Brian C. Poncy

971 total citations
32 papers, 509 citations indexed

About

Brian C. Poncy is a scholar working on Developmental and Educational Psychology, Statistics and Probability and Education. According to data from OpenAlex, Brian C. Poncy has authored 32 papers receiving a total of 509 indexed citations (citations by other indexed papers that have themselves been cited), including 27 papers in Developmental and Educational Psychology, 25 papers in Statistics and Probability and 10 papers in Education. Recurrent topics in Brian C. Poncy's work include Cognitive and developmental aspects of mathematical skills (25 papers), Behavioral and Psychological Studies (21 papers) and Reading and Literacy Development (11 papers). Brian C. Poncy is often cited by papers focused on Cognitive and developmental aspects of mathematical skills (25 papers), Behavioral and Psychological Studies (21 papers) and Reading and Literacy Development (11 papers). Brian C. Poncy collaborates with scholars based in United States. Brian C. Poncy's co-authors include Christopher H. Skinner, Kathryn E. Jaspers, Gary J. Duhon, Benjamin G. Solomon, Elizabeth McCallum, Ara J. Schmitt, Robin S. Codding, Sherry Mee Bell, Gary L. Cates and R. Steve McCallum and has published in prestigious journals such as Journal of School Psychology, School Psychology Review and Psychology in the Schools.

In The Last Decade

Brian C. Poncy

31 papers receiving 466 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Brian C. Poncy United States 15 415 316 235 70 34 32 509
Anne F. Zaslofsky United States 13 314 0.8× 253 0.8× 208 0.9× 61 0.9× 40 1.2× 20 453
Michal Shany Israel 12 562 1.4× 205 0.6× 251 1.1× 142 2.0× 28 0.8× 21 635
Adrea J. Truckenmiller United States 12 442 1.1× 119 0.4× 287 1.2× 68 1.0× 32 0.9× 43 562
Bobette Bouton United States 10 421 1.0× 146 0.5× 197 0.8× 39 0.6× 49 1.4× 15 495
Benjamin Silberglitt United States 12 471 1.1× 191 0.6× 363 1.5× 30 0.4× 63 1.9× 16 588
Kristen N. Missall United States 15 357 0.9× 246 0.8× 459 2.0× 47 0.7× 89 2.6× 42 623
Bradley S. Witzel United States 14 524 1.3× 607 1.9× 653 2.8× 60 0.9× 53 1.6× 31 908
Amelia S. Malone United States 12 295 0.7× 393 1.2× 360 1.5× 35 0.5× 25 0.7× 20 533
Phyllis Underwood United States 7 507 1.2× 152 0.5× 500 2.1× 32 0.5× 38 1.1× 9 692
Mercedes Spencer United States 15 535 1.3× 207 0.7× 244 1.0× 167 2.4× 21 0.6× 21 675

Countries citing papers authored by Brian C. Poncy

Since Specialization
Citations

This map shows the geographic impact of Brian C. Poncy'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 Brian C. Poncy with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Brian C. Poncy more than expected).

Fields of papers citing papers by Brian C. Poncy

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Brian C. Poncy. 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 Brian C. Poncy. The network helps show where Brian C. Poncy may publish in the future.

