Jan Perney

915 total citations
31 papers, 665 citations indexed

About

Jan Perney is a scholar working on Education, Developmental and Educational Psychology and Statistics and Probability. According to data from OpenAlex, Jan Perney has authored 31 papers receiving a total of 665 indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Education, 20 papers in Developmental and Educational Psychology and 6 papers in Statistics and Probability. Recurrent topics in Jan Perney's work include Reading and Literacy Development (19 papers), Writing and Handwriting Education (9 papers) and Child Development and Digital Technology (7 papers). Jan Perney is often cited by papers focused on Reading and Literacy Development (19 papers), Writing and Handwriting Education (9 papers) and Child Development and Digital Technology (7 papers). Jan Perney collaborates with scholars based in United States. Jan Perney's co-authors include Darrell Morris, Janet W. Bloodgood, Richard G. Lomax, Ruth Ravid, Laurie Miller Nelson, William E. Blanton, Linda P. Blanton, Woodrow Trathen, Camille L. Z. Blachowicz and Jennifer Berne and has published in prestigious journals such as Journal of Educational Psychology, Psychological Assessment and Educational and Psychological Measurement.

In The Last Decade

Jan Perney

31 papers receiving 498 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Jan Perney United States	12	528	487	151	49	34	31	665
Ruth Wharton‐McDonald United States	7	608 1.2×	625 1.3×	105 0.7×	54 1.1×	27 0.8×	11	805
Jean Osborn United States	11	478 0.9×	360 0.7×	97 0.6×	65 1.3×	50 1.5×	33	618
Jan E. Hasbrouck United States	13	479 0.9×	336 0.7×	169 1.1×	34 0.7×	40 1.2×	21	582
Nancy Padak United States	11	375 0.7×	386 0.8×	76 0.5×	34 0.7×	34 1.0×	60	574
Donald R. Bear United States	10	613 1.2×	527 1.1×	94 0.6×	158 3.2×	46 1.4×	30	728
Donald J. Richgels United States	12	421 0.8×	379 0.8×	49 0.3×	65 1.3×	24 0.7×	30	572
Ted Schuder United States	8	580 1.1×	417 0.9×	90 0.6×	85 1.7×	14 0.4×	8	669
Francine R. Johnston United States	7	422 0.8×	376 0.8×	64 0.4×	110 2.2×	33 1.0×	12	522
Luana Greulich United States	12	550 1.0×	521 1.1×	114 0.8×	104 2.1×	28 0.8×	15	663
Kendra M. Hall United States	11	404 0.8×	457 0.9×	76 0.5×	33 0.7×	19 0.6×	18	683

Countries citing papers authored by Jan Perney

Since Specialization

Citations

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

Fields of papers citing papers by Jan Perney

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Jan Perney. 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 Jan Perney. The network helps show where Jan Perney may publish in the future.

Co-authorship network of co-authors of Jan Perney

This figure shows the co-authorship network connecting the top 25 collaborators of Jan Perney. A scholar is included among the top collaborators of Jan Perney 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 Jan Perney. Jan Perney 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

Morris, Darrell, et al.. (2019). Reading Instructional Level from a Print-Processing Perspective. Reading & Writing Quarterly. 35(6). 556–571. 5 indexed citations

Morris, Darrell, et al.. (2018). Using subjective and objective measures to predict level of reading fluency at the end of first grade. Reading Psychology. 39(3). 253–270. 7 indexed citations

Morris, Darrell & Jan Perney. (2018). Using a Sight Word Measure to Predict Reading Fluency Problems in Grades 1 to 3. Reading & Writing Quarterly. 34(4). 338–348. 7 indexed citations

Morris, Darrell, et al.. (2018). Evaluating The Effectiveness of a State-Mandated Benchmark Reading Assessment: mCLASS Reading 3D (Text Reading and Comprehension). Reading Psychology. 39(4). 303–334. 2 indexed citations

Morris, Darrell, et al.. (2018). Tracking Children’s Print-Processing Skill Across Grades 1–3: Implications for Reading Assessment and Instruction. Reading Psychology. 39(8). 820–854. 4 indexed citations

Morris, Darrell, et al.. (2017). Three DIBELS Tasks vs. Three Informal Reading/Spelling Tasks: A Comparison of Predictive Validity. Reading Psychology. 38(3). 289–320. 17 indexed citations

Morris, Darrell, et al.. (2011). Validating Craft Knowledge. The Elementary School Journal. 112(2). 205–233. 19 indexed citations

Morris, Darrell, Woodrow Trathen, Richard G. Lomax, et al.. (2010). Modeling aspects of print-processing skill: implications for reading assessment. Reading and Writing. 25(1). 189–215. 9 indexed citations

Blachowicz, Camille L. Z., et al.. (2009). Technology and At-Risk Young Readers and their Classrooms. Reading Psychology. 30(5). 387–411. 21 indexed citations

10.

Morris, Darrell, Janet W. Bloodgood, Richard G. Lomax, & Jan Perney. (2003). Developmental steps in learning to read: A longitudinal study in kindergarten and first grade. Reading Research Quarterly. 38(3). 302–328. 80 indexed citations

11.

Morris, Darrell, et al.. (2000). Early Steps: Replicating the effects of a first-grade reading intervention program.. Journal of Educational Psychology. 92(4). 681–693. 5 indexed citations

12.

Morris, Darrell, et al.. (2000). Early Steps: Replicating the effects of a first-grade reading intervention program.. Journal of Educational Psychology. 92(4). 681–693. 75 indexed citations

13.

Morris, Darrell, et al.. (1995). Teaching Low-Achieving Spellers at Their "Instructional Level". The Elementary School Journal. 96(2). 163–177. 24 indexed citations

14.

Perney, Jan. (1994). Using Writing Samples To Predict Success in a Graduate College of Education.. 1 indexed citations

15.

Perney, Jan & Ruth Ravid. (1990). The Relationship between Attitudes toward Statistics, Math Self-Concept, Test Anxiety and Graduate Students' Achievement in an Introductory Statistics Course.. 33 indexed citations

16.

German, Diane J. & Jan Perney. (1987). Content, Construct and Criterion-Related Validity of the National College of Education Test of Word Finding (TWF). Journal of Psychoeducational Assessment. 5(4). 387–400. 1 indexed citations

17.

Morris, Darrell & Jan Perney. (1984). Developmental Spelling as a Predictor of First-Grade Reading Achievement. The Elementary School Journal. 84(4). 441–457. 118 indexed citations

18.

Huynh, Huynh & Jan Perney. (1979). Determination of Mastery Scores When Instructional Units Are Linearly Related. Educational and Psychological Measurement. 39(2). 317–323. 4 indexed citations

19.

Perney, Jan. (1976). Measuring Student Attitudes: The Student Opinion Inventory.. NASSP Bulletin. 1 indexed citations

20.

Perney, Jan. (1975). The Development and Validation of the Student Opinion Inventory Factor Scales. Educational and Psychological Measurement. 35(4). 983–986. 4 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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