Carol McDonald Connor | Academic Influence

Carol McDonald Connor's AcademicInfluence.com Rankings

Carol McDonald Connor

Psychology

#3950

World Rank

#4424

Historical Rank

Cognitive Psychology

#578

World Rank

#606

Historical Rank

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Psychology

Carol McDonald Connor's Degrees

PhD Psychology University of California, Berkeley
Masters Cognitive Psychology Stanford University
Bachelors Psychology University of California, Berkeley

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Why Is Carol McDonald Connor Influential?

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According to Wikipedia, Carol McDonald Connor was an educational psychologist known for her research contributions to the field of early literacy development in diverse learners, in particular for work on individualized student instruction interventions and the lattice model of reading development. She held the position of Chancellor's Faculty and Equity Advisor in the School of Education at the University of California, Irvine.

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Carol McDonald Connor's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. (2007) (1363)
Touch your toes! Developing a direct measure of behavioral regulation in early childhood (2008) (563)
Preschool instruction and children's emergent literacy growth (2006) (430)
The Age at Which Young Deaf Children Receive Cochlear Implants and Their Vocabulary and Speech-Production Growth: Is There an Added Value for Early Implantation? (2006) (418)
Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes. (2005) (386)
Current State of Knowledge: Language and Literacy of Children with Hearing Impairment (2007) (315)
Beyond the Reading Wars: Exploring the Effect of Child-Instruction Interactions on Growth in Early Reading (2004) (312)
EFFECTIVE READING COMPREHENSION INSTRUCTION: EXAMINING CHILD X INSTRUCTION INTERACTIONS (2004) (303)
Individualizing student instruction precisely: effects of Child x Instruction interactions on first graders' literacy development. (2009) (293)
Untangling the Effects of Shared Book Reading: Multiple Factors and Their Associations with Preschool Literacy Outcomes. (2008) (265)
Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading Growth (2009) (256)
Speech, vocabulary, and the education of children using cochlear implants: oral or total communication? (2000) (248)
The Effects of Teacher Qualification, Teacher Self-Efficacy, and Classroom Practices on Fifth Graders' Literacy Outcomes (2012) (221)
Algorithm-Guided Individualized Reading Instruction (2007) (199)
Examining multiple sources of influence on the reading comprehension skills of children who use cochlear implants. (2004) (195)
Effects of variation in teacher organization on classroom functioning (2005) (173)
Teacher Quality Moderates the Genetic Effects on Early Reading (2010) (146)
Schooling effects on preschoolers' self-regulation, early literacy, and language growth. (2011) (145)
The ISI Classroom Observation System: Examining the Literacy Instruction Provided to Individual Students (2009) (140)
First graders' literacy and self-regulation gains: The effect of individualizing student instruction. (2010) (137)
Depressive Symptoms in Third‐Grade Teachers: Relations to Classroom Quality and Student Achievement (2015) (135)
A Longitudinal Cluster-Randomized Controlled Study on the Accumulating Effects of Individualized Literacy Instruction on Students’ Reading From First Through Third Grade (2013) (131)
African American preschoolers' language, emergent literacy skills, and use of African American English: a complex relation. (2006) (131)
Assessment Data–Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial (2011) (127)
Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction. (2011) (123)
Differentiated Instruction: Making Informed Teacher Decisions. (2012) (123)
Emergent Literacy Skills during Early Childhood in Children with Hearing Loss: Strengths and Weaknesses (2008) (123)
Early Positive Predictors of Later Reading Comprehension for African American Students: A Preliminary Investigation. (2003) (123)
Improving Literacy in America: Guidelines from Research (2005) (122)
Examining relationships among dialect variation, literacy skills, and school context in first grade. (2010) (115)
Effects of classroom organization on letter-word reading in first grade. (2008) (113)
Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders' vocabulary and reading comprehension outcomes. (2014) (109)
To Wait in Tier 1 or Intervene Immediately (2014) (102)
Understanding Schooling Effects on Early Literacy: A Working Research Strategy. (2002) (102)
Improving Reading Outcomes for Students with or at Risk for Reading Disabilities: A Synthesis of the Contributions from the Institute of Education Sciences Research Centers. NCSER 2014-3000. (2014) (94)
Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming-decoding fluency. (2008) (90)
Effective Classroom Instruction: Implications of Child Characteristics by Reading Instruction Interactions on First Graders’ Word Reading Achievement (2011) (87)
Behavioral Engagement and Reading Achievement in Elementary-School-Age Children: A Longitudinal Cross-Lagged Analysis. (2014) (84)
Instruction, Student Engagement, and Reading Skill Growth in Reading First Classrooms (2009) (71)
Examining the core: relations among reading curricula, poverty, and first through third grade reading achievement. (2009) (71)
The early years. Algorithm-guided individualized reading instruction. (2007) (70)
Children's early literacy growth in relation to classmates' self-regulation. (2012) (70)
