David C. Parker

1.2k total citations
50 papers, 737 citations indexed

About

David C. Parker is a scholar working on Developmental and Educational Psychology, Education and Statistics and Probability. According to data from OpenAlex, David C. Parker has authored 50 papers receiving a total of 737 indexed citations (citations by other indexed papers that have themselves been cited), including 41 papers in Developmental and Educational Psychology, 30 papers in Education and 16 papers in Statistics and Probability. Recurrent topics in David C. Parker's work include Reading and Literacy Development (30 papers), Cognitive and developmental aspects of mathematical skills (15 papers) and Behavioral and Psychological Studies (12 papers). David C. Parker is often cited by papers focused on Reading and Literacy Development (30 papers), Cognitive and developmental aspects of mathematical skills (15 papers) and Behavioral and Psychological Studies (12 papers). David C. Parker collaborates with scholars based in United States, United Kingdom and Chile. David C. Parker's co-authors include Matthew K. Burns, Ian Fleming, Rolf Henning, Philip E.J. Sanderson, Kristen L. McMaster, Ethan R. Van Norman, Anne F. Zaslofsky, Rebecca Kanive, Xiaoqing Du and David A. Klingbeil and has published in prestigious journals such as Organic & Biomolecular Chemistry, Journal of School Psychology and Exceptional Children.

In The Last Decade

David C. Parker

44 papers receiving 686 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
David C. Parker United States 16 331 300 258 120 49 50 737
Kristen L. Murphy United States 19 231 0.7× 793 2.6× 61 0.2× 11 0.1× 27 0.6× 53 1.1k
José Saborit Spain 15 103 0.3× 157 0.5× 114 0.4× 5 0.0× 53 1.1× 73 773
William R. Veal United States 12 136 0.4× 442 1.5× 108 0.4× 13 0.1× 19 0.4× 35 622
Maria Häger Sweden 7 145 0.4× 143 0.5× 96 0.4× 23 0.2× 14 0.3× 10 304
J. Allen Watson United States 12 125 0.4× 226 0.8× 49 0.2× 25 0.2× 58 1.2× 36 443
Ginger V. Shultz United States 24 516 1.6× 896 3.0× 75 0.3× 15 0.1× 57 1.2× 70 1.3k
Diego Ardura Spain 15 75 0.2× 96 0.3× 282 1.1× 5 0.0× 20 0.4× 39 678
Allan G. Osborne United States 7 110 0.3× 155 0.5× 23 0.1× 14 0.1× 6 0.1× 41 351
Michael Peterson United States 6 57 0.2× 284 0.9× 55 0.2× 6 0.1× 92 1.9× 12 568

Countries citing papers authored by David C. Parker

Since Specialization
Citations

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

Fields of papers citing papers by David C. Parker

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of David C. Parker

This figure shows the co-authorship network connecting the top 25 collaborators of David C. Parker. A scholar is included among the top collaborators of David C. Parker 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 David C. Parker. David C. Parker 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.
Norman, Ethan R. Van, et al.. (2024). The Influence of English Learner Status on Maintenance of Oral Reading Fluency Growth. Assessment for Effective Intervention. 49(3). 148–158.
2.
Parker, David C., et al.. (2024). Family Involvement in Elementary Reading Intervention: Compensatory Relations to Dosage and Tutor-Level Heterogeneity. Remedial and Special Education. 45(5). 279–291.
3.
Klingbeil, David A., et al.. (2024). Reading skill profiles of dysfluent readers in grades 2 and 3. Journal of School Psychology. 106. 101356–101356.
4.
Codding, Robin S., et al.. (2021). Examining the impact of a tutoring program implemented with community support on math proficiency and growth. Journal of School Psychology. 90. 82–93.
5.
Klingbeil, David A., et al.. (2021). A cluster randomized controlled trial of brief follow-up practice sessions on intervention maintenance. Journal of School Psychology. 88. 31–46. 4 indexed citations
6.
Parker, David C., et al.. (2020). Outcomes of a Vocabulary Intervention Implemented by Community AmeriCorps Members. School Psychology Review. 49(3). 321–332. 1 indexed citations
7.
Parker, David C., et al.. (2020). Development and Technical Adequacy of Instructionally Relevant Vocabulary Measures for Young Students. Assessment for Effective Intervention. 46(3). 178–187. 2 indexed citations
8.
Parker, David C., et al.. (2019). Implementation fidelity for math intervention: Basic quality ratings to supplement adherence.. School Psychology. 35(1). 72–79. 5 indexed citations
9.
Nelson, Peter M., Ethan R. Van Norman, David C. Parker, & Damien C. Cormier. (2019). An Examination of Interventionist Implementation Fidelity and Content Knowledge as Predictors of Math Intervention Effectiveness. Journal of Applied School Psychology. 35(3). 234–256. 4 indexed citations
10.
Norman, Ethan R. Van, et al.. (2018). An examination of student reading outcomes following tier II exit decisions. Journal of School Psychology. 68. 142–153. 7 indexed citations
11.
Norman, Ethan R. Van, et al.. (2017). PROGRESS MONITORING WITH COMPUTER ADAPTIVE ASSESSMENTS: THE IMPACT OF DATA COLLECTION SCHEDULE ON GROWTH ESTIMATES. Psychology in the Schools. 54(5). 463–471. 13 indexed citations
12.
Norman, Ethan R. Van & David C. Parker. (2017). A Comparison of Split-Half and Multilevel Methods to Assess the Reliability of Progress Monitoring Outcomes. Journal of Psychoeducational Assessment. 36(6). 616–627. 5 indexed citations
13.
Norman, Ethan R. Van, Peter M. Nelson, & David C. Parker. (2016). Technical adequacy of growth estimates from a computer adaptive test: Implications for progress monitoring.. School Psychology Quarterly. 32(3). 379–391. 9 indexed citations
14.
Parker, David C., Anne F. Zaslofsky, Matthew K. Burns, et al.. (2014). A Brief Report of the Diagnostic Accuracy of Oral Reading Fluency and Reading Inventory Levels for Reading Failure Risk Among Second- and Third-Grade Students. Reading & Writing Quarterly. 31(1). 56–67. 20 indexed citations
15.
Parker, David C., Matthew K. Burns, Kristen L. McMaster, & Edward S. Shapiro. (2012). Extending Curriculum‐based Assessment to Early Writing. Learning Disabilities Research and Practice. 27(1). 33–43. 11 indexed citations
16.
McMaster, Kristen L., et al.. (2011). Using Curriculum-Based Measurement for Struggling Beginning. Teaching Exceptional Children. 44(2). 26–34. 2 indexed citations
17.
McMaster, Kristen L., et al.. (2011). Curriculum-Based Measures of Beginning Writing: Technical Features of the Slope. Exceptional Children. 77(2). 185–206. 62 indexed citations
18.
Parker, David C., Kristen L. McMaster, Amanuel Medhanie, & Benjamin Silberglitt. (2011). Modeling early writing growth with curriculum-based measures.. School Psychology Quarterly. 26(4). 290–304. 16 indexed citations
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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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