Craig Darch

1.2k total citations
43 papers, 851 citations indexed

About

Craig Darch is a scholar working on Developmental and Educational Psychology, Education and Cognitive Neuroscience. According to data from OpenAlex, Craig Darch has authored 43 papers receiving a total of 851 indexed citations (citations by other indexed papers that have themselves been cited), including 29 papers in Developmental and Educational Psychology, 25 papers in Education and 6 papers in Cognitive Neuroscience. Recurrent topics in Craig Darch's work include Reading and Literacy Development (22 papers), Behavioral and Psychological Studies (8 papers) and Education and Technology Integration (7 papers). Craig Darch is often cited by papers focused on Reading and Literacy Development (22 papers), Behavioral and Psychological Studies (8 papers) and Education and Technology Integration (7 papers). Craig Darch collaborates with scholars based in United States and United Kingdom. Craig Darch's co-authors include Russell Gersten, Edward J. Kameenui, Douglas Carnine, Ronald C. Eaves, John Woodward, Hill M. Walker, Mary Margaret Gleason, Karen Rabren, Berttram Chiang and Susan K. Johnson and has published in prestigious journals such as Educational and Psychological Measurement, British Journal of Educational Psychology and Journal of Learning Disabilities.

In The Last Decade

Craig Darch

41 papers receiving 658 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Craig Darch United States 17 535 494 191 123 105 43 851
Janet W. Lerner United States 13 533 1.0× 468 0.9× 144 0.8× 146 1.2× 144 1.4× 35 929
Edwin S. Ellis United States 17 601 1.1× 571 1.2× 176 0.9× 215 1.7× 122 1.2× 41 1.0k
Laurice M. Joseph United States 17 704 1.3× 416 0.8× 259 1.4× 72 0.6× 55 0.5× 54 872
Diane Haager United States 17 615 1.1× 759 1.5× 150 0.8× 243 2.0× 212 2.0× 31 1.1k
Ralph Gardner United States 17 681 1.3× 555 1.1× 112 0.6× 137 1.1× 176 1.7× 43 1.1k
Guy Trainin United States 12 524 1.0× 373 0.8× 147 0.8× 73 0.6× 57 0.5× 49 821
Patricia M. Barbetta United States 16 562 1.1× 398 0.8× 101 0.5× 146 1.2× 168 1.6× 33 880
Cynthia C. Griffin United States 22 644 1.2× 924 1.9× 480 2.5× 228 1.9× 104 1.0× 47 1.3k
Andrea M. Capizzi United States 11 601 1.1× 605 1.2× 502 2.6× 83 0.7× 75 0.7× 15 938
Gordon R. Alley United States 17 560 1.0× 401 0.8× 197 1.0× 254 2.1× 103 1.0× 54 871

Countries citing papers authored by Craig Darch

Since Specialization
Citations

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

Fields of papers citing papers by Craig Darch

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Craig Darch

This figure shows the co-authorship network connecting the top 25 collaborators of Craig Darch. A scholar is included among the top collaborators of Craig Darch 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 Craig Darch. Craig Darch 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.
Flores, Margaret M., et al.. (2023). Using the Concrete–Representational–Abstract Sequence to Teach Conceptual Understanding of Place Value, Rounding, and Expanded Notation. Learning Disabilities Research and Practice. 38(1). 15–25. 6 indexed citations
2.
Darch, Craig, et al.. (2017). Considering the New Common Core State Standards for Teaching Spelling to Urban Students with Disabilities.. International Journal of Special Education (IJSE). 32(4). 659–670.
3.
Darch, Craig, et al.. (2014). School Counselors Training Paraprofessionals: A Practical Model for Providing Technical Assistance in the Rural School Setting. Rural Special Education Quarterly. 33(4). 33–40. 4 indexed citations
4.
Rabren, Karen, Ronald C. Eaves, Caroline Dunn, & Craig Darch. (2013). Students with Learning Disabilities’ Satisfaction, Employment, and Postsecondary Education Outcomes. Journal of Education and Learning. 2(2). 8 indexed citations
5.
Darch, Craig, et al.. (2011). Main Idea Identification with Students with Mild Intellectual Disabilities and Specific Learning Disabilities: A Comparison of Explicit and Basal Instructional Approaches.. 11. 15–29. 1 indexed citations
6.
Darch, Craig, et al.. (2002). Use of Precorrection Strategies to Enhance Reading Performance of Students with Learning and Behavior Problems. Journal of instructional psychology. 29(3). 162. 13 indexed citations
7.
Darch, Craig, et al.. (2000). The Strategic Spelling Skills of Students with Learning Disabilities: The Results of Two Studies. Journal of instructional psychology. 27(1). 15. 31 indexed citations
8.
Rabren, Karen & Craig Darch. (1996). The Strategic Comprehension Behavior of Students with Learning Disabilities and General Education Students: Teachers' and Students' Perspectives.. Journal of research and development in education. 29(3). 172–180. 1 indexed citations
9.
Kameenui, Edward J., Asha K. Jitendra, & Craig Darch. (1995). DIRECT INSTRUCTION READING AS CONTRONYM AND EONOMINE. Reading & Writing Quarterly. 11(1). 3–17. 14 indexed citations
10.
Eaves, Ronald C., et al.. (1994). Using teacher judgment and IQ to estimate reading and mathematics achievement in a remedial-reading program. Psychology in the Schools. 31(4). 261–272. 18 indexed citations
11.
Darch, Craig, et al.. (1990). Effectiveness of Visual Imagery versus Rule-Based Strategies in Teaching Spelling to Learning Disabled Students.. 7(1). 61–70. 20 indexed citations
12.
Gersten, Russell, et al.. (1990). Apprenticeship and Intensive Training of Consulting Teachers: A Naturalistic Study. Exceptional Children. 57(3). 226–236. 23 indexed citations
13.
Darch, Craig. (1989). Comprehension Instruction for High School Learning Disabled Students.. 5(3). 43–49. 4 indexed citations
14.
Gersten, Russell, Hill M. Walker, & Craig Darch. (1988). Relationship between Teachers' Effectiveness and Their Tolerance for Handicapped Students. Exceptional Children. 54(5). 433–438. 65 indexed citations
15.
Simmons, Deborah C., Edward J. Kameenui, & Craig Darch. (1988). The Effect of Textual Proximity on Fourth- and Fifth-Grade LD Students' Metacognitive Awareness and Strategic Comprehension Behavior. Learning Disability Quarterly. 11(4). 380–395. 5 indexed citations
16.
Darch, Craig. (1987). Evaluation of the Williamsburg County Direct Instruction Program: Factors Leading to Success in Rural Elementary Programs.. 4(3). 7 indexed citations
17.
Gersten, Russell, John Woodward, & Craig Darch. (1986). Direct Instruction: A Research-Based Approach to Curriculum Design and Teaching. Exceptional Children. 53(1). 17–31. 85 indexed citations
18.
Darch, Craig & Ronald C. Eaves. (1986). Visual Displays To Increase Comprehension of High School Learning-Disabled Students. The Journal of Special Education. 20(3). 309–318. 44 indexed citations
19.
Chiang, Berttram, et al.. (1980). Programming Generalization When Mainstreaming Exceptional Children. Journal of Special Education Technology. 4(1). 15–23. 9 indexed citations
20.
Chiang, Berttram, et al.. (1980). Effects of Cross-Age Tutoring on Word-Recognition Performance of Learning Disabled Students. Learning Disability Quarterly. 3(4). 11–19. 14 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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