Frances Conners

Developmental and Educational Psychology · 2005–2009

A researcher in the Science corpus: 2 papers; trusts 22 researchers and is trusted by 13 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 22 citations into it; #1,654 of 8,223 by trust here, #5,239 by citations
• Statistics and Probability — 16 citations into it; #3,932 of 12,932 by trust here, #7,508 by citations
• Cognitive Neuroscience — 5 citations into it
• Education — 5 citations into it; #2,134 of 11,309 by trust here, #6,846 by citations

Whom Frances Conners trusts overall

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

1. Laurie E. Cutting
2. K. Cain
3. John R. Kirby
4. H. Scarborough
5. J. Keenan
6. K. Stanovich
7. Louise Spear-Swerling
8. Peter J. Anderson
9. Jane Oakhill
10. H. Catts

Who trusts Frances Conners overall

1. R. Silverman
2. Y. Kim
3. C. Lonigan
4. D. Speece
5. Kelly B. Cartwright
6. Reese Butterfuss
7. Jeffrey R. Harring
8. Stephen R. Burgess
9. Kristen D. Ritchey
10. Paul J Silvia

Papers from Frances Conners's perspective

Ordered by how strongly the researchers Frances Conners 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. Prediction of Reading Comprehension: Relative Contributions of Word Recognition, Language Proficiency, and Other Cognitive Skills Can Depend on How Comprehension Is Measured
3. Oral language and code-related precursors to reading: evidence from a longitudinal structural model. (Developmental Psychology)
4. Genetic and environmental influences on reading and listening comprehension
5. Components of Reading Ability: Multivariate Evidence for a Convergent Skills Model of Reading Development
6. Comprehending the Gray Oral Reading Test Without Reading It: Why Comprehension Tests Should Not Include Passage-Independent Items
7. The Contribution of Naming Speed to the Simple View of Reading
8. The Relations Between Children’s Reading Comprehension, Working Memory, Language Skills and Components of Reading Decoding in a Normal Sample
9. Children's Reading Comprehension Ability: Concurrent Prediction by Working Memory, Verbal Ability, and Component Skills.
10. Beyond phonological skills: broader language skills contribute to the development of reading

Their papers

• Attentional control and the Simple View of reading (2009) — 128 citations
• Relation of Creativity to Fluid and Crystallized Intelligence (2005) — 101 citations