L. Moats

Developmental and Educational Psychology · 2000–2014

A researcher in the Science corpus: 10 papers; trusts 33 researchers and is trusted by 21 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 50 citations into it; #1,072 of 8,223 by trust here, #1,346 by citations
• Education — 39 citations into it; #2,783 of 11,309 by trust here, #2,294 by citations
• Statistics and Probability — 26 citations into it; #6,470 of 12,932 by trust here, #5,857 by citations
• Cognitive Science & Psychology — 5 citations into it
• Language and Linguistics — 5 citations into it; #1,077 of 3,093 by trust here, #1,403 by citations

Whom L. Moats trusts overall

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

1. Alicia. Sandman
2. B. Foorman
3. J. Torgesen
4. Alysia D. Roehrig
5. Douglas Fuchs
6. Louise Spear-Swerling
7. Charles A. Perfetti
8. L. Ehri
9. Alan Baddeley
10. J. Carlisle

Who trusts L. Moats overall

1. J. Carlisle
2. Louise Spear-Swerling
3. Shayne B. Piasta
4. Elizabeth M. Leader-Janssen
5. Kenn Apel
6. Styliani N. Tsesmeli
7. Jennifer G. Cromley
8. D. Reed
9. Roxanne F. Hudson
10. L. Ehri

Papers from L. Moats's perspective

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

1. Intensive Remedial Instruction for Children with Severe Reading Disabilities (Journal of Learning Disabilities)
2. Speech to Print: Language Essentials for Teachers.
3. Meaningful differences in the everyday experience of young American children
4. Measuring teachers’ content knowledge of language and reading
5. Using Curriculum‐Based Measurement to Improve Student Achievement: Review of Research
6. Critical Elements of Classroom and Small–Group Instruction Promote Reading Success in All Children
7. Introduction to Response to Intervention: What, Why, and How Valid Is It?.
8. Assessment of Reading and Learning Disabilities A Research-Based Intervention-Oriented Approach
9. Estimating root word vocabulary growth in normative and advantaged populations: Evidence for a common sequence of vocabulary acquisition.
10. Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy

Their papers

• Conditions for Sustaining Research-Based Practices in Early Reading Instruction (2004) — 187 citations
• What teachers don't know and why they aren't learning it: addressing the need for content and pedagogy in teacher education (2014) — 144 citations
• Knowledge foundations for teaching reading and spelling (2009) — 266 citations
• When Teachers Work to Use Progress Monitoring Data to Inform Literacy Instruction (2008) — 90 citations
• The impact of instructional practices in Grades 1 and 2 on reading and spelling achievement in high poverty schools (2006) — 202 citations
• How do the spellings of children with dyslexia compare with those of nondyslexic children? (2005) — 126 citations
• The necessity of the alphabetic principle to phonemic awareness instruction (2003) — 118 citations
• Measuring teachers’ content knowledge of language and reading (2003) — 378 citations
• When Older Students Can't Read. (2001) — 105 citations
• Speech to Print: Language Essentials for Teachers. (2000) — 442 citations