Building the Alphabetic Principle in Young Children Who Are Deaf or Hard of Hearing. (2009) (64)
Classroom quality as a predictor of first graders' time in non-instructional activities and literacy achievement. (2016) (64)
Dialect variation and reading: is change in nonmainstream American English use related to reading achievement in first and second grades? (2012) (64)
A Second Chance in Second Grade: The Independent and Cumulative Impact of First- and Second-Grade Reading Instruction and Students' Letter-Word Reading Skill Growth (2007) (64)
Predicting First-Grade Reading Performance from Kindergarten Response to Tier 1 Instruction (2011) (59)
Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study Across Second and Third Grade. (2009) (58)
Commentary on two classroom observation systems: moving toward a shared understanding of effective teaching. (2013) (54)
Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School. (2016) (52)
Foundations for Literacy: An Early Literacy Intervention for Deaf and Hard-of-Hearing Children (2014) (51)
Children's behavioral regulation and literacy: The impact of the first grade classroom environment. (2015) (50)
Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten Through Fourth Grade (2014) (47)
Individual Differences in Fifth Graders’ Literacy and Academic Language Predict Comprehension Monitoring Development: An Eye-Movement Study (2015) (41)
The Componential Model of Reading (2012) (40)
A Lattice Model of the Development of Reading Comprehension. (2016) (38)
Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI) (2017) (37)
Direct and Reciprocal Effects among Social Skills, Vocabulary, and Reading Comprehension in First Grade. (2018) (35)
African American English and Spelling: How do Second Graders Spell Dialect-Sensitive Features of Words? (2010) (34)
Using assessment to individualize early mathematics instruction. (2017) (33)
Content area literacy: individualizing student instruction in second-grade science (2010) (33)
Classroom Quality and Student Engagement: Contributions to Third-Grade Reading Skills (2011) (32)
Contributions of the Emergent Literacy Environment to Literacy Outcomes for Young Children Who Are Deaf (2011) (31)
Building word knowledge, learning strategies, and metacognition with the Word-Knowledge e-Book (2019) (30)
Inhibition, Updating Working Memory, and Shifting Predict Reading Disability Symptoms in a Hybrid Model: Project KIDS (2018) (29)
Relative Contributions of Prekindergarten and Kindergarten to Children's Literacy and Mathematics Skills (2013) (28)
Defining Success in Adult Basic Education Settings: Multiple Stakeholders, Multiple Perspectives. (2013) (27)
Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling. (2019) (25)
Reading Among Diverse DHH Learners: What, How, and for Whom? (2015) (24)
The Causal Impact of Schooling on Children’s Development: Lessons for Developmental Science (2019) (23)
Improving writing skills through technology‐based instruction: A meta‐analysis (2018) (23)
Primary Grade Reading (2010) (23)
Language and Reading Progress of Young Deaf and Hard-of-Hearing Children. (2020) (22)
Commentary on the Special Issue on Instructional Coaching Models: Common Elements of Effective Coaching Models (2017) (21)
Dialect variation, dialect-shifting, and reading comprehension in second grade (2016) (21)
Using Technology and Assessment to Personalize Instruction: Preventing Reading Problems (2017) (20)
Individualizing Student Instruction in Reading (2016) (19)
Examining the communication skills of a young cochlear implant pioneer. (2006) (19)
The effects of dialect awareness instruction on nonmainstream American English speakers (2017) (18)
Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning? (2018) (18)
Associations among teachers' depressive symptoms and students' classroom instructional experiences in third grade. (2018) (17)
Bringing the Science of Reading to Preservice Elementary Teachers: Tools That Bridge Research and Practice (2020) (17)
Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties (2018) (16)
Relations Between Third Grade Teachers’ Depressive Symptoms and Their Feedback to Students, With Implications for Student Mathematics Achievement (2017) (16)
Professional Development to Differentiate Kindergarten Tier 1 Instruction: Can Already Effective Teachers Improve Student Outcomes by Differentiating Tier 1 Instruction? (2016) (15)
The relations between children's comprehension monitoring and their reading comprehension and vocabulary knowledge: an eye-movement study (2019) (15)
Language and Literacy Connections for Children Who are African American (2008) (13)
Examining the Relations Between Self-Regulation and Achievement in Third-Grade Students (2017) (13)
Self-Regulation and Academic Achievement (2017) (13)
Enacted Reading Comprehension: Using Bodily Movement to Aid the Comprehension of Abstract Text Content (2017) (12)
Preventing retention: First grade classroom instruction and student characteristics (2012) (11)
The transition to school: Child-instruction transactions in learning to read. (2009) (11)
Preschool children and teachers talking together: The influence of child, family, teacher, and classroom characteristics on children's developing literacy. (2002) (10)
Psychometric Analysis of the Diagnostic Evaluation of Language Variation Assessment (2012) (10)
The Cognitive Development of Reading and Reading Comprehension (2016) (9)
Reconceptualizing teacherstudent relationships: Applicability of the working alliance within classroom contexts (2015) (9)
Services or Programs that Influence Young Children's Academic Success and School Completion (2006) (9)
Predicting Second and Third Graders’ Reading Comprehension Gains: Observing Students’ and Classmates Talk During Literacy Instruction Using COLT (2019) (8)
