Guy L. Bond

1.4k total citations
11 papers, 696 citations indexed

About

Guy L. Bond is a scholar working on Developmental and Educational Psychology, Education and Neuropsychology and Physiological Psychology. According to data from OpenAlex, Guy L. Bond has authored 11 papers receiving a total of 696 indexed citations (citations by other indexed papers that have themselves been cited), including 4 papers in Developmental and Educational Psychology, 2 papers in Education and 1 paper in Neuropsychology and Physiological Psychology. Recurrent topics in Guy L. Bond's work include Reading and Literacy Development (3 papers), Literacy and Educational Practices (1 paper) and Innovative Teaching and Learning Methods (1 paper). Guy L. Bond is often cited by papers focused on Reading and Literacy Development (3 papers), Literacy and Educational Practices (1 paper) and Innovative Teaching and Learning Methods (1 paper). Guy L. Bond collaborates with scholars based in United States. Guy L. Bond's co-authors include Robert C. Dykstra, Miles A. Tinker and Walter Wheeler Cook and has published in prestigious journals such as The American Journal of Psychology, Reading Research Quarterly and The Journal of Educational Research.

In The Last Decade

Guy L. Bond

8 papers receiving 520 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Guy L. Bond United States	6	495	411	141	46	31	11	696
Jon Shapiro Canada	13	385 0.8×	467 1.1×	121 0.9×	28 0.6×	65 2.1×	43	617
Jean Osborn United States	11	478 1.0×	360 0.9×	97 0.7×	50 1.1×	46 1.5×	33	618
Shirley V. Dickson United States	8	509 1.0×	370 0.9×	155 1.1×	40 0.9×	23 0.7×	12	595
Marilyn M. Fairbanks United States	4	625 1.3×	252 0.6×	102 0.7×	57 1.2×	39 1.3×	7	702
Carol M. Santa United States	9	278 0.6×	243 0.6×	59 0.4×	34 0.7×	36 1.2×	16	397
Marie Carbo United Kingdom	12	297 0.6×	306 0.7×	50 0.4×	32 0.7×	24 0.8×	33	451
Meyer Myers United States	4	447 0.9×	243 0.6×	62 0.4×	56 1.2×	20 0.6×	4	523
Jan E. Hasbrouck United States	13	479 1.0×	336 0.8×	169 1.2×	40 0.9×	16 0.5×	21	582
Linda Lysynchuk Canada	7	371 0.7×	236 0.6×	78 0.6×	42 0.9×	23 0.7×	10	438
Jan Perney United States	12	528 1.1×	487 1.2×	151 1.1×	34 0.7×	12 0.4×	31	665

Countries citing papers authored by Guy L. Bond

Since Specialization

Citations

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

Fields of papers citing papers by Guy L. Bond

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Guy L. Bond

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

All Works

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11 of 11 papers shown

1.

Bond, Guy L. & Robert C. Dykstra. (2004). THE “EXPERT STUDY” REVISITED: AN INTRODUCTION. Reading & Writing Quarterly. 20(1). 1–9.

2.

Bond, Guy L. & Robert C. Dykstra. (1997). The Cooperative Research Program in First‐Grade Reading Instruction. Reading Research Quarterly. 32(4). 348–427. 217 indexed citations

3.

Bond, Guy L.. (1976). Employ More Diagnostic Teaching in the Classroom.. Reading improvement. 1 indexed citations

4.

Bond, Guy L.. (1968). Diagnostic Teaching in the Classroom.. 1 indexed citations

5.

Bond, Guy L. & Robert C. Dykstra. (1967). The Cooperative Research Program in First-Grade Reading Instruction. Reading Research Quarterly. 2(4). 5–5. 258 indexed citations

6.

Bond, Guy L. & Robert C. Dykstra. (1964). CONFERENCE ON COORDINATION OF ACCEPTED PROPOSALS FOR THE COOPERATIVE RESEARCH PROGRAM IN FIRST GRADE READING INSTRUCTION. FINAL REPORT.. 5 indexed citations

7.

Bond, Guy L., et al.. (1961). Diagnóstico y tratamiento de las dificultades en el aprendizaje. Virtual Defense Library (Ministerio de Defensa). 4 indexed citations

8.

Bond, Guy L., et al.. (1957). Reading Difficulties--Their Diagnosis and Correction. The American Journal of Psychology. 70(2). 332–332. 172 indexed citations

9.

Bond, Guy L., et al.. (1955). The diagnosis and treatment of learning difficulties. Medical Entomology and Zoology. 18 indexed citations

10.

Bond, Guy L., et al.. (1955). Interrelationship of the SRA Primary Mental Abilities, Other Mental Characteristics, and Reading Ability. The Journal of Educational Research. 49(2). 131–136. 12 indexed citations

11.

Bond, Guy L., et al.. (1953). Relationships Between Visual Characteristics and Specific Silent Reading Abilities. The Journal of Educational Research. 46(6). 451–458. 8 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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