J. C. Brunstein

Developmental and Educational Psychology · 2004–2013

A researcher in the Science corpus: 7 papers; trusts 13 researchers and is trusted by 12 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 87 citations into it; #1,685 of 8,223 by trust here, #1,472 by citations
• Education — 56 citations into it; #2,150 of 11,309 by trust here, #1,970 by citations
• Social Psychology — 25 citations into it
• Experimental and Cognitive Psychology — 19 citations into it
• Clinical Psychology — 11 citations into it
• Applied Psychology — 8 citations into it
• Literature and Literary Theory — 6 citations into it
• Safety Research — 6 citations into it

Whom J. C. Brunstein trusts overall

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

1. Steve Graham
2. M. Pressley
3. B. Zimmerman
4. K. Harris
5. Douglas Fuchs
6. A. Greenwald
7. Lynn S. Fuchs
8. David P. MacKinnon
9. L. Mason
10. P. Lachenbruch

Who trusts J. C. Brunstein overall

1. Teresa Limpo
2. A. Ellis
3. Rui Alexandre Alves
4. Richard E. Mayer
5. H. de Boer
6. D. Denton
7. Anouk S. Donker
8. R. Slavin
9. Steve Graham
10. Davood Tofighi

Papers from J. C. Brunstein's perspective

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

1. What should comprehension instruction be the instruction of
2. Peer-Assisted Learning Strategies in Reading
3. Research on Peer-Assisted Learning Strategies: The Promise and Limitations of Peer-Mediated Instruction
4. The Role of Self-Regulation and Transcription Skills in Writing and Writing Development
5. Should the Natural Learning Approach Replace Spelling Instruction
6. Measuring individual differences in implicit cognition: the implicit association test.
7. Implicit social cognition: attitudes, self-esteem, and stereotypes.
8. Strategy Instruction and the Teaching of Writing: A Meta-Analysis.
9. Attaining self-regulation: A social cognitive perspective.
10. Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools. A Report to Carnegie Corporation of New York.

Their papers

• Assessing individual differences in achievement motivation with the Implicit Association Test (2004) — 117 citations
• Integrating self-regulation in whole-class reciprocal teaching: A moderator–mediator analysis of incremental effects on fifth graders’ reading comprehension (2013) — 91 citations
• Testing a path-analytic mediation model of how self-regulated writing strategies improve fourth graders' composition skills: A randomized controlled trial. (2011) — 104 citations
• Improving students' reading comprehension skills : effects of strategy instruction and reciprocal teaching (2009) — 308 citations
• Fostering the reading comprehension of secondary school students through peer-assisted learning: Effects on strategy knowledge, strategy use, and task performance (2009) — 93 citations
• Improving fourth-grade students' composition skills: Effects of strategy instruction and self-regulation procedures (2007) — 210 citations
• An implicit motive perspective on competence (2005) — 89 citations