. Alexandra Gottardo
6. K. Stanovich
7. R. Dumont
8. Nonie K. Lesaux
9. Johannes C. Ziegler
10. V. Mann

Who trusts Linda Siegel overall

1. Orly Lipka
2. R. Vukovic
3. Alexandra Gottardo
4. Min Wang
5. E. Geva
6. Gloria Ramirez
7. Michael J. Kieffer
8. Xi Chen
9. Elinor Saiegh-Haddad
10. Selma Babayiğit

Papers from Linda Siegel's perspective

Ordered by how strongly the researchers Linda Siegel 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. The Prevention, Identification, and Cognitive Determinants of Math Difficulty.
3. Performance across different areas of mathematical cognition in children with learning difficulties.
4. Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory. (Psychological bulletin)
5. Is there a causal link from phonological awareness to success in learning to read? (Cognition)
6. Individual Differences in Response to Early Interventions in Reading: The Lingering Problem of Treatment Resisters
7. On the Anglocentricities of current reading research and practice: the perils of overreliance on an "outlier" orthography. (Psychological bulletin)
8. Naming Speed and Phonological Awareness as Predictors of Reading Development.
9. Foundation literacy acquisition in European orthographies. (British Journal of Psychology)
10. A distributed, developmental model of word recognition and naming.

Their papers

• Academic and Cognitive Characteristics of Persistent Mathematics Difficulty from First through Fourth Grade (2010) — 116 citations
• Factors related to English reading performance in children with Chinese as a first language : More evidence of cross-language transfer of phonological processing (2001) — 296 citations
• A Longitudinal Study of Reading Development of Canadian Children from Diverse Linguistic Backgrounds (2006) — 96 citations
• Morphological Awareness Skills of English Language Learners and Children With Dyslexia (2008) — 160 citations
• Investigating Cognitive and Linguistic Abilities that Influence the Reading Comprehension Skills of Children from Diverse Linguistic Backgrounds (2006) — 173 citations
• Developmental dyslexia: emotional impact and consequences (2018) — 222 citations
• Prevalence and Reliability of Phonological, Surface, and Mixed Profiles in Dyslexia: A Review of Studies Conducted in Languages Varying in Orthographic Depth (2011) — 120 citations
• The development of reading comprehension skills in children learning English as a second language (2011) — 140 citations
• The Mathematics Skills of Children with Reading Difficulties. (2010) — 66 citations
• Predictors of reading and spelling abilities in first and second language learners (2007) — 197 citations
• Growth in reading skills of children from diverse linguistic backgrounds : Findings from a 5-year longitudinal study (2007) — 302 citations
• Development of Literacy. (2006) — 147 citations
• Relationships Between First and Second Language Phonological Processing Skills and Reading in Chinese‐English Speakers living in English‐Speaking Contexts (2006) — 108 citations
• Literacy Instruction, SES, and Word–Reading Achievement in English–Language Learners and Children with English as a First Language: A Longitudinal Study (2004) — 139 citations
• Reading skills in three orthographies: The case of trilingual Arabic–Hebrew–English-speaking Arab children (2003) — 123 citations
• Effective strategies for mental and written arithmetic calculation from the third to the fifth grade (2003) — 48 citations
• Why the timing deficit hypothesis does not explain reading disability in adults (2002) — 125 citations
• Factors Related to English Reading Performance in Children with Chinese as a First Language: More Evidence of Cross-Language Transfer of Phonological Processing. (2001) — 176 citations
• The development of reading in English and Italian in bilingual children (2001) — 143 citations
• Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages (2000) — 480 citations