Countries citing papers authored by Donna E. Alvermann
Since
Specialization
Citations
This map shows the geographic impact of Donna E. Alvermann'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 Donna E. Alvermann with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Donna E. Alvermann more than expected).
Fields of papers citing papers by Donna E. Alvermann
This network shows the impact of papers produced by Donna E. Alvermann. 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 Donna E. Alvermann. The network helps show where Donna E. Alvermann may publish in the future.
Co-authorship network of co-authors of Donna E. Alvermann
This figure shows the co-authorship network connecting the top 25 collaborators of Donna E. Alvermann.
A scholar is included among the top collaborators of Donna E. Alvermann 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 Donna E. Alvermann. Donna E. Alvermann 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.
Alvermann, Donna E., et al.. (2012). Adolescents' Engagement with Web 2.0 and Social Media: Research, Theory, and Practice. Research in the schools. 19(1). 33–44.17 indexed citations
2.
Alvermann, Donna E.. (2010). Adolescents' Online Literacies: Connecting Classrooms, Digital Media, and Popular Culture.55 indexed citations
3.
Alvermann, Donna E., et al.. (2008). Lines of force: Policy, identity and English as a mode of resistance. Research Portal (King's College London). 7(1). 1–4.1 indexed citations
4.
Alvermann, Donna E., et al.. (2008). Selecting texts for English Language Arts classrooms: When assessment is not enough. English Teaching-practice and Critique. 7(3). 74–99.15 indexed citations
5.
Hinchman, Kathleen A., Donna E. Alvermann, Fenice B. Boyd, William G. Brozo, & Richard T. Vacca. (2004). Supporting Older Students' In- and Out-of-School Literacies.. Journal of Adolescent & Adult Literacy. 47(4). 304–310.29 indexed citations
6.
Alvermann, Donna E., Andrew Huddleston, & Margaret C. Hagood. (2004). What Could Professional Wrestling and School Literacy Practices Possibly Have in Common. Journal of Adolescent & Adult Literacy. 47(7). 532–540.15 indexed citations
7.
Alvermann, Donna E., et al.. (2001). Literacy Identity Work: Playing To Learn with Popular Media.. Journal of Adolescent & Adult Literacy. 45(2).42 indexed citations
8.
Alvermann, Donna E.. (2001). Reading Adolescents' Reading Identities: Looking Back To See Ahead.. Journal of Adolescent & Adult Literacy. 44(8).153 indexed citations
9.
Alvermann, Donna E. & Michelle Commeyras. (1994). Inviting Multiple Perspectives: Creating Opportunities for Student Talk about Gender Inequalities in Texts.. The Journal of Reading. 37(7).5 indexed citations
10.
Alvermann, Donna E.. (1991). The discussion web: A graphic aid for learning across the curriculum. The Reading Teacher. 45(2). 92–99.49 indexed citations
11.
Alvermann, Donna E., David G. O’Brien, & Deborah R. Dillon. (1990). What teachers do when they say they’re having a discussion following content reading assignments. Reading Research Quarterly. 26. 232–242.1 indexed citations
12.
Alvermann, Donna E., et al.. (1989). Postsecondary Research Base for Content Reading Strategies.. The Journal of Reading. 33(3).12 indexed citations
13.
Alvermann, Donna E., et al.. (1989). Do Content Area Strategies Have a Research Base. The Journal of Reading. 32(5).23 indexed citations
14.
Alvermann, Donna E. & James R. Olson. (1988). Discussing Read-Aloud Fiction: One Approach For Motivating Critical Thinking. ScholarWorks - WMU (Western Michigan University). 28(4). 3.1 indexed citations
15.
Alvermann, Donna E., et al.. (1985). The Role of the Textbook in Discussion.. The Journal of Reading. 29(1). 50–57.1 indexed citations
16.
Alvermann, Donna E.. (1984). The Effect of Graphic Organizer Instruction on Fourth Graders' Comprehension of Social Studies Text.. The Journal of Social Studies Research. 8(1). 13–21.11 indexed citations
17.
Alvermann, Donna E.. (1983). The Mnemonic Value of the Picto-Organizer for Word Identification Among Disabled Readers. ScholarWorks - WMU (Western Michigan University). 23(2). 9.
18.
Alvermann, Donna E.. (1983). Exposure to Complex Syntactic Materials and Stages of Linguistic Development in Reading Disabled Children.. Journal of research and development in education. 16(4). 26–31.
19.
Alvermann, Donna E.. (1982). Restructuring Text Facilitates Written Recall of Main Ideas.. The Journal of Reading. 25(8).23 indexed citations
20.
Alvermann, Donna E., et al.. (1982). Text Differences: Children's Perceptions at the Transition Stage in Reading.. The Reading Teacher. 36(3). 298–302.15 indexed citations
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Rankless may not fully capture the entirety of a scholar's output or impact.