Susan Brady | Academic Influence

Susan Brady 's AcademicInfluence.com Rankings

Susan Brady

Psychology

#2941

World Rank

#3371

Historical Rank

#1277

USA Rank

Cognitive Psychology

#639

World Rank

#672

Historical Rank

#162

USA Rank

psychology Degrees

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Psychology

Susan Brady 's Degrees

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

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Why Is Susan Brady Influential?

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According to Wikipedia, Susan Brady is an American psychologist and literacy expert who is a professor of school psychology at the University of Rhode Island. For many years, she led the Haskins Literacy Initiative at Haskins Laboratories in New Haven, Connecticut which promotes the "science of teaching reading." She has been a leading researcher in the area of reading acquisition for over thirty years and has been involved with efforts to improve state and national policy on the teaching of reading including speaking before a U.S. Senate committee.

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Susan Brady '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

Speech perception deficits in poor readers: auditory processing or phonological coding? (1997) (624)
Phonological processes in literacy : a tribute to Isabelle Y. Liberman (1991) (490)
Speech perception and memory coding in relation to reading ability. (1983) (475)
Cognitive Profiles of Reading-Disabled Children: Comparison of Language Skills in Phonology, Morphology, and Syntax (1995) (408)
Comprehension and Decoding: Patterns of Association in Children With Reading Difficulties (1999) (273)
Relation of phonological awareness to reading disability in children and adults. (1988) (191)
The Role of Working Memory in Reading Disability (1991) (160)
Training phonological awareness: A study with inner-city kindergarten children (1994) (156)
Correlates of early reading performance in a transparent orthography (2001) (133)
Ability to encode phonological representations: An underlying difficulty of poor readers. (1997) (125)
Identifying the Causes of Reading Disability (1992) (112)
Toward a Common Terminology for Talking about Speech and Reading: A Glossary of the “Phon” Words and Some Related Terms (2002) (110)
Begining to Read: Thinking and Learning about Print (1991) (109)
Reading ability and short-term memory: The role of phonological processing (1990) (95)
Reading disability: the role of language deficiencies. (1988) (90)
Errors in short-term memory for good and poor readers (1987) (85)
Short-term memory, phonological processing, and reading ability (1986) (82)
Speech Repetition Abilities in Children Who Differ in Reading Skill (1989) (76)
Evidence for phonological processing deficits in less-skilled readers (1995) (69)
Phonological representations of adult poor readers: An investigation of specificity and stability (2001) (64)
Vocabulary acquisition and reading ability (1991) (57)
Explaining individual differences in reading : theory and evidence (2011) (55)
Range effect in the perception of voicing. (1978) (53)
Beyond Phonological Processes: Print Exposure and Orthographic Processing (2013) (34)
The inadequacy of individual educational program (IEP) goals for high school students with word-level reading difficulties (2005) (33)
Speech Perception Deficits in Poor Readers (2000) (27)
The effect of vocabulary knowledge on novel word identification (2013) (24)
Constraints on the development of phonological awareness (1991) (19)
Vowel Recognition: Inferences from Studies of Forward and Backward Masking (1977) (13)
Assessing Affix Knowledge Using Both Pseudoword and Real-Word Measures (2014) (11)
The Preeminence of Phonologically Based Skills in Learning to Read (2013) (9)
Are We Taking Too Narrow A View of the Conditions for Development of Phonological Awareness (2013) (6)
Early Precursors of Reading-Relevant Phonological Skills (2011) (3)
Strategies Used in Education for Resisting the Evidence and Implications of the Science of Reading (2020) (2)
Questioning the Psychological Reality of Onset-Rime as a Level of Phonological Awareness (2013) (1)
Speech perception by less‐skilled readers (1994) (0)
Findings on Alphabetics ( Phoneme Awareness and Phonics ) : Implications for Instruction ( Expanded Version ) (2020) (0)
Speech Perception and Reading Ability (2021) (0)
RELEVANCE OF ORAL LANGUAGE SKILLSThe Relevance of Oral Language Skills to Performance on State Literacy Testing (2016) (0)
A Response to Denenberg (2001) (0)
Two processes in vowel recognition: inferences from studies of backward masking (1974) (0)
THE ROLE OF WORKING MEMORY IN PHONEME AWARENESS (2019) (0)
Voicing and juncture in stop‐lateral clusters (1975) (0)
Remembering Dr. Anne E. Fowler editor, annals of dyslexia, 1994–1999 (2004) (0)
INNER-CITY KINDERGARTENERS 27 Assessment of phonological awareness and basic phonological processes was carried out in the fall of the kindergarten year (2007) (0)
Mind, Brain, and Education in Reading Disorders: Analyzing the reading abilities of four boys: educational implications (2007) (0)
THE USE OF AGE MATCHED CONTROLS IN TESTING HYPOTHESES ABOUT READING (2009) (0)
The effect of vocabulary knowledge on novel word identification (2013) (0)

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