Deborah L. Speece

3.1k total citations
50 papers, 2.2k citations indexed

About

Deborah L. Speece is a scholar working on Developmental and Educational Psychology, Education and Statistics and Probability. According to data from OpenAlex, Deborah L. Speece has authored 50 papers receiving a total of 2.2k indexed citations (citations by other indexed papers that have themselves been cited), including 37 papers in Developmental and Educational Psychology, 28 papers in Education and 19 papers in Statistics and Probability. Recurrent topics in Deborah L. Speece's work include Reading and Literacy Development (33 papers), Cognitive and developmental aspects of mathematical skills (18 papers) and Language Development and Disorders (11 papers). Deborah L. Speece is often cited by papers focused on Reading and Literacy Development (33 papers), Cognitive and developmental aspects of mathematical skills (18 papers) and Language Development and Disorders (11 papers). Deborah L. Speece collaborates with scholars based in United States, Netherlands and Qatar. Deborah L. Speece's co-authors include Kristen D. Ritchey, D. H. Cooper, Froma P. Roth, Lisa Pericola Case, Rebecca D. Silverman, D. H. Cooper, Christopher Schatschneider, James D. McKinney, Susan De La Paz and Douglas Fuchs and has published in prestigious journals such as Journal of Educational Psychology, American Educational Research Journal and Contemporary Educational Psychology.

In The Last Decade

Deborah L. Speece

49 papers receiving 1.9k citations

Peers

Deborah L. Speece

DEP

EDUCA

Candace S. Bos United States

Jade Wexler United States

Patricia G. Mathes United States

Sylvia Linan‐Thompson United States

Edward J. Kameenui United States

Nancy Mather United States

Deborah C. Simmons United States

Marie Tejero Hughes United States

Carolyn A. Denton United States

Pamela M. Stecker United States

Candace S. Bos United States

Deborah L. Speece

1.3k ×0.7

DEP

1.2k ×1.1

EDUCA

452 ×0.9

293 ×1.0

175 ×0.8

Citations per year, relative to Deborah L. Speece Deborah L. Speece (= 1×) peers Candace S. Bos

Countries citing papers authored by Deborah L. Speece

Since Specialization

Citations

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

Fields of papers citing papers by Deborah L. Speece

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Deborah L. Speece. 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 Deborah L. Speece. The network helps show where Deborah L. Speece may publish in the future.

Co-authorship network of co-authors of Deborah L. Speece

This figure shows the co-authorship network connecting the top 25 collaborators of Deborah L. Speece. A scholar is included among the top collaborators of Deborah L. Speece 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 Deborah L. Speece. Deborah L. Speece 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

Silverman, Rebecca D., et al.. (2019). Early Screening for Decoding- and Language-Related Reading Difficulties in First and Third Grades. Assessment for Effective Intervention. 46(2). 99–109. 7 indexed citations

Ritchey, Kristen D., Rebecca D. Silverman, Christopher Schatschneider, & Deborah L. Speece. (2013). Prediction and Stability of Reading Problems in Middle Childhood. Journal of Learning Disabilities. 48(3). 298–309. 14 indexed citations

Silverman, Rebecca D., Deborah L. Speece, Jeffrey R. Harring, & Kristen D. Ritchey. (2012). Fluency Has a Role in the Simple View of Reading. Scientific Studies of Reading. 17(2). 108–133. 115 indexed citations

Harring, Jeffrey R., Nidhi Kohli, Rebecca D. Silverman, & Deborah L. Speece. (2012). A Second-Order Conditionally Linear Mixed Effects Model With Observed and Latent Variable Covariates. Structural Equation Modeling A Multidisciplinary Journal. 19(1). 118–136. 8 indexed citations

Ritchey, Kristen D., et al.. (2012). Effects of a Tier 2 Supplemental Reading Intervention for At-Risk Fourth-Grade Students. Exceptional Children. 78(3). 318–334. 30 indexed citations

Speece, Deborah L., et al.. (2011). Identification of Reading Problems in First Grade Within a Response-to-Intervention Framework. The Elementary School Journal. 111(4). 585–607. 40 indexed citations

Case, Lisa Pericola, Deborah L. Speece, Rebecca D. Silverman, et al.. (2010). Validation of a Supplemental Reading Intervention for First-Grade Children. Journal of Learning Disabilities. 43(5). 402–417. 30 indexed citations

Speece, Deborah L., et al.. (2008). Identifying Children Who Require Different Instruction in a Response to Instruction Framework. Perspectives on Language Learning and Education. 15(1). 34–40. 2 indexed citations

Speece, Deborah L., et al.. (2003). Responsiveness to General Education Instruction as the First Gate to Learning Disabilities Identification. Learning Disabilities Research and Practice. 18(3). 147–156. 117 indexed citations

10.

Speece, Deborah L., et al.. (2001). Making Time. The Journal of Special Education. 35(2). 84–91. 16 indexed citations

11.

Speece, Deborah L., et al.. (1997). Research to Practice: Preservice Teachers Reflect on Reciprocal Teaching.. Learning Disabilities Research and Practice. 12(3). 12 indexed citations

12.

Roth, Froma P., Deborah L. Speece, D. H. Cooper, & Susan De La Paz. (1996). Unresolved Mysteries. The Journal of Special Education. 30(3). 257–277. 79 indexed citations

13.

Cooper, D. H. & Deborah L. Speece. (1991). Maintaining at-risk children in regular education settings: initial effects of individual differences and classroom environments.. PubMed. 57(2). 117–26. 31 indexed citations

14.

Speece, Deborah L., et al.. (1990). Dynamic assessment, individual differences, and academic achievement. Learning and Individual Differences. 2(1). 113–127. 13 indexed citations

15.

Speece, Deborah L. & D. H. Cooper. (1990). Ontogeny of School Failure: Classification of First-Grade Children. American Educational Research Journal. 27(1). 119–140. 40 indexed citations

16.

Speece, Deborah L. & D. H. Cooper. (1990). Ontogeny of School Failure: Classification of First-Grade Children. American Educational Research Journal. 27(1). 119–119. 1 indexed citations

17.

Cooper, D. H. & Deborah L. Speece. (1988). A Novel Methodology for the Study of Children at Risk for School Failure. The Journal of Special Education. 22(2). 186–198. 18 indexed citations

18.

Speece, Deborah L.. (1987). Information Processing Subtypes of Learning-Disabled Readers. Learning Disabilities Research and Practice. 2(2_part_2). 91–102. 9 indexed citations

19.

McKinney, James D. & Deborah L. Speece. (1986). Academic consequences and longitudinal stability of behavioral subtypes of learning disabled children.. Journal of Educational Psychology. 78(5). 365–372. 39 indexed citations

20.

Speece, Deborah L., James D. McKinney, & Mark I. Appelbaum. (1985). Classification and validation of behavioral subtypes of learning-disabled children.. Journal of Educational Psychology. 77(1). 67–77. 43 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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