Anne McGill‐Franzen

1.6k total citations
37 papers, 992 citations indexed

About

Anne McGill‐Franzen is a scholar working on Education, Developmental and Educational Psychology and Sociology and Political Science. According to data from OpenAlex, Anne McGill‐Franzen has authored 37 papers receiving a total of 992 indexed citations (citations by other indexed papers that have themselves been cited), including 25 papers in Education, 19 papers in Developmental and Educational Psychology and 3 papers in Sociology and Political Science. Recurrent topics in Anne McGill‐Franzen's work include Reading and Literacy Development (18 papers), School Choice and Performance (7 papers) and Education Systems and Policy (6 papers). Anne McGill‐Franzen is often cited by papers focused on Reading and Literacy Development (18 papers), School Choice and Performance (7 papers) and Education Systems and Policy (6 papers). Anne McGill‐Franzen collaborates with scholars based in United States, United Kingdom and Canada. Anne McGill‐Franzen's co-authors include Richard L. Allington, Courtney Zmach, Lunetta M. Williams, Gregory Camilli, Ellen Adams, Linda Yokoi, G. Brooks, Virginia J. Goatley, Mark Dressman and Violet J. Harris and has published in prestigious journals such as Journal of Educational Psychology, Educational Researcher and Reading Research Quarterly.

In The Last Decade

Anne McGill‐Franzen

36 papers receiving 711 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Anne McGill‐Franzen United States	17	785	563	89	80	75	37	992
Mary C. Daane	6	743 0.9×	619 1.1×	101 1.1×	56 0.7×	71 0.9×	7	988
Patricia Donahue Canada	12	526 0.7×	385 0.7×	81 0.9×	38 0.5×	77 1.0×	23	740
Patricia L. Anders United States	15	800 1.0×	597 1.1×	93 1.0×	59 0.7×	140 1.9×	35	1.1k
Joseph Dimino United States	17	700 0.9×	714 1.3×	251 2.8×	147 1.8×	58 0.8×	41	1.1k
Ken Rowe Australia	14	656 0.8×	231 0.4×	52 0.6×	38 0.5×	63 0.8×	38	810
Sarah Howie South Africa	15	546 0.7×	205 0.4×	63 0.7×	61 0.8×	52 0.7×	60	762
Greg Brooks United Kingdom	15	545 0.7×	355 0.6×	62 0.7×	39 0.5×	100 1.3×	53	771
Bridget Dalton United States	16	498 0.6×	429 0.8×	56 0.6×	121 1.5×	86 1.1×	32	963
Susan Chambers Cantrell United States	15	571 0.7×	302 0.5×	41 0.5×	28 0.3×	95 1.3×	31	706
Lindy Crawford United States	13	366 0.5×	228 0.4×	81 0.9×	76 0.9×	29 0.4×	30	539

Countries citing papers authored by Anne McGill‐Franzen

Since Specialization

Citations

This map shows the geographic impact of Anne McGill‐Franzen's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Anne McGill‐Franzen with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Anne McGill‐Franzen more than expected).

Fields of papers citing papers by Anne McGill‐Franzen

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Anne McGill‐Franzen. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Anne McGill‐Franzen. The network helps show where Anne McGill‐Franzen may publish in the future.

Co-authorship network of co-authors of Anne McGill‐Franzen

This figure shows the co-authorship network connecting the top 25 collaborators of Anne McGill‐Franzen. A scholar is included among the top collaborators of Anne McGill‐Franzen based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Anne McGill‐Franzen. Anne McGill‐Franzen is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

McGill‐Franzen, Anne, et al.. (2016). Summers: Some Are Reading, Some Are Not! It Matters. The Reading Teacher. 69(6). 585–596. 7 indexed citations

McGill‐Franzen, Anne, et al.. (2013). Selecting “App” ealing and “App” ropriate Book Apps for Beginning Readers. The Reading Teacher. 67(1). 30–39. 27 indexed citations

Allington, Richard L., et al.. (2010). Addressing Summer Reading Setback Among Economically Disadvantaged Elementary Students. Reading Psychology. 31(5). 411–427. 151 indexed citations

McGill‐Franzen, Anne. (2010). Guest Editor’s Introduction. Educational Researcher. 39(4). 275–278. 9 indexed citations

McGill‐Franzen, Anne & Richard L. Allington. (2006). Contamination of Current Accountability Systems. Phi Delta Kappan. 87(10). 762–766. 11 indexed citations

Allington, Richard L. & Anne McGill‐Franzen. (2003). The Impact of Summer Setback on the Reading Achievement Gap. Phi Delta Kappan. 85(1). 68–75. 57 indexed citations

McGill‐Franzen, Anne, et al.. (2002). Learning to be literate: A comparison of five urban early childhood programs.. Journal of Educational Psychology. 94(3). 443–464. 5 indexed citations

Allington, Richard L. & Anne McGill‐Franzen. (2000). Looking Back, Looking Forward: A Conversation About Teaching Reading in the 21st Century. Reading Research Quarterly. 35(1). 136–153. 15 indexed citations

Allington, Richard L. & Anne McGill‐Franzen. (1992). Does High-Stakes Testing Improve School Effectiveness?.. 10(2). 3–12. 16 indexed citations

10.

McGill‐Franzen, Anne. (1992). Early Literacy: What Does "Developmentally Appropriate" Mean? (Literacy for All Children).. The Reading Teacher. 46(1). 56–58. 9 indexed citations

11.

McGill‐Franzen, Anne. (1992). Shaping the Preschool Agenda: Early Literacy, Public Policy, and Professional Beliefs. Medical Entomology and Zoology. 23 indexed citations

12.

Allington, Richard L. & Anne McGill‐Franzen. (1992). Unintended Effects of Educational Reform in New York. Educational Policy. 6(4). 397–414. 68 indexed citations

13.

McGill‐Franzen, Anne & Richard L. Allington. (1991). Every Child's Right: Literacy (Commentary).. The Reading Teacher. 45(2). 86–90. 8 indexed citations

14.

McGill‐Franzen, Anne & Richard L. Allington. (1990). COMPREHENSION AND COHERENCE: NEGLECTED ELEMENTS OF LITERACY INSTRUCTION IN REMEDIAL AND RESOURCE ROOM SERVICES. 6(2). 149–181. 22 indexed citations

15.

Allington, Richard L. & Anne McGill‐Franzen. (1989). Different programs, indifferent instruction.. 41 indexed citations

16.

Allington, Richard L. & Anne McGill‐Franzen. (1989). School Response to Reading Failure: Instruction for Chapter 1 and Special Education Students in Grades Two, Four, and Eight. The Elementary School Journal. 89(5). 529–542. 114 indexed citations

17.

Allington, Richard L. & Anne McGill‐Franzen. (1980). Word Identification Errors in Isolation and in Context: Apples vs. Oranges.. The Reading Teacher. 33(7). 795–800. 6 indexed citations

18.

McGill‐Franzen, Anne, et al.. (1980). The Influence of Context on Deaf Readers' Understanding of Passive Sentences. American annals of the deaf. 125(7). 937–942. 17 indexed citations

19.

McGill‐Franzen, Anne. (1979). Beyond Illiterate, What Can You Say?. Learning Disability Quarterly. 2(4). 76–80. 5 indexed citations

20.

McGill‐Franzen, Anne & Peter McDermott. (1978). Negotiating a Reading Diagnosis.. 1 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

Explore authors with similar magnitude of impact