Paul T. Cirino

Developmental and Educational Psychology · 2002–2013

A researcher in the Science corpus: 6 papers; trusts 3 researchers and is trusted by 1 researcher here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 43 citations into it; #7,849 of 8,223 by trust here, #1,708 by citations
• Education — 35 citations into it; #10,885 of 11,309 by trust here, #1,530 by citations
• Statistics and Probability — 17 citations into it; #12,664 of 12,932 by trust here, #2,579 by citations

Whom Paul T. Cirino trusts overall

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

1. B. Foorman
2. Geoffrey D. Borman
3. P. Lachenbruch
4. S. Vaughn
5. R. Gersten
6. L. Moats
7. Steven M. Kimball
8. Peggy Hickman

Who trusts Paul T. Cirino overall

1. Michael J. Vavrus

Papers from Paul T. Cirino's perspective

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

1. What We Know about Effective Instructional Practices for English-Language Learners
2. Critical Elements of Classroom and Small–Group Instruction Promote Reading Success in All Children
3. Meaningful differences in the everyday experience of young American children
4. Closing the gap: Addressing the vocabulary needs of English‐language learners in bilingual and mainstream classrooms
5. Validity of IQ-Discrepancy Classifications of Reading Disabilities: A Meta-Analysis
6. Woodcock Language Proficiency Battery–Revised
7. Statistical Methods for Meta‐Analysis
8. Effectiveness of Supplemental Reading Instruction for Second-Grade English Language Learners with Reading Difficulties (The Elementary school journal)
9. The Efficacy of Supplemental Instruction in Decoding Skills for Hispanic and Non-Hispanic Students in Early Elementary School
10. Statistical Power Analysis for the Behavioral Sciences (2nd ed.)

Their papers

• Improving At-Risk Learners' Understanding of Fractions (2013) — 267 citations
• Effectiveness of an English Intervention for First‐Grade English Language Learners at Risk for Reading Problems (2006) — 209 citations
• Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders (2009) — 901 citations
• Teacher Characteristics, Classroom Instruction, and Student Literacy and Language Outcomes in Bilingual Kindergartners (2007) — 91 citations
• Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems (2006) — 162 citations
• The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia (2002) — 338 citations