Gary L. Adams

506 total citations
15 papers, 341 citations indexed

About

Gary L. Adams is a scholar working on Education, Developmental and Educational Psychology and Cognitive Neuroscience. According to data from OpenAlex, Gary L. Adams has authored 15 papers receiving a total of 341 indexed citations (citations by other indexed papers that have themselves been cited), including 7 papers in Education, 7 papers in Developmental and Educational Psychology and 3 papers in Cognitive Neuroscience. Recurrent topics in Gary L. Adams's work include Reading and Literacy Development (4 papers), Behavioral and Psychological Studies (3 papers) and Collaborative Teaching and Inclusion (2 papers). Gary L. Adams is often cited by papers focused on Reading and Literacy Development (4 papers), Behavioral and Psychological Studies (3 papers) and Collaborative Teaching and Inclusion (2 papers). Gary L. Adams collaborates with scholars based in United States. Gary L. Adams's co-authors include Siegfried Engelmann, Janis A. Bulgren, B. Keith Lenz, Jean B. Schumaker, Janet Marquis, Bonnie Grossen, Donald D. Deshler, Douglas Carnine, Ronald L. Taylor and Doug Carnine and has published in prestigious journals such as The Journal of Applied Behavioral Science, Learning Disability Quarterly and Journal of Organizational Behavior Management.

In The Last Decade

Gary L. Adams

11 papers receiving 242 citations

Peers

Gary L. Adams
Carmen Arreaga‐Mayer United States
Douglas D. Dexter United States
Lynne Anderson‐Inman United States
Peter G. Cole Australia
Miriam Alfassi Israel
Althea L. Woodruff United States
Barbara M. Fulk United States
Sara Bolt United States
Mary Lou Duffy United States
Susan Courey United States
Carmen Arreaga‐Mayer United States
Gary L. Adams
Citations per year, relative to Gary L. Adams Gary L. Adams (= 1×) peers Carmen Arreaga‐Mayer

Countries citing papers authored by Gary L. Adams

Since Specialization
Citations

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

Fields of papers citing papers by Gary L. Adams

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Gary L. Adams

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

All Works

15 of 15 papers shown
1.
Adams, Gary L., et al.. (2012). Response to “Dynamic Indicators of Basic Early Literacy Skills (DIBELS)” by Kamii and Manning. Journal of Research in Childhood Education. 26(4). 427–434. 3 indexed citations
2.
Lenz, B. Keith, et al.. (2007). Effects of Curriculum Maps and Guiding Questions on the Test Performance of Adolescents with Learning Disabilities. Learning Disability Quarterly. 30(4). 235–244. 10 indexed citations
3.
Adams, Gary L., et al.. (2004). A Critical Review of Randall Ryder's Report of Direct Instruction Reading in Two Wisconsin School Districts.. Digital Commons - USU (Utah State University). 4(2). 111–127. 1 indexed citations
4.
Lenz, B. Keith, Patricia Sampson Graner, & Gary L. Adams. (2003). Learning Express-Ways: Building Academic Relationships to Improve Learning. Teaching Exceptional Children. 35(3). 70–73.
5.
Grossen, Bonnie, Doug Carnine, Jean B. Schumaker, et al.. (2002). OSEP Research Institutes: Bridging Research and Practice. Big Ideas (Plus a Little Effort) Produce Big Results.. Teaching Exceptional Children. 34(4). 70–73. 6 indexed citations
6.
Lenz, B. Keith, et al.. (2002). The Effects of Curriculum Maps and Guiding Questions on the Test Performance of Adolescents with Learning Disabilities. Research Report.. 1 indexed citations
7.
Deshler, Donald D., Jean B. Schumaker, Janis A. Bulgren, et al.. (2001). Making Learning Easier: Connecting New Knowledge to Things Students Already Know. Teaching Exceptional Children. 33(4). 82–85. 24 indexed citations
8.
Adams, Gary L. & Siegfried Engelmann. (1996). Research on Direct Instruction: 25 Years beyond DISTAR.. 237 indexed citations
9.
Adams, Gary L.. (1982). Attitudes toward the Sexuality of Mentally Retarded and Nonretarded Persons.. Education and training of the mentally retarded. 17(5). 13 indexed citations
10.
Taylor, Ronald L. & Gary L. Adams. (1982). A Review of Single-Subject Methodologies in Applied Settings. The Journal of Applied Behavioral Science. 18(1). 95–103. 3 indexed citations
11.
Adams, Gary L.. (1982). The Reliance on Resource Room Placement by Future Teachers.. 102(4).
12.
Adams, Gary L., et al.. (1982). Future Teachers' Attitudes toward Mainstreaming.. 102(3). 4 indexed citations
13.
Adams, Gary L.. (1981). The Importance of Reinforcer Sampling before Initiating Skill Training.. 17(2). 1 indexed citations
14.
Adams, Gary L., et al.. (1980). A Comparison of Lecture Versus Role-Playing in the Training of the Use of Positive Reinforcement. Journal of Organizational Behavior Management. 2(3). 205–212. 17 indexed citations
15.
Adams, Gary L.. (1965). Effect of Eye Dominance on Baseball Batting. Research Quarterly American Association for Health Physical Education and Recreation. 36(1). 3–9. 21 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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