James M. Royer

2.9k total citations
75 papers, 1.9k citations indexed

About

James M. Royer is a scholar working on Developmental and Educational Psychology, Education and Artificial Intelligence. According to data from OpenAlex, James M. Royer has authored 75 papers receiving a total of 1.9k indexed citations (citations by other indexed papers that have themselves been cited), including 50 papers in Developmental and Educational Psychology, 20 papers in Education and 13 papers in Artificial Intelligence. Recurrent topics in James M. Royer's work include Reading and Literacy Development (30 papers), Educational Strategies and Epistemologies (16 papers) and Cognitive and developmental aspects of mathematical skills (11 papers). James M. Royer is often cited by papers focused on Reading and Literacy Development (30 papers), Educational Strategies and Epistemologies (16 papers) and Cognitive and developmental aspects of mathematical skills (11 papers). James M. Royer collaborates with scholars based in United States and United Kingdom. James M. Royer's co-authors include Cheryl A. Cisero, María S. Carlo, Gale M. Sinatra, Barbara A. Greene, Donald J. Cunningham, C. Nicholas Hastings, Kenneth Rath, José P. Mestre, Robert J. Dufresne and Jane Perlmutter and has published in prestigious journals such as Journal of Educational Psychology, Review of Educational Research and American Educational Research Journal.

In The Last Decade

James M. Royer

68 papers receiving 1.5k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
James M. Royer United States 24 1.2k 750 317 312 245 75 1.9k
Carole R. Beal United States 27 905 0.7× 631 0.8× 225 0.7× 162 0.5× 389 1.6× 98 1.8k
Rose R. Olver United States 9 765 0.6× 512 0.7× 382 1.2× 214 0.7× 236 1.0× 12 1.7k
Carol S. Lidz United States 16 1.8k 1.4× 663 0.9× 309 1.0× 88 0.3× 192 0.8× 41 2.3k
Marjorie Y. Lipson United States 15 1.5k 1.2× 1.2k 1.6× 214 0.7× 145 0.5× 102 0.4× 30 2.0k
Ruth Garner United States 26 2.3k 1.8× 1.5k 2.1× 685 2.2× 164 0.5× 206 0.8× 61 3.1k
Douglas B. McLeod United States 11 719 0.6× 1.1k 1.4× 508 1.6× 305 1.0× 93 0.4× 27 1.9k
Robert B. Ruddell United States 11 1.4k 1.1× 1.2k 1.6× 195 0.6× 170 0.5× 191 0.8× 25 2.3k
Harry Singer United States 13 1.9k 1.6× 1.4k 1.9× 325 1.0× 270 0.9× 357 1.5× 53 3.0k
Siegfried Engelmann United States 19 1.0k 0.8× 838 1.1× 115 0.4× 323 1.0× 295 1.2× 43 1.8k
Zemira R. Mevarech Israel 26 1.6k 1.3× 1.8k 2.4× 297 0.9× 342 1.1× 94 0.4× 70 2.5k

Countries citing papers authored by James M. Royer

Since Specialization
Citations

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

Fields of papers citing papers by James M. Royer

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by James M. Royer. 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 James M. Royer. The network helps show where James M. Royer may publish in the future.

Co-authorship network of co-authors of James M. Royer

This figure shows the co-authorship network connecting the top 25 collaborators of James M. Royer. A scholar is included among the top collaborators of James M. Royer 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 James M. Royer. James M. Royer 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.
Royer, James M.. (2005). The Cognitive Revolution in Educational Psychology. 18 indexed citations
2.
Rath, Kenneth & James M. Royer. (2002). The Nature and Effectiveness of Learning Disability Services for College Students. Educational Psychology Review. 14(4). 353–381. 48 indexed citations
3.
Royer, James M.. (2001). Developing Reading and Listening Comprehension Tests Based on the Sentence Verification Technique (SVT).. Journal of Adolescent & Adult Literacy. 45(1). 30–41. 23 indexed citations
4.
Royer, James M., Cheryl A. Cisero, & María S. Carlo. (1993). Techniques and Procedures for Assessing Cognitive Skills. Review of Educational Research. 63(2). 201–243. 147 indexed citations
5.
Sinatra, Gale M. & James M. Royer. (1993). Development of cognitive component processing skills that support skilled reading.. Journal of Educational Psychology. 85(3). 509–519. 2 indexed citations
6.
Royer, James M. & María S. Carlo. (1991). Transfer of Comprehension Skills from Native to Second Language.. The Journal of Reading. 34(6). 57 indexed citations
7.
Royer, James M. & María S. Carlo. (1991). Assessing the Language Acquisition Progress of Limited English Proficient Students: Problems and New Alternative. Applied Measurement in Education. 4(2). 85–113. 15 indexed citations
8.
Royer, James M., et al.. (1990). The Prediction of College Course Performance From Reading Comprehension Performance: Evidence for General and Specific Prediction Factors. American Educational Research Journal. 27(1). 158–179. 24 indexed citations
9.
Greene, Barbara A., et al.. (1990). A new technique for measuring listening and reading literacy in developing countries. International Review of Education. 36(1). 57–68. 11 indexed citations
10.
Royer, James M., et al.. (1990). The Prediction of College Course Performance from Reading Comprehension Performance: Evidence for General and Specific Prediction Factors. American Educational Research Journal. 27(1). 158–158. 4 indexed citations
11.
Royer, James M., et al.. (1990). Patterns of individual differences in the development of listening and reading comprehension. Contemporary Educational Psychology. 15(2). 183–196. 20 indexed citations
12.
Royer, James M., et al.. (1988). Superior Reliability and Validity for a New Form of the Sentence Verification Technique for Measuring Comprehension. Educational and Psychological Measurement. 48(3). 827–834. 19 indexed citations
13.
Royer, James M.. (1987). The Sentence Verification Technique: A Practical Procedure for Testing Comprehension.. The Journal of Reading. 30(5). 16 indexed citations
14.
Royer, James M., et al.. (1987). Using entering reading comprehension performance as a predictor of performance in college classes.. Journal of Educational Psychology. 79(1). 19–26. 5 indexed citations
15.
Royer, James M.. (1985). Reading from the perspective of a biological metaphor. Contemporary Educational Psychology. 10(2). 150–200. 7 indexed citations
16.
Royer, James M., et al.. (1979). A Sentence Verification Technique for Measuring Reading Comprehension. Journal of Reading Behavior. 11(4). 355–363. 82 indexed citations
17.
Royer, James M., et al.. (1978). Evidence for a selective storage mechanism in prose learning.. Journal of Educational Psychology. 70(4). 457–462. 3 indexed citations
18.
Royer, James M., et al.. (1978). Psychology of learning: Educational applications. 2 indexed citations
19.
Royer, James M. & Donald J. Cunningham. (1978). On the Theory and Measurement of Reading Comprehension. Technical Report No. 91.. 1 indexed citations
20.
Royer, James M., et al.. (1975). Facilitated Learning in Connected Discourse.. Journal of Educational Psychology. 67(1). 116–123. 49 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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