Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Learning to read and write: A longitudinal study of 54 children from first through fourth grades.
19881.3k citationsConnie JuelJournal of Educational Psychologyprofile →
Acquisition of literacy: A longitudinal study of children in first and second grade.
1986617 citationsConnie Juel et al.Journal of Educational Psychologyprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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This map shows the geographic impact of Connie Juel'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 Connie Juel with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Connie Juel more than expected).
This network shows the impact of papers produced by Connie Juel. 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 Connie Juel. The network helps show where Connie Juel may publish in the future.
Co-authorship network of co-authors of Connie Juel
This figure shows the co-authorship network connecting the top 25 collaborators of Connie Juel.
A scholar is included among the top collaborators of Connie Juel 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 Connie Juel. Connie Juel 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.
Graves, Michael F., et al.. (2006). Teaching Reading in the 21st Century (with Assessments and Lesson Plans Booklet) (4th Edition).3 indexed citations
2.
Juel, Connie, et al.. (2004). Making Words Stick.. Educational leadership. 61(6). 30.42 indexed citations
3.
Juel, Connie, et al.. (2003). Walking with Rosie: A Cautionary Tale of Early Reading Instruction.. Educational leadership. 60(7). 12–18.40 indexed citations
Juel, Connie, et al.. (2000). One Down and 80,000 To Go: Word Recognition Instruction in the Primary Grades.. The Reading Teacher. 53(4).12 indexed citations
6.
Juel, Connie & Joanne D. Meier. (1999). Teaching Content and Form Through Balanced Instruction.. 6(2).7 indexed citations
7.
Konold, Timothy R., et al.. (1999). Building an Integrated Model of Early Reading Acquisition.12 indexed citations
8.
Invernizzi, Marcia, et al.. (1996). A community volunteer tutorial that works. The Reading Teacher. 50(4).40 indexed citations
Juel, Connie, et al.. (1980). Comparison of Processing Strategies in Oral and Silent Reading by Good and Poor Readers..
19.
Juel, Connie & Robert L. Solso. (1979). Effects of Orthographic and Phonic Structures on Word Identification..3 indexed citations
20.
Solso, Robert L., et al.. (1979). METHODS & DESIGNS Bigram and trigram frequencies and versatilities in the English language.2 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.