William Nagy

Developmental and Educational Psychology · 2002–2012

A researcher in the Science corpus: 11 papers; trusts 28 researchers and is trusted by 32 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 85 citations into it; #538 of 8,223 by trust here, #249 by citations
• Education — 50 citations into it; #856 of 11,309 by trust here, #413 by citations
• Language and Linguistics — 22 citations into it; #577 of 3,093 by trust here, #274 by citations
• Statistics and Probability — 21 citations into it; #4,110 of 12,932 by trust here, #1,624 by citations
• Cognitive Neuroscience — 11 citations into it
• Experimental and Cognitive Psychology — 11 citations into it; #4,960 of 9,731 by trust here, #5,375 by citations
• Literature and Literary Theory — 10 citations into it; #812 of 2,496 by trust here, #518 by citations
• Artificial Intelligence — 9 citations into it

Whom William Nagy trusts overall

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

1. Mary J. Schleppegrell
2. Catherine E. Snow
3. Z. Fang
4. D. Townsend
5. J. Carlisle
6. Steve Graham
7. Virginia W. Berninger
8. R. Berman
9. Nonie K. Lesaux
10. Bruce Saddler

Who trusts William Nagy overall

1. Michael J. Kieffer
2. Nonie K. Lesaux
3. Gloria Ramirez
4. Xi Chen
5. Kenn Apel
6. E. Ford-Connors
7. S. H. Deacon
8. P. Uccelli
9. Deborah McCutchen
10. X. Tong

Papers from William Nagy's perspective

Ordered by how strongly the researchers William Nagy 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. A New Academic Word List
3. Linguistic Features of the Language of Schooling
4. Awareness of the structure and meaning of morphologically complex words: Impact on reading
5. The Challenge of Academic Language
6. Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students.
7. Teaching Word Meanings
8. The Language of Schooling: A Functional Linguistics Perspective
9. Estimating root word vocabulary growth in normative and advantaged populations: Evidence for a common sequence of vocabulary acquisition.
10. The Language Demands of Science Reading in Middle School

Their papers

• Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. (2006) — 982 citations
• Words as Tools: Learning Academic Vocabulary as Language Acquisition (2012) — 748 citations
• Writing development in four genres from grades three to seven: syntactic complexity and genre differentiation (2011) — 187 citations
• Child writers’ construction and reconstruction of single sentences and construction of multi-sentence texts: contributions of syntax and transcription to translation (2011) — 111 citations
• Syntactic complexity as a predictor of adolescent writing quality: Which measures? Which genre? (2009) — 268 citations
• Tier 3 specialized writing instruction for students with dyslexia (2008) — 123 citations
• Metalinguistic awareness and the vocabulary-comprehension connection. (2007) — 262 citations
• Individual fMRI activation in orthographic mapping and morpheme mapping after orthographic or morphological spelling treatment in child dyslexics (2006) — 98 citations
• Teaching Word Meanings (2005) — 536 citations
• Relationship of morphology and other language skills to literacy skills in at-risk second-grade readers and at-risk fourth-grade writers (2003) — 451 citations
• Facets of Metalinguistic Awareness that Contribute to Chinese Literacy (2002) — 157 citations