Janis Harmon

1.1k total citations
48 papers, 670 citations indexed

About

Janis Harmon is a scholar working on Developmental and Educational Psychology, Education and Sociology and Political Science. According to data from OpenAlex, Janis Harmon has authored 48 papers receiving a total of 670 indexed citations (citations by other indexed papers that have themselves been cited), including 32 papers in Developmental and Educational Psychology, 27 papers in Education and 13 papers in Sociology and Political Science. Recurrent topics in Janis Harmon's work include Reading and Literacy Development (27 papers), Educator Training and Historical Pedagogy (13 papers) and Second Language Acquisition and Learning (12 papers). Janis Harmon is often cited by papers focused on Reading and Literacy Development (27 papers), Educator Training and Historical Pedagogy (13 papers) and Second Language Acquisition and Learning (12 papers). Janis Harmon collaborates with scholars based in United States and Canada. Janis Harmon's co-authors include Karen D. Wood, Wanda B. Hedrick, Miriam Martínez, Alan R. Shoho, Beth Maloch, Amy Seely Flint, David S. Katims, Elizabeth A. Fox, Misty Sailors and D. Bruce Taylor and has published in prestigious journals such as The Elementary School Journal, Research in the Teaching of English and The Reading Teacher.

In The Last Decade

Janis Harmon

45 papers receiving 508 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Janis Harmon United States 13 429 356 142 101 89 48 670
Dana L. Grisham United States 14 463 1.1× 221 0.6× 108 0.8× 204 2.0× 77 0.9× 43 642
Richard T. Vacca United States 9 449 1.0× 392 1.1× 79 0.6× 154 1.5× 93 1.0× 32 721
Irene C. Fountas United States 10 696 1.6× 671 1.9× 110 0.8× 153 1.5× 53 0.6× 23 1.0k
Alejandra Meneses Chile 11 343 0.8× 351 1.0× 84 0.6× 123 1.2× 37 0.4× 47 587
Jo Anne L. Vacca United States 2 320 0.7× 290 0.8× 67 0.5× 107 1.1× 77 0.9× 7 534
Li‐Jen Kuo United States 12 286 0.7× 313 0.9× 92 0.6× 47 0.5× 26 0.3× 21 510
Claire Sams United Kingdom 5 576 1.3× 440 1.2× 97 0.7× 60 0.6× 33 0.4× 8 725
Patricia S. Koskinen United States 13 217 0.5× 364 1.0× 378 2.7× 88 0.9× 51 0.6× 23 707
Constance Weaver United States 14 393 0.9× 389 1.1× 250 1.8× 212 2.1× 40 0.4× 40 747
Marlene M. Hurley United States 4 525 1.2× 376 1.1× 62 0.4× 109 1.1× 39 0.4× 11 664

Countries citing papers authored by Janis Harmon

Since Specialization
Citations

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

Fields of papers citing papers by Janis Harmon

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Janis Harmon

This figure shows the co-authorship network connecting the top 25 collaborators of Janis Harmon. A scholar is included among the top collaborators of Janis Harmon 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 Janis Harmon. Janis Harmon 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.
Harmon, Janis, et al.. (2023). An Investigation of Teachers’ Knowledge of Read Alouds. Reading Psychology. 45(2). 178–195. 1 indexed citations
2.
Harmon, Janis, et al.. (2020). An Investigation of Color Shifts in Picturebooks. 46(1). 9–22. 2 indexed citations
3.
Martínez, Miriam, et al.. (2019). Helping preservice teachers realize the transformative potential of read alouds. Journal of Early Childhood Teacher Education. 40(3). 238–255. 2 indexed citations
4.
Harmon, Janis, et al.. (2016). Middle School Teachers' Perceptions of Computer-Assisted Reading Intervention Programs. Reading Psychology. 38(2). 203–230. 5 indexed citations
5.
Harmon, Janis, et al.. (2014). The Flipped Classroom Model of Learning in Higher Education: An Investigation of Preservice Teachers’ Perspectives and Achievement. Journal of Digital Learning in Teacher Education. 31(1). 18–27. 61 indexed citations
6.
7.
Harmon, Janis, et al.. (2012). Digital Word Walls and Vocabulary Learning: The Use of iPods to Facilitate Vocabulary Instruction with ESL Students. Society for Information Technology & Teacher Education International Conference. 2012(1). 1778–1780. 1 indexed citations
8.
Harmon, Janis, et al.. (2012). Four Components to Promote Literacy Engagement in Subject Matter Disciplines. Middle School Journal. 44(2). 49–57. 3 indexed citations
9.
Harmon, Janis, et al.. (2009). Interactive Word Walls: More Than Just Reading the Writing on the Walls. Journal of Adolescent & Adult Literacy. 52(5). 398–408. 30 indexed citations
10.
Harmon, Janis, et al.. (2009). Promoting Vocabulary Learning with the Interactive Word Wall. Middle School Journal. 40(3). 58–63. 47 indexed citations
11.
Harmon, Janis, et al.. (2008). “Pick a Word—Not Just Any Word”: Using Vocabulary Self-Selection with Expository Texts. Middle School Journal. 40(1). 43–52. 6 indexed citations
12.
Harmon, Janis, Karen D. Wood, & Wanda B. Hedrick. (2006). Instructional Strategies for Teaching Content Vocabulary, Grades 4-12. 3 indexed citations
13.
Sailors, Misty, et al.. (2005). Early Field Experiences Offered to and Valued by Preservice Teachers at Sites of Excellence in Reading Teacher Education Programs.. Teacher education & practice. 18(4). 458–470. 9 indexed citations
14.
Harmon, Janis, Wanda B. Hedrick, & Karen D. Wood. (2005). Research on Vocabulary Instruction in the Content Areas: Implications for Struggling Readers. Reading & Writing Quarterly. 21(3). 261–280. 120 indexed citations
15.
Hedrick, Wanda B., et al.. (2004). Teachers' Beliefs and Practices of Vocabulary Instruction With Social Studies Textbooks in Grades 4-8. ScholarWorks - WMU (Western Michigan University). 45(2). 103–125. 25 indexed citations
16.
Harmon, Janis, et al.. (2004). Tutoring struggling adolescent readers: A program investigation. Reading Research and Instruction. 44(2). 46–74. 4 indexed citations
17.
Harmon, Janis. (2002). Teaching Independent Word Learning Strategies to Struggling Readers.. Journal of Adolescent & Adult Literacy. 45(7). 606–615. 14 indexed citations
18.
Harmon, Janis & Wanda B. Hedrick. (2000). Zooming In and Zooming Out: Enhancing Vocabulary and Conceptual Learning in Social Studies.. The Reading Teacher. 54(2). 155–159. 10 indexed citations
19.
Harmon, Janis. (2000). Assessing and Supporting Independent Word Learning Strategies of Middle School Students.. Journal of Adolescent & Adult Literacy. 43(6). 518–527. 11 indexed citations
20.
Harmon, Janis. (1998). Vocabulary Teaching and Learning in a Seventh-Grade Literature-Based Classroom.. Journal of Adolescent & Adult Literacy. 41(7). 518–529. 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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