Donna E. Alvermann
- Literature and Literary Theory top 0.1%
- Literacy, Media, and Education 42
-
- Reading and Literacy Development 23
- Educational Strategies and Epistemologies 16
- Education top 0.2%
- Child Development and Digital Technology 24
- Teacher Education and Leadership Studies 12
- Science Education and Pedagogy 11
- Speech and Hearing top 0.5%
- Digital Storytelling and Education 14
- Linguistics and Language top 1%
-
- Educator Training and Historical Pedagogy 11
- Co-authors
- Margaret C. HagoodGaoyin QianStephen PhelpsCynthia R. HyndLarry D. YoreDeborah R. DillonDavid W. MooreDavid G. O’Brien
- Journals
- Reading Research Quarterly (14 papers)Journal of Adolescent & Adult Literacy (13 papers)The Journal of Educational Research (7 papers)
- Partner nations
- United StatesCanadaSweden
In The Last Decade
Donna E. Alvermann
135 papers receiving 3.4k citations
Peers
Comparison fields: 5 of 104
- Literature and Literary Theory 1.7k
- Developmental and Educational Psychology 1.8k
- Education 2.9k
- Speech and Hearing 539
- Linguistics and Language 278
Countries citing papers authored by Donna E. Alvermann
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
The 25 scholars most cited alongside Donna E. Alvermann, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.
All Works
| # | Work | ||
|---|---|---|---|
| 1 | Adolescents' Engagement with Web 2.0 and Social Media: Research, Theory, and Practice | 2012 | 17 |
| 2 | Adolescents' Online Literacies: Connecting Classrooms, Digital Media, and Popular Culture | 2010 | 55 |
| 3 | Lines of force: Policy, identity and English as a mode of resistance | 2008 | 1 |
| 4 | Selecting texts for English Language Arts classrooms: When assessment is not enough | 2008 | 15 |
| 5 | Supporting Older Students' In- and Out-of-School Literacies. | 2004 | 29 |
| 6 | What Could Professional Wrestling and School Literacy Practices Possibly Have in Common | 2004 | 15 |
| 7 | Literacy Identity Work: Playing To Learn with Popular Media. | 2001 | 42 |
| 8 | Reading Adolescents' Reading Identities: Looking Back To See Ahead. | 2001 | 153 |
| 9 | Inviting Multiple Perspectives: Creating Opportunities for Student Talk about Gender Inequalities in Texts. | 1994 | 5 |
| 10 | The discussion web: A graphic aid for learning across the curriculum | 1991 | 49 |
| 11 | What teachers do when they say they’re having a discussion following content reading assignments | 1990 | 1 |
| 12 | Postsecondary Research Base for Content Reading Strategies. | 1989 | 12 |
| 13 | Do Content Area Strategies Have a Research Base | 1989 | 23 |
| 14 | Discussing Read-Aloud Fiction: One Approach For Motivating Critical Thinking | 1988 | 1 |
| 15 | The Role of the Textbook in Discussion. | 1985 | 1 |
| 16 | The Effect of Graphic Organizer Instruction on Fourth Graders' Comprehension of Social Studies Text. | 1984 | 11 |
| 17 | The Mnemonic Value of the Picto-Organizer for Word Identification Among Disabled Readers | 1983 | 0 |
| 18 | Exposure to Complex Syntactic Materials and Stages of Linguistic Development in Reading Disabled Children. | 1983 | 0 |
| 19 | Restructuring Text Facilitates Written Recall of Main Ideas. | 1982 | 23 |
| 20 | Text Differences: Children's Perceptions at the Transition Stage in Reading. | 1982 | 15 |
About Donna E. Alvermann
Donna E. Alvermann is a scholar working on Literature and Literary Theory, Developmental and Educational Psychology, Education, Speech and Hearing and Linguistics and Language, having authored 147 papers that have together received 4.5k indexed citations. Recurring topics across this work include Literacy, Media, and Education (42 papers), Child Development and Digital Technology (24 papers), Reading and Literacy Development (23 papers), Educational Strategies and Epistemologies (16 papers), Digital Storytelling and Education (14 papers), Teacher Education and Leadership Studies (12 papers), Educator Training and Historical Pedagogy (11 papers) and Science Education and Pedagogy (11 papers). The work is most often cited by research in Literature and Literary Theory (1.7k citations), Developmental and Educational Psychology (1.8k citations), Education (2.9k citations), Speech and Hearing (539 citations) and Linguistics and Language (278 citations). Donna E. Alvermann has collaborated with scholars based in United States, Canada and Sweden. Frequent co-authors include Margaret C. Hagood, Gaoyin Qian, Stephen Phelps, Cynthia R. Hynd, Larry D. Yore, Deborah R. Dillon, David W. Moore, David G. O’Brien, William G. Holliday and Kathleen A. Hinchman. Their work appears in journals such as Reading Research Quarterly, Journal of Adolescent & Adult Literacy, The Journal of Educational Research, Journal of Literacy Research and Theory Into Practice.
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.