Debra McKeown

1.6k total citations · 1 hit paper
31 papers, 996 citations indexed

About

Debra McKeown is a scholar working on Education, Developmental and Educational Psychology and Literature and Literary Theory. According to data from OpenAlex, Debra McKeown has authored 31 papers receiving a total of 996 indexed citations (citations by other indexed papers that have themselves been cited), including 25 papers in Education, 21 papers in Developmental and Educational Psychology and 4 papers in Literature and Literary Theory. Recurrent topics in Debra McKeown's work include Writing and Handwriting Education (19 papers), Reading and Literacy Development (13 papers) and Innovative Teaching and Learning Methods (12 papers). Debra McKeown is often cited by papers focused on Writing and Handwriting Education (19 papers), Reading and Literacy Development (13 papers) and Innovative Teaching and Learning Methods (12 papers). Debra McKeown collaborates with scholars based in United States, Pakistan and Iran. Debra McKeown's co-authors include Karen R. Harris, Steve Graham, Sharlene A. Kiuhara, Amy Gillespie Rouse, Steve Graham, Mary Brindle, Megan Brown, Karin Sandmel, Jennifer R. Ledford and Karen R. Harris and has published in prestigious journals such as Journal of Educational Psychology, American Educational Research Journal and Contemporary Educational Psychology.

In The Last Decade

Debra McKeown

28 papers receiving 922 citations

Hit Papers

A meta-analysis of writing instruction for students in th... 2012 2026 2016 2021 2012 100 200 300 400 500
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. A meta-analysis of writing instruction for students in the elementary grades.
    2012 516 citations Steve Graham, Debra McKeown et al. Journal of Educational Psychology profile →

Peers

Debra McKeown
Tanya Santangelo United States
Sharlene A. Kiuhara United States
Natalie G. Olinghouse United States
Karin Sandmel United States
Bruce Saddler United States
Janice F. Almasi United States
Shirley S. Schwartz United States
Mary Brindle United States
Sharon Walpole United States
Jessica Sidler Folsom United States
Tanya Santangelo United States
Debra McKeown
Citations per year, relative to Debra McKeown Debra McKeown (= 1×) peers Tanya Santangelo

Countries citing papers authored by Debra McKeown

Since Specialization
Citations

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

Fields of papers citing papers by Debra McKeown

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Debra McKeown

This figure shows the co-authorship network connecting the top 25 collaborators of Debra McKeown. A scholar is included among the top collaborators of Debra McKeown 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 Debra McKeown. Debra McKeown 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
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Kiuhara, Sharlene A., et al.. (2024). An RCT of PD and expert support for classwide SRSD instruction on timed narrative writing at 4th grade: critical implications. Reading and Writing. 38(2). 1–34. 3 indexed citations
3.
Rupley, William H., et al.. (2024). Writing Woes of ESL Learners: Can Dynamic Assessment Be the Solution?. Journal of Education and Training Studies. 12(2). 48–48. 1 indexed citations
4.
Wijekumar, Kausalai, et al.. (2023). Professional development in a pandemic: transforming teacher knowledge of reading comprehension instruction. Educational Technology Research and Development. 71(5). 1965–1991. 2 indexed citations
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Rupley, William H., et al.. (2023). Beyond the Red Pen: Using Dynamic Assessment to Mediate Writing Mechanics Issues among ESL Learners. 2(4). 171–180. 1 indexed citations
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Ray, Amber B., et al.. (2022). Assessment for effective strategy instruction in writing. Preventing School Failure Alternative Education for Children and Youth. 66(4). 327–332. 1 indexed citations
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Harris, Karen R. & Debra McKeown. (2022). Overcoming barriers and paradigm wars: Powerful evidence-based writing instruction. Theory Into Practice. 61(4). 429–442. 17 indexed citations
10.
McKeown, Debra, et al.. (2021). Writing from Multiple Source Texts: SRSD for Fifth Grade Learners in Inclusive Settings. Learning Disabilities Research and Practice. 36(3). 188–200. 15 indexed citations
11.
McKeown, Debra, et al.. (2020). Meeting the Needs of Middle School Writers in a Special Education Classroom: SRSD for the Informational Genre Citing Text-Based Evidence. Education and Treatment of Children. 43(1). 71–84. 8 indexed citations
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McKeown, Debra, et al.. (2020). Writing Is Revising: Improving Student Persuasive Writing through Individualized Asynchronous Audio Feedback. Education and Treatment of Children. 43(1). 35–48. 6 indexed citations
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Fix, R. Jobe, et al.. (2015). All You Need Is Patience and Flexibility: Administrators' Perspectives on Special Educator Knowledge and Skills.. 28(2). 89–102. 11 indexed citations
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McKeown, Debra, et al.. (2015). Effects of Asynchronous Audio Feedback on the Story Revision Practices of Students with Emotional/Behavioral Disorders. Education and Treatment of Children. 38(4). 541–564. 26 indexed citations
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McKeown, Debra, et al.. (2014). SRSD in Practice: Creating a Professional Development Experience for Teachers to Meet the Writing Needs of Students with EBD. Behavioral Disorders. 40(1). 15–25. 24 indexed citations
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McKeown, Debra, et al.. (2013). Comparing Validity and Reliability in Special Education Title II and IDEA Data. Exceptional Children. 79(3). 313–327. 12 indexed citations
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Graham, Steve, Amy Gillespie Rouse, & Debra McKeown. (2012). Writing: importance, development, and instruction. Reading and Writing. 26(1). 1–15. 168 indexed citations
20.
Graham, Steve, Debra McKeown, Sharlene A. Kiuhara, & Karen R. Harris. (2012). A meta-analysis of writing instruction for students in the elementary grades.. Journal of Educational Psychology. 104(4). 879–896. 516 indexed citations breakdown →

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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