Dolores Perin

4.3k total citations · 1 hit paper
63 papers, 2.8k citations indexed

About

Dolores Perin is a scholar working on Education, Developmental and Educational Psychology and Literature and Literary Theory. According to data from OpenAlex, Dolores Perin has authored 63 papers receiving a total of 2.8k indexed citations (citations by other indexed papers that have themselves been cited), including 49 papers in Education, 30 papers in Developmental and Educational Psychology and 8 papers in Literature and Literary Theory. Recurrent topics in Dolores Perin's work include Reading and Literacy Development (25 papers), Writing and Handwriting Education (19 papers) and Education Systems and Policy (13 papers). Dolores Perin is often cited by papers focused on Reading and Literacy Development (25 papers), Writing and Handwriting Education (19 papers) and Education Systems and Policy (13 papers). Dolores Perin collaborates with scholars based in United States and China. Dolores Perin's co-authors include Steve Graham, Daphne Greenberg, Linnea C. Ehri, Alla Keselman, Rebecca J. Passonneau, Jodi Patrick Holschuh, Stephen T. Peverly, Linda H. Mason, Rachel Hare Bork and Emily Chen and has published in prestigious journals such as Journal of Educational Psychology, British Journal of Psychology and Higher Education.

In The Last Decade

Dolores Perin

57 papers receiving 2.3k citations

Hit Papers

A meta-analysis of writing instruction for adolescent stu... 2007 2026 2013 2019 2007 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. A meta-analysis of writing instruction for adolescent students.
    2007 980 citations Dolores Perin et al. profile →

Peers

Dolores Perin
Carol Sue Englert United States
Jill Fitzgerald United States
Steven W. Graham United States
Taffy E. Raphael United States
Richard L. Allington United States
Marie M. Clay New Zealand
Elfrieda H. Hiebert United States
James V. Hoffman United States
Timothy V. Rasinski United States
Marva A. Barnett United States
Carol Sue Englert United States
Dolores Perin
Citations per year, relative to Dolores Perin Dolores Perin (= 1×) peers Carol Sue Englert

Countries citing papers authored by Dolores Perin

Since Specialization
Citations

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

Fields of papers citing papers by Dolores Perin

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Dolores Perin

This figure shows the co-authorship network connecting the top 25 collaborators of Dolores Perin. A scholar is included among the top collaborators of Dolores Perin 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 Dolores Perin. Dolores Perin 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.
Passonneau, Rebecca J., Danielle S. McNamara, Smaranda Muresan, & Dolores Perin. (2017). Preface: Special Issue on Multidisciplinary Approaches to AI and Education for Reading and Writing. International Journal of Artificial Intelligence in Education. 27(4). 665–670. 13 indexed citations
2.
Perin, Dolores, et al.. (2017). Learning From Student Retrospective Reports: Implications for the College Developmental Classroom. Journal of College Reading and Learning. 47(2). 77–98. 1 indexed citations
3.
Perin, Dolores, et al.. (2016). Assessing Text-Based Writing of Low-Skilled College Students. International Journal of Artificial Intelligence in Education. 28(1). 56–78. 38 indexed citations
4.
Passonneau, Rebecca J., et al.. (2016). Wise Crowd Content Assessment and Educational Rubrics. International Journal of Artificial Intelligence in Education. 28(1). 29–55. 15 indexed citations
5.
Passonneau, Rebecca J., Emily Chen, Weiwei Guo, & Dolores Perin. (2013). Automated Pyramid Scoring of Summaries using Distributional Semantics. Meeting of the Association for Computational Linguistics. 143–147. 25 indexed citations
6.
Perin, Dolores. (2011). Facilitating Student Learning through Contextualization. CCRC Working Paper No. 29.. 15 indexed citations
7.
Perin, Dolores, et al.. (2011). A Contextualized Intervention for Community College Developmental Reading and Writing Students. CCRC Working Paper No. 38.. 5 indexed citations
8.
Marri, Anand R., et al.. (2011). Content-Driven Literacy: One Approach to Urban Secondary Teacher Education. The New Educator. 7(4). 325–351. 4 indexed citations
9.
Perin, Dolores & R. Dwight Hare. (2010). A Contextualized Reading-Writing Intervention for Community College Students. CCRC Brief. Number 44.. 8 indexed citations
10.
Perin, Dolores. (2009). Integratin Literacy in Content Classrooms. Academic exchange quarterly. 13(2). 97–130. 5 indexed citations
11.
Perin, Dolores. (2006). Academic Progress of Community College Nursing Aspirants: An Institutional Research Profile. Community College Journal of Research and Practice. 30(8). 657–670. 5 indexed citations
12.
Perin, Dolores. (2002). The Organization of Developmental Education: In or Out of Academic Departments. Columbia Academic Commons (Columbia University). 1 indexed citations
13.
Perin, Dolores. (2002). Repetition and the Informational Writing of Developmental Students.. Journal of developmental education. 26(1). 2–8. 11 indexed citations
14.
Perin, Dolores. (2001). Promising Approaches for Remediation.. Community college journal. 72(1). 53–56. 8 indexed citations
15.
Perin, Dolores. (2000). Curriculum and Pedagogy to Integrate Occupational and Academic Instruction in the Community College: Implications for Faculty Development. Columbia Academic Commons (Columbia University). 18 indexed citations
16.
Perin, Dolores. (1999). Professionalizing Adult Literacy: Would a Credential Help?.. Journal of Adolescent & Adult Literacy. 42(8). 6 indexed citations
17.
Perin, Dolores. (1994). Adult Students Help Shape Their Own Education: Active Learner Participation in a Workplace Basic Education Program.. 4(2). 94–104.
18.
Perin, Dolores & Daphne Greenberg. (1993). Relationship between Literacy Gains and Length of Stay in a Basic Education Program for Health Care Workers.. 3(3). 6 indexed citations
19.
Perin, Dolores. (1988). Schema Activation, Cooperation, and Adult Literacy Instruction.. The Journal of Reading. 32(1). 54–62. 7 indexed citations
20.
Perin, Dolores. (1981). Spelling, reading and adult illiteracy. Psychological Research. 43(2). 245–257. 3 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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