D. August

Developmental and Educational Psychology · 2004–2017

A researcher in the Science corpus: 14 papers; trusts 15 researchers and is trusted by 20 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 63 citations into it; #906 of 8,223 by trust here, #271 by citations
• Education — 29 citations into it; #3,396 of 11,309 by trust here, #1,126 by citations
• Language and Linguistics — 25 citations into it; #966 of 3,093 by trust here, #216 by citations
• Statistics and Probability — 19 citations into it
• Literature and Literary Theory — 9 citations into it

Whom D. August trusts overall

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

1. Isabel L. Beck
2. T. Shanahan
3. Steve Graham
4. María S. Carlo
5. R. Silverman
6. Okhee Lee
7. A. Biemiller
8. K. Stanovich
9. C. Patrick Proctor
10. Dolores Perin

Who trusts D. August overall

1. Michael J. Kieffer
2. C. Patrick Proctor
3. Nonie K. Lesaux
4. D. Share
5. F. Genesee
6. S. Vaughn
7. P. Uccelli
8. R. Silverman
9. Xi Chen
10. Gloria Ramirez

Papers from D. August's perspective

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

1. Meaningful differences in the everyday experience of young American children
2. Closing the gap: Addressing the vocabulary needs of English‐language learners in bilingual and mainstream classrooms
3. An effective method for building meaning vocabulary in primary grades
4. Bringing Words to Life: Robust Vocabulary Instruction
5. Estimating root word vocabulary growth in normative and advantaged populations: Evidence for a common sequence of vocabulary acquisition.
6. Progress in Understanding Reading: Scientific Foundations and New Frontiers
7. Native Spanish-speaking children reading in English : Toward a model of comprehension
8. Reading Fluency and Its Intervention
9. Vocabulary Development of English‐Language and English‐Only Learners in Kindergarten (The Elementary school journal)
10. The Efficacy of Supplemental Instruction in Decoding Skills for Hispanic and Non-Hispanic Students in Early Elementary School

Their papers

• Measures of Reading Comprehension: A Latent Variable Analysis of the Diagnostic Assessment of Reading Comprehension (2006) — 186 citations
• Synthesis: Cross-Linguistic Relationships (2017) — 94 citations
• The Importance of SES, Home and School Language and Literacy Practices, and Oral Vocabulary in Bilingual Children’s English Reading Development (2014) — 104 citations
• Developing Literacy in English Language Learners: Findings From a Review of the Experimental Research (2014) — 91 citations
• Spanish-speaking students' use of cognate knowledge to infer the meaning of English words* (2011) — 99 citations
• The Interdependence Continuum: A Perspective on the Nature of Spanish–English Bilingual Reading Comprehension (2010) — 137 citations
• Closing the Gap: Addressing the Vocabulary Needs of English-Language Learners in Bilingual and Mainstream Classrooms (2009) — 88 citations
• The Impact of an Instructional Intervention on the Science and Language Learning of Middle Grade English Language Learners (2009) — 163 citations
• The Intriguing Role of Spanish Language Vocabulary Knowledge in Predicting English Reading Comprehension. (2006) — 384 citations
• Language of Instruction. (2006) — 153 citations
• Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Executive Summary. (2006) — 758 citations
• The Critical Role of Vocabulary Development for English Language Learners (2005) — 763 citations
• Native Spanish-speaking children reading in English : Toward a model of comprehension (2005) — 577 citations
• Closing the gap: Addressing the vocabulary needs of English‐language learners in bilingual and mainstream classrooms (2004) — 762 citations