Deborah McCutchen

4.8k total citations
47 papers, 3.3k citations indexed

About

Deborah McCutchen is a scholar working on Developmental and Educational Psychology, Education and Language and Linguistics. According to data from OpenAlex, Deborah McCutchen has authored 47 papers receiving a total of 3.3k indexed citations (citations by other indexed papers that have themselves been cited), including 36 papers in Developmental and Educational Psychology, 35 papers in Education and 11 papers in Language and Linguistics. Recurrent topics in Deborah McCutchen's work include Writing and Handwriting Education (32 papers), Reading and Literacy Development (32 papers) and Cognitive and developmental aspects of mathematical skills (10 papers). Deborah McCutchen is often cited by papers focused on Writing and Handwriting Education (32 papers), Reading and Literacy Development (32 papers) and Cognitive and developmental aspects of mathematical skills (10 papers). Deborah McCutchen collaborates with scholars based in United States. Deborah McCutchen's co-authors include Charles A. Perfetti, Robert D. Abbott, Virginia W. Berninger, Amy E. Covill, Laura Green, Nina Salcedo Potter, S. Natasha Beretvas, Elizabeth A. Sanders, Charles A. MacArthur and Carol Booth Olson and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Educational Psychology and Journal of Memory and Language.

In The Last Decade

Deborah McCutchen

47 papers receiving 2.8k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Deborah McCutchen United States 28 2.5k 2.4k 758 659 364 47 3.3k
Marva A. Barnett United States 11 1.5k 0.6× 2.0k 0.8× 678 0.9× 746 1.1× 175 0.5× 26 3.2k
Timothy V. Rasinski United States 31 2.3k 0.9× 2.9k 1.2× 365 0.5× 282 0.4× 566 1.6× 188 3.8k
Harry Singer United States 13 1.4k 0.6× 1.9k 0.8× 323 0.4× 470 0.7× 270 0.7× 53 3.0k
Carol Sue Englert United States 30 2.0k 0.8× 1.8k 0.7× 353 0.5× 342 0.5× 257 0.7× 70 2.7k
Kees de Glopper Netherlands 24 822 0.3× 1.4k 0.6× 826 1.1× 454 0.7× 107 0.3× 90 2.1k
Robert B. Ruddell United States 11 1.2k 0.5× 1.4k 0.6× 255 0.3× 473 0.7× 170 0.5× 25 2.3k
Dorit Ravid Israel 30 818 0.3× 2.2k 0.9× 546 0.7× 263 0.4× 474 1.3× 101 2.6k
Steven A. Stahl United States 34 2.8k 1.1× 4.8k 2.0× 732 1.0× 302 0.5× 950 2.6× 88 5.6k
Taffy E. Raphael United States 25 1.6k 0.6× 1.5k 0.6× 349 0.5× 431 0.7× 144 0.4× 73 2.3k
Stephanie Al Otaiba United States 35 2.4k 1.0× 3.2k 1.3× 314 0.4× 173 0.3× 830 2.3× 133 3.9k

Countries citing papers authored by Deborah McCutchen

Since Specialization
Citations

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

Fields of papers citing papers by Deborah McCutchen

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Deborah McCutchen

This figure shows the co-authorship network connecting the top 25 collaborators of Deborah McCutchen. A scholar is included among the top collaborators of Deborah McCutchen 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 McCutchen. Deborah McCutchen 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.
McCutchen, Deborah, et al.. (2021). What’s in a word? Effects of morphologically rich vocabulary instruction on writing outcomes among elementary students. Reading and Writing. 35(2). 325–351. 7 indexed citations
2.
McCutchen, Deborah, et al.. (2017). Effects of Embedded Morphological Instruction on Children's Reading and Writing in Grades 4 and 5.. 1 indexed citations
3.
McCutchen, Deborah, et al.. (2015). Contributions of morphological skill to children’s essay writing. Reading and Writing. 29(1). 47–68. 15 indexed citations
4.
McCutchen, Deborah, et al.. (2014). Morphological awareness and children’s writing: accuracy, error, and invention. Reading and Writing. 28(2). 271–289. 39 indexed citations
5.
McCutchen, Deborah. (2011). From novice to expert: Implications of language skills and writing-relevant knowledge for memory during the development of writing skill. SHILAP Revista de lepidopterología. 3(1). 51–68. 98 indexed citations
6.
McCutchen, Deborah. (2011). From Novice to Expert: Language and Memory Processes in the Development of Writing Skill. Journal of Writing Research. 3(1). 51–68. 120 indexed citations
7.
8.
McCutchen, Deborah, et al.. (2006). Young Readers' Use of Phonological Information. Journal of Learning Disabilities. 39(4). 325–333. 39 indexed citations
9.
Green, Laura, et al.. (2003). Morphological Development in Children's Writing.. Journal of Educational Psychology. 95(4). 752–761. 75 indexed citations
10.
Green, Laura, et al.. (2002). The Contribution of Morphology to Reading and Spelling Achievement.. 5 indexed citations
11.
McCutchen, Deborah & Virginia W. Berninger. (1999). Those Who Know, Teach Well: Helping Teachers Master Literacy-Related Subject-Matter Knowledge. Learning Disabilities Research and Practice. 14(4). 215–226. 92 indexed citations
12.
McCutchen, Deborah, et al.. (1997). Revising for meaning: Effects of knowledge and strategy.. Journal of Educational Psychology. 89(4). 667–676. 8 indexed citations
13.
McCutchen, Deborah, et al.. (1997). Revising for meaning: Effects of knowledge and strategy.. Journal of Educational Psychology. 89(4). 667–676. 64 indexed citations
14.
McCutchen, Deborah. (1996). Introduction: From product to process: Legacy of the problem-solving approach to writing. Educational Psychology Review. 8(3). 187–191. 2 indexed citations
15.
McCutchen, Deborah. (1996). A capacity theory of writing: Working memory in composition. Educational Psychology Review. 8(3). 299–325. 450 indexed citations
16.
McCutchen, Deborah, et al.. (1993). Literature Study Groups with At-Risk Readers: Extending the Grand Conversation. ScholarWorks - WMU (Western Michigan University). 33(4). 3. 4 indexed citations
17.
McCutchen, Deborah, et al.. (1990). Ensuring Tomorrow's Literacy: A Shared Responsibility. Journal of Teacher Education. 41(3). 63–72. 25 indexed citations
18.
Hull, Glynda, et al.. (1987). Computer detection of errors in natural language texts: Some research on pattern-matching. Computers and the Humanities. 21(2). 103–118. 12 indexed citations
19.
McCutchen, Deborah. (1986). Domain knowledge and linguistic knowledge in the development of writing ability. Journal of Memory and Language. 25(4). 431–444. 174 indexed citations
20.
McCutchen, Deborah & Charles A. Perfetti. (1982). Coherence and connectedness in the development of discourse production. Text - Interdisciplinary Journal for the Study of Discourse. 2(1-3). 113–140. 107 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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