Technologies That Support Students’ Literacy Development (2014) (8)
Observations of Vocabulary Activities during Second- and Third-Grade Reading Lessons (2018) (7)
Observing individual children in early childhood classrooms using Optimizing Learning Opportunities for Students (OLOS): A feasibility study. (2020) (6)
Early Schooling and Growth of Literacy in the Transition to School (2010) (5)
Writing Instruction Improves Students' Writing Skills Differentially Depending on Focal Instruction and Children: A Meta-Analysis for Primary Grade Students. (2021) (5)
Using Interactive E-Book User Log Variables to Track Reading Processes and Predict Digital Learning Outcomes (2020) (5)
Students’ problem behaviors and teachers’ warmth and demand as predictors of students’ classroom instructional experiences in first grade (2020) (4)
The Effect of Peer-Assisted Mathematics Learning Opportunities in First Grade Classrooms: What Works for Whom? (2020) (4)
Using Assessment to Improve the Accuracy of Teachers’ Perceptions of Students’ Academic Competence (2021) (4)
Teachers’ use of assessment to instruction (A2i) software and third graders’ reading comprehension gains (2012) (4)
Individual differences in fifth graders' reading and language predict their comprehension monitoring development: An eye-movement study. (2015) (4)
Child characteristics by instruction interactions, literacy, and implications for theory and practice (2017) (3)
Implementing response to intervention: The synergy of beginning reading instruction and early intervening services (2009) (3)
Supporting language and literacy development with intensive small-group interventions: An early childhood efficacy study (2021) (3)
Promise and feasibility of teaching expository text structure: a primary grade pilot study (2018) (3)
Making the Case for the Socially Relevant Social Scientist (2021) (2)
Methods for Bridging Human-Animal Interactions and Education Research (2017) (2)
The effect of stimulant medication on the learning of academic curricula in children with ADHD: A randomized crossover study. (2022) (2)
Profiles of foundational learning skills among first graders (2019) (2)
Profiles of Foundational Learning Components among First Graders. (2016) (2)
Observing Individual Children in Early Childhood Classrooms using OLOS: Optimizing Learning Opportunities for Students (2020) (2)
Back to the Future: Contrasting Scientific Styles in Understanding Reading (2009) (1)
Making Individualized Literacy Instruction Available to All Teachers: Adapting the Assessment to Instruction (A2i) Software for Multiple Real-World Contexts (2014) (1)
Examining the Impact of Child x Instruction Interactions in First Grade. (2011) (1)
Challenges, Benefits, and Considerations When Conducting Classroom Video Observation Research (2018) (1)
The relations between children's comprehension monitoring and their reading comprehension and vocabulary knowledge: an eye-movement study (2019) (1)
Literacy Development in the Transition to School (2010) (1)
Individualizing Student Literacy Instruction: Implications of Child Characteristics by Instruction Interactions on Students' Reading Skill Growth. (2009) (1)
Individualizing Teaching in Beginning Reading. (2014) (1)
Assessment-to-Instruction (A2i) (2016) (1)
Prevailing Theories of Reading Development and Deafness (2020) (1)
Literacy Development in the Transition to School: An Integrative Framework (2010) (1)
Opening the black box: user-log analyses of children’s e-Book reading and associations with word knowledge (2020) (1)
Primary Grade Reading Instruction in the United States (2015) (1)
Educational Leaders Domain Knowledge of Reading: The Relationship Between Educational Leaders, Teachers, and Student Achievement (2008) (1)
Literacy Instruction and Individual Differences in Students’ Cognitive Development (2020) (1)
Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten Through Fourth Grade (2014) (0)
Head-to-Toes Task (2016) (0)
Self-Perception and Perspective Taking: How Beliefs About Oneself and Others May Influence Reading (2016) (0)
Using Cognitive Science to Improve Reading Instruction and Reading Comprehension in School-Aged Learners (2007) (0)
Dialect variation, dialect-shifting, and reading comprehension in second grade (2015) (0)
Promise and feasibility of teaching expository text structure: a primary grade pilot study (2017) (0)
Thinking about instructional leadership: An exploration of educational leaders perceptions, values, and beliefs of a specialized body of knowledge in reading as it relates to their baseline knowledge. (2009) (0)
Bringing Assessment-to-Instruction (A2i) technology to scale: Exploring the process from development to implementation. (2022) (0)
DI FFE REN TIA T ED IN S TR UC TI ON Making Informed Teacher Decisions (2012) (0)
Instructional influences on growth of early reading: Individualizing student learning (2013) (0)
Acknowledgment (2005) (0)
The effects of dialect awareness instruction on nonmainstream American English speakers (2017) (0)
Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning? (2018) (0)
Enacted Reading Comprehension -- Design Study (2016) (0)
Introduction (2016) (0)
Literacy (1994) (0)
Language, Literacy and the Transition to American Schooling (2019) (0)
Phonics Toolkit References Full References Effectiveness of Treatment Approaches for Children and Adolescents with Reading Disabilities: a Meta-analysis of Randomized Controlled Trials. Plos One 9(2): Jeynes, (2008). a Meta-analysis of the Relationship between Phonics Instruction and Minority Elemen (0)
Terms of engagement for community clinics (1999) (0)

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