Gary A. Troia

2.2k total citations
56 papers, 1.5k citations indexed

About

Gary A. Troia is a scholar working on Developmental and Educational Psychology, Education and Literature and Literary Theory. According to data from OpenAlex, Gary A. Troia has authored 56 papers receiving a total of 1.5k indexed citations (citations by other indexed papers that have themselves been cited), including 47 papers in Developmental and Educational Psychology, 41 papers in Education and 14 papers in Literature and Literary Theory. Recurrent topics in Gary A. Troia's work include Reading and Literacy Development (43 papers), Writing and Handwriting Education (40 papers) and Discourse Analysis in Language Studies (14 papers). Gary A. Troia is often cited by papers focused on Reading and Literacy Development (43 papers), Writing and Handwriting Education (40 papers) and Discourse Analysis in Language Studies (14 papers). Gary A. Troia collaborates with scholars based in United States, Australia and Germany. Gary A. Troia's co-authors include Steve Graham, Rebecca K. Shankland, Kimberly Wolbers, Karen R. Harris, Froma P. Roth, Ann M. Lawrence, Natalie G. Olinghouse, Allen G. Harbaugh, Mei Shen and Stephen D. Whitney and has published in prestigious journals such as Frontiers in Psychology, Journal of Speech Language and Hearing Research and Contemporary Educational Psychology.

In The Last Decade

Gary A. Troia

53 papers receiving 1.3k citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Gary A. Troia United States	22	1.1k	1.1k	310	279	106	56	1.5k
Vincent Connelly United Kingdom	21	1.2k 1.1×	1.1k 1.0×	147 0.5×	235 0.8×	203 1.9×	68	1.6k
Linda H. Mason United States	24	1.5k 1.4×	1.6k 1.5×	259 0.8×	266 1.0×	227 2.1×	53	2.0k
Linda Kucan United States	16	967 0.9×	1.3k 1.2×	180 0.6×	272 1.0×	104 1.0×	39	1.8k
Sharlene A. Kiuhara United States	10	1.1k 1.0×	789 0.7×	371 1.2×	267 1.0×	31 0.3×	19	1.3k
Bruce Saddler United States	15	891 0.8×	844 0.8×	183 0.6×	207 0.7×	206 1.9×	36	1.2k
Cathy Collins Block United States	17	1.2k 1.1×	1.2k 1.1×	225 0.7×	191 0.7×	62 0.6×	34	1.8k
Patton O. Tabors United States	17	1.1k 1.0×	1.4k 1.3×	133 0.4×	235 0.8×	147 1.4×	20	2.0k
Alison L. Bailey United States	17	530 0.5×	471 0.4×	273 0.9×	288 1.0×	41 0.4×	75	1.0k
Elizabeth Sulzby United States	17	1.5k 1.4×	1.6k 1.5×	306 1.0×	195 0.7×	101 1.0×	32	2.1k

Countries citing papers authored by Gary A. Troia

Since Specialization

Citations

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

Fields of papers citing papers by Gary A. Troia

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Gary A. Troia. 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 Gary A. Troia. The network helps show where Gary A. Troia may publish in the future.

Co-authorship network of co-authors of Gary A. Troia

This figure shows the co-authorship network connecting the top 25 collaborators of Gary A. Troia. A scholar is included among the top collaborators of Gary A. Troia 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 Gary A. Troia. Gary A. Troia is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Troia, Gary A., et al.. (2023). How students' writing motivation, teachers' personal and professional attributes, and writing instruction impact student writing achievement: a two-level hierarchical linear modeling study. Frontiers in Psychology. 14. 1213929–1213929. 7 indexed citations

Troia, Gary A., et al.. (2023). Efficient measurement of writing knowledge with forced-choice tasks: Preliminary data using the student knowledge of writing tests. Journal of Writing Research. 15(2). 395–427. 1 indexed citations

Troia, Gary A., et al.. (2022). Latent profiles of writing-related skills, knowledge, and motivation for elementary students and their relations to writing performance across multiple genres. Contemporary Educational Psychology. 71. 102100–102100. 10 indexed citations

Truckenmiller, Adrea J., Eunsoo Cho, & Gary A. Troia. (2022). Expanding assessment to instructionally relevant writing components in middle school. Journal of School Psychology. 94. 28–48. 6 indexed citations

Goldstein, Howard, et al.. (2021). Supplemental intervention improves writing of first-grade students: Single case experimental design evaluation. The Journal of Educational Research. 114(3). 278–293. 5 indexed citations

Troia, Gary A., et al.. (2019). Multidimensional Levels of Language Writing Measures in Grades Four to Six. Written Communication. 36(2). 231–266. 31 indexed citations

Troia, Gary A.. (2019). Writing Standards: Overcoming the Implementation Challenges.. 19(2). 24. 1 indexed citations

Troia, Gary A., et al.. (2016). The Common Core Writing Standards: A Descriptive Study of Content and Alignment with a Sample of Former State Standards.. ScholarWorks - WMU (Western Michigan University). 55(3). 98–141. 6 indexed citations

Troia, Gary A., et al.. (2015). Academic Standards for Writing. The Elementary School Journal. 116(2). 291–321. 16 indexed citations

10.

Troia, Gary A., et al.. (2010). Putting Writing Research into Practice: Applications for Teacher Professional Development.. 11 indexed citations

11.

Troia, Gary A.. (2009). Instruction and Assessment for Struggling Writers Evidence-Based Practices.. 98 indexed citations

12.

Roth, Froma P. & Gary A. Troia. (2009). Applications of Responsiveness to Intervention and the Speech-Language Pathologist in Elementary School Settings. Seminars in Speech and Language. 30(2). 75–89. 10 indexed citations

13.

Troia, Gary A.. (2009). Self-Regulation and the Writing Process: Enhancing the Performance of Students With Language and Learning Difficulties. Perspectives on Language Learning and Education. 16(1). 28–36.

14.

Troia, Gary A. & Steve Graham. (2004). Students Who Are Exceptional and Writing Disabilities: Prevention, Practice, Intervention, and Assessment. Exceptionality. 12(1). 1–2. 1 indexed citations

15.

Troia, Gary A.. (2003). Auditory Perceptual Impairments and Learning Disabilities: Theoretical and Empirical Considerations.. 1(1). 27–36. 1 indexed citations

16.

Troia, Gary A. & Steve Graham. (2002). The Effectiveness of a Highly Explicit, Teacher-Directed Strategy Instruction Routine. Journal of Learning Disabilities. 35(4). 290–305. 94 indexed citations

17.

Graham, Steve, Karen R. Harris, & Gary A. Troia. (2000). Self-Regulated Strategy Development Revisited. Topics in Language Disorders. 20(4). 1–14. 44 indexed citations

18.

Troia, Gary A.. (1999). Phonological Awareness Intervention Research: A Critical Review of the Experimental Methodology. Reading Research Quarterly. 34(1). 28–52. 168 indexed citations

19.

Troia, Gary A., Froma P. Roth, & Steve Graham. (1998). An Educator's Guide to Phonological Awareness: Assessment Measures and Intervention Activities for Children.. Focus on Exceptional Children. 31(3). 1–12. 12 indexed citations

20.

Troia, Gary A., Froma P. Roth, & Grace H. Yeni–Komshian. (1996). Word Frequency and Age Effects in Normally Developing Children's Phonological Processing. Journal of Speech Language and Hearing Research. 39(5). 1099–1108. 22 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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