Connie Mayer

1.1k total citations
30 papers, 639 citations indexed

About

Connie Mayer is a scholar working on Developmental and Educational Psychology, Language and Linguistics and Cognitive Neuroscience. According to data from OpenAlex, Connie Mayer has authored 30 papers receiving a total of 639 indexed citations (citations by other indexed papers that have themselves been cited), including 27 papers in Developmental and Educational Psychology, 9 papers in Language and Linguistics and 7 papers in Cognitive Neuroscience. Recurrent topics in Connie Mayer's work include Hearing Impairment and Communication (27 papers), Language, Metaphor, and Cognition (7 papers) and Language, Discourse, Communication Strategies (6 papers). Connie Mayer is often cited by papers focused on Hearing Impairment and Communication (27 papers), Language, Metaphor, and Cognition (7 papers) and Language, Discourse, Communication Strategies (6 papers). Connie Mayer collaborates with scholars based in Canada, United States and United Kingdom. Connie Mayer's co-authors include Beverly J. Trezek, Greg Leigh, Sue Archbold, Loes Wauters, Thomastine Sarchet, Carol Convertino, Marc Marschark, Patricia Sapere, Cheri Williams and David A. Stewart and has published in prestigious journals such as Review of Educational Research, Exceptional Children and The Journal of Deaf Studies and Deaf Education.

In The Last Decade

Connie Mayer

27 papers receiving 528 citations

Peers

Connie Mayer

DEP

LL

CN

EDUCA

HI

Beverly J. Trezek United States

Patricia Sapere United States

Amy M. Lieberman United States

Charles Mayer Canada

Barbara Luetke-Stahlman United States

Robert Hoffmeister United States

Loes Wauters Netherlands

Carol LaSasso United States

Fiona Kyle United Kingdom

Stephen P. Quigley United States

Beverly J. Trezek United States

Connie Mayer

680 ×1.2

DEP

170 ×0.8

LL

339 ×1.6

CN

159 ×1.4

EDUCA

73 ×0.7

HI

Citations per year, relative to Connie Mayer Connie Mayer (= 1×) peers Beverly J. Trezek

Countries citing papers authored by Connie Mayer

Since Specialization

Citations

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

Fields of papers citing papers by Connie Mayer

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Connie Mayer. 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 Mayer. The network helps show where Connie Mayer may publish in the future.

Co-authorship network of co-authors of Connie Mayer

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

All Works

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20 of 20 papers shown

1.

Mayer, Connie & Beverly J. Trezek. (2024). Reading achievement and deaf students with cochlear implants. Cochlear Implants International. 25(5). 394–402.

2.

Mayer, Connie & Beverly J. Trezek. (2023). Investigating the Writing Achievement of Deaf Learners. American annals of the deaf. 167(5). 625–643. 1 indexed citations

3.

Mayer, Connie, et al.. (2023). Spoken Language Bilingualism in the Education of Deaf Learners. American annals of the deaf. 167(5). 727–744. 3 indexed citations

4.

Mayer, Connie, Beverly J. Trezek, & Gregory R. Hancock. (2021). Reading Achievement of Deaf Students: Challenging the Fourth Grade Ceiling. The Journal of Deaf Studies and Deaf Education. 26(3). 427–437. 16 indexed citations

5.

Mayer, Connie, et al.. (2019). Writing in Role: Developing Theory of Mind in the Written Language of Deaf Children. American annals of the deaf. 164(4). 481–495. 2 indexed citations

6.

Trezek, Beverly J. & Connie Mayer. (2019). Reading and Deafness: State of the Evidence and Implications for Research and Practice. Education Sciences. 9(3). 216–216. 16 indexed citations

7.

Mayer, Connie, et al.. (2018). Evidence of Theory of Mind in the Written Language of Deaf Children. The Journal of Deaf Studies and Deaf Education. 24(1). 32–40. 5 indexed citations

8.

Mayer, Connie. (2017). Written Forms of Signed languages: A Route to Literacy for Deaf Learners?. American annals of the deaf. 161(5). 552–559. 14 indexed citations

9.

Mayer, Connie & Beverly J. Trezek. (2017). Literacy Outcomes in Deaf Students with Cochlear Implants: Current State of the Knowledge. The Journal of Deaf Studies and Deaf Education. 23(1). 1–16. 70 indexed citations

10.

Trezek, Beverly J. & Connie Mayer. (2015). Using an Informal Reading Inventory to Differentiate Instruction: Case Studies of Three Deaf Learners. American annals of the deaf. 160(3). 289–302. 12 indexed citations

11.

Mayer, Connie & Beverly J. Trezek. (2015). Early Literacy Development in Deaf Children. Oxford University Press eBooks. 30 indexed citations

12.

Mayer, Connie & Beverly J. Trezek. (2014). Is Reading Different for Deaf Individuals?: Reexamining the Role of Phonology. American annals of the deaf. 159(4). 359–371. 37 indexed citations

13.

Mayer, Connie, et al.. (2010). Integrating Onsite and Online Learning in a Teacher of the Deaf and Hard of Hearing Education Program. 4 indexed citations

14.

Mayer, Connie. (2010). The Demands of Writing and the Deaf Writer. Oxford University Press eBooks. 25 indexed citations

15.

Marschark, Marc, Patricia Sapere, Carol Convertino, et al.. (2009). Are Deaf Students’ Reading Challenges Really About Reading?. American annals of the deaf. 154(4). 357–370. 87 indexed citations

16.

Mayer, Connie, et al.. (2003). The case for situated assessment and evaluation with students who are deaf. Deafness & Education International. 5(2). 75–92.

17.

Mayer, Connie, et al.. (2002). A Model for Effective Practice: Dialogic Inquiry with Students who are Deaf. Exceptional Children. 68(4). 485–502. 19 indexed citations

18.

Mayer, Connie, et al.. (2000). Deaf Children Creating Written Texts: Contributions of American Sign Language and Signed Forms of English. American annals of the deaf. 145(5). 394–403. 32 indexed citations

19.

Mayer, Connie, et al.. (1998). Deaf Children Learning to Spell.. Research in the Teaching of English. 33(2). 32 indexed citations

20.

Mayer, Connie, et al.. (1998). Deaf Children Learning to Spel. Research in the Teaching of English. 33(2). 158–180. 12 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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