Co-authorship network of co-authors of Brian C. Poncy

This figure shows the co-authorship network connecting the top 25 collaborators of Brian C. Poncy. A scholar is included among the top collaborators of Brian C. Poncy 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 Brian C. Poncy. Brian C. Poncy is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Poncy, Brian C., et al.. (2024). Evaluating and comparing three variations of cover, copy, and compare on multiplication fact fluency.. School Psychology. 40(3). 345–355.
2.
Skinner, Christopher H., et al.. (2021). Why and how teachers should prevent and remedy academic deficits by enhancing learning speed. Preventing School Failure Alternative Education for Children and Youth. 66(1). 22–32. 2 indexed citations
3.
Solomon, Benjamin G., et al.. (2021). Precision of Single-Skill Mathematics CBM: Group Versus Individual Administration. Assessment for Effective Intervention. 47(3). 170–178. 1 indexed citations
4.
Powell, Steven L., et al.. (2020). Distributed Practice in Math Facts Fluency: A Comparative Analysis of Varied Intersession Intervals. School Psychology Review. 51(5). 517–525. 3 indexed citations
5.
Duhon, Gary J., et al.. (2020). Toward a More Comprehensive Evaluation of Interventions: A Dose-Response Curve Analysis of an Explicit Timing Intervention. School Psychology Review. 51(1). 84–94. 9 indexed citations
6.
Solomon, Benjamin G., et al.. (2020). A review of common rates of improvement when implementing whole-number operation math interventions.. School Psychology. 35(5). 353–362. 4 indexed citations
7.
Poncy, Brian C., et al.. (2020). A Comparison of Taped Problems and Explicit Timing Interventions on Second-Grade Students’ Subtraction Fluency. School Psychology Review. 51(5). 526–537. 1 indexed citations
8.
Poncy, Brian C., et al.. (2020). Factors Influencing the Effectiveness of Interventions: An Interaction of Instructional Set Size and Dose. School Psychology Review. 49(4). 386–398. 4 indexed citations
9.
Solomon, Benjamin G. & Brian C. Poncy. (2019). Growth under intervention by means of instructional time expended: Empirical illustrations of applicable models.. School Psychology. 34(5). 566–575. 2 indexed citations
10.
Solomon, Benjamin G., et al.. (2017). Examining learning rates in the evaluation of academic interventions that target reading fluency. Psychology in the Schools. 55(2). 151–164. 3 indexed citations
11.
Duhon, Gary J., et al.. (2015). A comparative analysis of massed vs. distributed practice on basic math fact fluency growth rates. Journal of School Psychology. 53(2). 149–159. 43 indexed citations
12.
Poncy, Brian C., et al.. (2015). A Comparison of Taped-Problem Interventions to Increase Math Fact Fluency: Does the Length of Time Delay Affect Student Learning Rates?. Journal of Applied School Psychology. 31(1). 63–82. 9 indexed citations
13.
Taylor, Emily P., et al.. (2013). Enhancing Basic Academic Skills with Audio-Recordings: A Review of the Literature. Educational research quarterly. 37(2). 22–60. 1 indexed citations
14.
Poncy, Brian C., et al.. (2013). Using Detect, Practice, and Repair (DPR) to Differentiate and Individualize Math Fact Instruction in a Class-Wide Setting. Journal of Behavioral Education. 22(3). 211–228. 19 indexed citations
15.
Poncy, Brian C., Christopher H. Skinner, & Elizabeth McCallum. (2012). A comparison of class‐wide taped problems and cover, copy, and compare for enhancing mathematics fluency. Psychology in the Schools. 49(8). 744–755. 15 indexed citations
16.
Poncy, Brian C., et al.. (2010). An investigation of Detect, Practice, and Repair to remedy math‐fact deficits in a group of third‐grade students. Psychology in the Schools. 47(4). 342–353. 22 indexed citations
17.
Duhon, Gary J., et al.. (2010). An Examination of Two Techniques for Promoting Response Generalization of Early Literacy Skills. Journal of Behavioral Education. 19(1). 62–75. 9 indexed citations
18.
Poncy, Brian C., et al.. (2006). Detect, Practice, and Repair: The Effects of a Classwide Intervention on Elementary Students' Math-Fact Fluency.. 17 indexed citations
19.
Poncy, Brian C., Christopher H. Skinner, & Kathryn E. Jaspers. (2006). Evaluating and Comparing Interventions Designed to Enhance Math Fact Accuracy and Fluency: Cover, Copy, and Compare Versus Taped Problems. Journal of Behavioral Education. 16(1). 27–37. 84 indexed citations
20.
Scott, Ralph & Brian C. Poncy. (1999). The 'Flynn Effect': How Applicable is it to Longitudinal IQ Assessment of American. Mankind Quarterly. 39(4). 385–397. 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.

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