H. Catts

Developmental and Educational Psychology · 2001–2018

A researcher in the Science corpus: 14 papers; trusts 20 researchers and is trusted by 48 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 74 citations into it; #358 of 8,223 by trust here, #142 by citations
• Statistics and Probability — 38 citations into it; #8,685 of 12,932 by trust here, #2,477 by citations
• Education — 28 citations into it; #10,912 of 11,309 by trust here, #4,520 by citations
• Cognitive Neuroscience — 20 citations into it; #2,891 of 10,852 by trust here, #1,972 by citations

Whom H. Catts trusts overall

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

1. K. Stanovich
2. K. Cain
3. Suzanne M. Adlof
4. M. Snowling
5. J. Torgesen
6. Usha Goswami
7. J. Stein
8. Dorothy V. M. Bishop
9. Jane Oakhill
10. Maryanne Wolf

Who trusts H. Catts overall

1. Michael J. Kieffer
2. Kate Nation
3. Suzanne M. Adlof
4. Danielle Brimo
5. Jeannette Mancilla‐Martinez
6. W. Tunmer
7. Nell K. Duke
8. Y. Kim
9. Laura M. Justice
10. Elena Florit

Papers from H. Catts's perspective

Ordered by how strongly the researchers H. Catts 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. The dissociation of word reading and text comprehension: Evidence from component skills
3. Intensive Remedial Instruction for Children with Severe Reading Disabilities (Journal of Learning Disabilities)
4. Progress in Understanding Reading: Scientific Foundations and New Frontiers
5. Phonological skills and comprehension failure: A test of the phonological processing deficit hypothesis
6. Comprehension skill, inference-making ability, and their relation to knowledge (Memory & Cognition)
7. Children with Specific Language Impairment
8. Psycholinguistic markers for specific language impairment (SLI). (Journal of Child Psychology and Psychiatry and Allied Disciplines)
9. Specific reading disability (dyslexia): what have we learned in the past four decades? (Journal of Child Psychology and Psychiatry and Allied Disciplines)
10. Naming-Speed Processes, Timing, and Reading (Journal of Learning Disabilities)

Their papers

• Should the Simple View of Reading Include a Fluency Component? (2006) — 387 citations
• Early prediction of reading comprehension within the simple view framework (2015) — 181 citations
• Predicting, Explaining, and Preventing Children's Reading Difficulties (2001) — 314 citations
• The Simple View of Reading: Advancements and False Impressions (2018) — 106 citations
• How Can We Improve the Accuracy of Screening Instruments? (2009) — 159 citations
• What is the Reading Component Skill Profile of Adolescent Struggling Readers in Urban Schools? (2009) — 167 citations
• Language deficits in poor comprehenders: a case for the simple view of reading. (2006) — 1,016 citations
• Dimensions Affecting the Assessment of Reading Comprehension (2005) — 165 citations
• The Connections between Language and Reading Disabilities (2005) — 456 citations
• Are specific language impairment and dyslexia distinct disorders? (2005) — 707 citations
• Developmental Changes in Reading and Reading Disabilities (2005) — 345 citations
• LANGUAGE BASIS OF READING DISABILITIES AND IMPLICATIONS FOR EARLY IDENTIFICATION AND REMEDIATION (2003) — 99 citations
• A longitudinal investigation of reading outcomes in children with language impairments. (2002) — 1,147 citations
• Estimating the Risk of Future Reading Difficulties in Kindergarten Children: A Research-Based Model and Its Clinical Implementation. (2001) — 627 citations