James W. Cunningham

1.3k total citations
46 papers, 875 citations indexed

About

James W. Cunningham is a scholar working on Developmental and Educational Psychology, Education and Artificial Intelligence. According to data from OpenAlex, James W. Cunningham has authored 46 papers receiving a total of 875 indexed citations (citations by other indexed papers that have themselves been cited), including 25 papers in Developmental and Educational Psychology, 19 papers in Education and 8 papers in Artificial Intelligence. Recurrent topics in James W. Cunningham's work include Reading and Literacy Development (22 papers), Second Language Acquisition and Learning (7 papers) and Text Readability and Simplification (6 papers). James W. Cunningham is often cited by papers focused on Reading and Literacy Development (22 papers), Second Language Acquisition and Learning (7 papers) and Text Readability and Simplification (6 papers). James W. Cunningham collaborates with scholars based in United States, United Kingdom and Australia. James W. Cunningham's co-authors include Robert J. Tierney, Jill Fitzgerald, Heidi Anne E. Mesmer, Patricia M. Cunningham, Elfrieda H. Hiebert, Dixie Lee Spiegel, D.E. Watt, Wanda B. Hedrick, Karen A. Erickson and David A. Koppenhaver and has published in prestigious journals such as Physics in Medicine and Biology, IEEE Transactions on Aerospace and Electronic Systems and Reading Research Quarterly.

In The Last Decade

James W. Cunningham

39 papers receiving 652 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
James W. Cunningham United States	15	602	463	112	81	69	46	875
Wolfgang Lenhard Germany	17	368 0.6×	304 0.7×	52 0.5×	66 0.8×	40 0.6×	71	786
Guy Trainin United States	12	524 0.9×	373 0.8×	41 0.4×	147 1.8×	36 0.5×	49	821
Darrell Morris United States	20	915 1.5×	765 1.7×	36 0.3×	182 2.2×	31 0.4×	56	1.1k
Pamela M. Stecker United States	20	1.2k 1.9×	984 2.1×	48 0.4×	516 6.4×	26 0.4×	40	1.7k
Linda Kucan United States	16	1.3k 2.2×	967 2.1×	146 1.3×	201 2.5×	180 2.6×	39	1.8k
Alison L. Bailey United States	17	471 0.8×	530 1.1×	64 0.6×	49 0.6×	273 4.0×	75	1.0k
Evelyn S. Johnson United States	16	775 1.3×	605 1.3×	25 0.2×	271 3.3×	15 0.2×	74	1.2k
Erica S. Lembke United States	19	692 1.1×	691 1.5×	25 0.2×	316 3.9×	33 0.5×	72	1.1k
John DeFrancis United States	8	296 0.5×	98 0.2×	92 0.8×	67 0.8×	72 1.0×	31	771
Rachel Best United States	16	733 1.2×	357 0.8×	208 1.9×	72 0.9×	49 0.7×	26	1.1k

Countries citing papers authored by James W. Cunningham

Since Specialization

Citations

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

Fields of papers citing papers by James W. Cunningham

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of James W. Cunningham

This figure shows the co-authorship network connecting the top 25 collaborators of James W. Cunningham. A scholar is included among the top collaborators of James W. Cunningham 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 W. Cunningham. James W. Cunningham 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

Cunningham, James W., Elfrieda H. Hiebert, & Heidi Anne E. Mesmer. (2018). Investigating the validity of two widely used quantitative text tools. Reading and Writing. 31(4). 813–833. 15 indexed citations

Erickson, Karen A., Sally Clendon, James W. Cunningham, et al.. (2008). Automatic word recognition: The validity of a universally accessible assessment task. Augmentative and Alternative Communication. 24(1). 64–75. 4 indexed citations

Sturm, Janet M., et al.. (2006). What happens to reading between first and third grade? Implications for students who use AAC. Augmentative and Alternative Communication. 22(1). 21–36. 18 indexed citations

Cunningham, James W., Karen A. Erickson, David A. Koppenhaver, et al.. (1999). Assessing Decoding from an Onset-Rime Perspective. Journal of Literacy Research. 31(4). 391–414. 7 indexed citations

Cunningham, James W., et al.. (1994). Teaching Good Readers to Comprehend Better.. The Journal of Reading. 37(6). 3 indexed citations

Jackson, Francesina R. & James W. Cunningham. (1994). Investigating secondary content teachers' and preservice teachers' conceptions of study strategy instruction. Reading Research and Instruction. 34(2). 111–135. 10 indexed citations

Cunningham, Patricia M. & James W. Cunningham. (1992). Making Words: Enhancing the Invented Spelling-Decoding Connection.. The Reading Teacher. 46(2). 57 indexed citations

Cunningham, James W.. (1992). THE RUSSIAN PATRIARCHATE AND THE ATTEMPT TO RECOVER SYMPHONIIA. Canadian-American Slavic Studies. 26(4). 267–292.

Hare, Victoria Chou, James W. Cunningham, David W. Moore, et al.. (1990). La comprensión lectora : cómo trabajar la idea principal en el aula. 8 indexed citations

10.

Cunningham, James W., et al.. (1988). Damage by Nuclear Elastic Scattering (NES)–forty Years on. International Journal of Radiation Biology. 53(4). 683–685.

11.

Cunningham, Patricia M. & James W. Cunningham. (1987). Content Area Reading-Writing Lessons.. The Reading Teacher. 40(6). 5 indexed citations

12.

Cunningham, James W.. (1984). A Simplified Miscue Analysis for Classroom and Clinic. ScholarWorks - WMU (Western Michigan University). 24(2). 83–89. 4 indexed citations

13.

Sadler, James C. & James W. Cunningham. (1983). Burnout and the Reading Teacher. ScholarWorks - WMU (Western Michigan University). 23(4). 1. 1 indexed citations

14.

Cunningham, James W., et al.. (1983). The Clip Sheet: Solving Word Problem Solving.. The Reading Teacher. 36(8). 17–27. 1 indexed citations

15.

Cunningham, James W.. (1980). Reading Comprehension is Crucial but not Critical. ScholarWorks - WMU (Western Michigan University). 20(3). 3. 2 indexed citations

16.

Cunningham, James W.. (1979). An Automatic Pilot for Decoding.. The Reading Teacher. 32(4). 10 indexed citations

17.

Cunningham, James W. & Robert J. Tierney. (1979). Evaluating Cloze as a Measure of Learning from Reading. Journal of Reading Behavior. 11(3). 287–292. 4 indexed citations

18.

Cunningham, James W., et al.. (1978). The Ivory Tower Connection: A Case Study.. The Reading Teacher. 5 indexed citations

19.

Cunningham, Patricia M. & James W. Cunningham. (1976). SSSW, Better Content-Writing. The Clearing House A Journal of Educational Strategies Issues and Ideas. 49(5). 237–238. 4 indexed citations

20.

Cunningham, James W.. (1974). Reform in the Russian church, 1900-1906 : the struggle for autonomy and the restoration of Byzantine "Symphonia". University Microfilms International eBooks. 1 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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