Dale M. Willows

4.1k total citations · 2 hit papers
38 papers, 2.6k citations indexed

About

Dale M. Willows is a scholar working on Developmental and Educational Psychology, Education and Cognitive Neuroscience. According to data from OpenAlex, Dale M. Willows has authored 38 papers receiving a total of 2.6k indexed citations (citations by other indexed papers that have themselves been cited), including 23 papers in Developmental and Educational Psychology, 16 papers in Education and 9 papers in Cognitive Neuroscience. Recurrent topics in Dale M. Willows's work include Reading and Literacy Development (19 papers), Hearing Impairment and Communication (7 papers) and Writing and Handwriting Education (5 papers). Dale M. Willows is often cited by papers focused on Reading and Literacy Development (19 papers), Hearing Impairment and Communication (7 papers) and Writing and Handwriting Education (5 papers). Dale M. Willows collaborates with scholars based in Canada, United States and Brazil. Dale M. Willows's co-authors include Linnea C. Ehri, Timothy Shanahan, Steven A. Stahl, Catherine Watson, Richard S. Kruk, Ellen Bouchard Ryan, George E. MacKinnon, Diane Haager, Ellen B. Ryan and Pamela Beach and has published in prestigious journals such as Child Development, Journal of Educational Psychology and Review of Educational Research.

In The Last Decade

Dale M. Willows

36 papers receiving 2.2k citations

Hit Papers

Phonemic Awareness Instruction Helps Children Learn to Re... 2001 2026 2009 2017 2001 2001 250 500 750
What are hit papers?

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.

  1. Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta‐Analysis
    2001 992 citations Linnea C. Ehri, Dale M. Willows et al. Reading Research Quarterly profile →
  2. Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel’s Meta-Analysis
    2001 533 citations Linnea C. Ehri, Steven A. Stahl et al. Review of Educational Research profile →

Peers

Dale M. Willows
Bernice Y. L. Wong Canada
Jamie L. Metsala Canada
Marina Vasilyeva United States
Carolyn A. Denton United States
Connie Juel United States
Marjorie Montague United States
Philip H. K. Seymour United Kingdom
Christine A. Espin United States
Edward J. Kameenui United States
John W. Adams United Kingdom
Bernice Y. L. Wong Canada
Dale M. Willows
Citations per year, relative to Dale M. Willows Dale M. Willows (= 1×) peers Bernice Y. L. Wong

Countries citing papers authored by Dale M. Willows

Since Specialization
Citations

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

Fields of papers citing papers by Dale M. Willows

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Dale M. Willows. 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 Dale M. Willows. The network helps show where Dale M. Willows may publish in the future.

Co-authorship network of co-authors of Dale M. Willows

This figure shows the co-authorship network connecting the top 25 collaborators of Dale M. Willows. A scholar is included among the top collaborators of Dale M. Willows 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 Dale M. Willows. Dale M. Willows 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.
Beach, Pamela, et al.. (2018). A Window into the Classroom: Examining the Use of Virtual Classrooms in Teacher Education.. 18(3). 578–600.
2.
3.
Beach, Pamela & Dale M. Willows. (2014). Investigating Teachers' Exploration of a Professional Development Website: An Innovative Approach to Understanding the Factors that Motivate Teachers to Use Internet-Based Resources.. Canadian Journal of Learning and Technology. 40(3). 3 indexed citations
4.
Willows, Dale M.. (2008). Reducing Literacy Failure through Teacher Development: Implementing a Balanced and Flexible Literacy Diet.. Education Canada. 48(5). 20–24. 2 indexed citations
5.
Kruk, Richard S., et al.. (2008). Visual processing characteristics of children with Meares–Irlen syndrome. Ophthalmic and Physiological Optics. 28(1). 35–46. 30 indexed citations
6.
Willows, Dale M.. (2002). The Balanced Literacy Diet.. The School Administrator. 59(1). 30–33. 4 indexed citations
7.
Kruk, Richard S., et al.. (2002). The Incidence and Nature of Letter Orientation Errors in Reading Disability. Journal of Learning Disabilities. 35(3). 214–233. 63 indexed citations
8.
Kruk, Richard S. & Dale M. Willows. (2001). Backward Pattern Masking of Familiar and Unfamiliar Materials in Disabled and Normal Readers. Cognitive Neuropsychology. 18(1). 19–37. 5 indexed citations
9.
Ehri, Linnea C., et al.. (2001). Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel’s Meta-Analysis. Review of Educational Research. 71(3). 393–447. 533 indexed citations breakdown →
10.
Haager, Diane, Catherine Watson, & Dale M. Willows. (1995). Parent, Teacher, Peer, and Self-Reports of the Social Competence of Students with Learning Disabilities. Journal of Learning Disabilities. 28(4). 205–215. 101 indexed citations
11.
Willows, Dale M., et al.. (1994). Word recognition in two languages and orthographies: English and Greek. Memory & Cognition. 22(3). 313–325. 20 indexed citations
12.
Geva, Esther, et al.. (1993). Learning to Read: Basic Research and Its Implications. The American Journal of Psychology. 106(2). 284–284. 4 indexed citations
13.
Willows, Dale M., et al.. (1989). A Developmental Study of the Processing of Orthographic Information in Children with Varying Reading Ability.. 1 indexed citations
14.
Willows, Dale M., et al.. (1987). The Psychology of Illustration. 37 indexed citations
15.
Willows, Dale M. & Ellen Bouchard Ryan. (1986). The Development of Grammatical Sensitivity and Its Relationship to Early Reading Achievement. Reading Research Quarterly. 21(3). 253–253. 78 indexed citations
16.
Willows, Dale M., et al.. (1984). Reading ability and text difficulty as influences on second graders' oral reading errors.. Journal of Educational Psychology. 76(2). 330–341. 16 indexed citations
17.
Willows, Dale M., et al.. (1980). Cognitive-motivational characteristics of children varying in reading ability: Evidence for learned helplessness in poor readers.. Journal of Educational Psychology. 72(3). 408–422. 191 indexed citations
18.
Willows, Dale M.. (1978). A picture is not always worth a thousand words: Pictures as distractors in reading.. Journal of Educational Psychology. 70(2). 255–262. 51 indexed citations
19.
Dyal, James A., W. C. Corning, & Dale M. Willows. (1975). Readings in psychology : the search for alternatives. McGraw-Hill eBooks.
20.
Willows, Dale M.. (1974). Reading between the Lines: Selective Attention in Good and Poor Readers. Child Development. 45(2). 408–408. 63 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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