C. Schatschneider

Developmental and Educational Psychology · 2002–2018

A researcher in the Science corpus: 12 papers; trusts 15 researchers and is trusted by 7 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 112 citations into it; #2,879 of 8,223 by trust here, #245 by citations
• Education — 80 citations into it; #4,919 of 11,309 by trust here, #719 by citations
• Statistics and Probability — 61 citations into it; #7,283 of 12,932 by trust here, #747 by citations
• Literature and Literary Theory — 6 citations into it
• Artificial Intelligence — 5 citations into it

Whom C. Schatschneider trusts overall

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

1. Richard B. Darlington
2. J. Torgesen
3. R. Dumont
4. K. Cain
5. J. R. García
6. F. Vellutino
7. J. Loehlin

Who trusts C. Schatschneider overall

1. George K. Georgiou
2. Y. Kim
3. L. Moats
4. Rauno Parrila
5. H. Catts
6. R. Vukovic
7. M. Sénéchal
8. Minna Torppa
9. B. Foorman
10. Patricia F. Vadasy

Papers from C. Schatschneider's perspective

Ordered by how strongly the researchers C. Schatschneider 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. Prediction of Reading Comprehension: Relative Contributions of Word Recognition, Language Proficiency, and Other Cognitive Skills Can Depend on How Comprehension Is Measured
3. THE COMPONENT MODEL OF READING: SIMPLE VIEW OF READING MADE A LITTLE MORE COMPLEX
4. Selecting At-Risk Readers in First Grade for Early Intervention: A Two-Year Longitudinal Study of Decision Rules and Procedures
5. Classification in Context: An Alternative Approach to Identifying Early Reading Disability.
6. Can the Simple View Deal with the Complexities of Reading
7. Classification and Regression Trees
8. Meaningful differences in the everyday experience of young American children
9. The Simple View of Reading: Is It Valid for Different Types of Alphabetic Orthographies?
10. Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures

Their papers

• The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems (2006) — 618 citations
• Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis (2004) — 884 citations
• Effects of Intensive Reading Remediation for Second and Third Graders and a 1-Year Follow-Up. (2004) — 170 citations
• Examining the Simple View of Reading With Elementary School Children: Still Simple After All These Years (2018) — 179 citations
• A latent variable approach to the simple view of reading (2012) — 114 citations
• Practice-Based Professional Development for Self-Regulated Strategies Development in Writing (2012) — 161 citations
• Does Growth Rate in Oral Reading Fluency Matter in Predicting Reading Comprehension Achievement (2010) — 220 citations
• The ISI Classroom Observation System: Examining the Literacy Instruction Provided to Individual Students (2009) — 169 citations
• Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties (2008) — 163 citations
• The impact of instructional practices in Grades 1 and 2 on reading and spelling achievement in high poverty schools (2006) — 202 citations
• Assessment of Reading and Learning Disabilities A Research-Based Intervention-Oriented Approach (2002) — 135 citations
• The contribution of oral language skills to the development of phonological awareness (2002) — 120 citations