Laura M. Steacy

936 total citations
35 papers, 599 citations indexed

About

Laura M. Steacy is a scholar working on Developmental and Educational Psychology, Statistics and Probability and Cognitive Neuroscience. According to data from OpenAlex, Laura M. Steacy has authored 35 papers receiving a total of 599 indexed citations (citations by other indexed papers that have themselves been cited), including 35 papers in Developmental and Educational Psychology, 17 papers in Statistics and Probability and 9 papers in Cognitive Neuroscience. Recurrent topics in Laura M. Steacy's work include Reading and Literacy Development (35 papers), Cognitive and developmental aspects of mathematical skills (17 papers) and Language Development and Disorders (13 papers). Laura M. Steacy is often cited by papers focused on Reading and Literacy Development (35 papers), Cognitive and developmental aspects of mathematical skills (17 papers) and Language Development and Disorders (13 papers). Laura M. Steacy collaborates with scholars based in United States, Australia and Canada. Laura M. Steacy's co-authors include Donald L. Compton, Amy M. Elleman, Amanda C. Miller, Yaacov Petscher, Jay G. Rueckl, Kenneth R. Pugh, Jennifer K. Gilbert, Eunsoo Cho, Devin M. Kearns and Ashley A. Edwards and has published in prestigious journals such as Child Development, Journal of Educational Psychology and Journal of Memory and Language.

In The Last Decade

Laura M. Steacy

31 papers receiving 573 citations

Peers

Laura M. Steacy

DEP

EDUCA

Mercedes Spencer United States

Danielle Lopez United States

Madelon van den Boer Netherlands

J. Ricardo García Spain

Léa Lacerenza Canada

Sonali Nag United Kingdom

Kari L. Woods United States

Brian C. Poncy United States

Julie Alonzo United States

Mary York United States

Mercedes Spencer United States

Laura M. Steacy

535 ×1.0

DEP

244 ×1.0

EDUCA

207 ×0.9

167 ×1.4

61 ×1.1

Citations per year, relative to Laura M. Steacy Laura M. Steacy (= 1×) peers Mercedes Spencer

Countries citing papers authored by Laura M. Steacy

Since Specialization

Citations

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

Fields of papers citing papers by Laura M. Steacy

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Laura M. Steacy

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

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Steacy, Laura M., et al.. (2025). Exploring Theoretically Relevant Word Reading Instructional Elements: Moving beyond Component Training toward Building Strong Lexical Representations in Children with Dyslexia. Mind Brain and Education. 19(4). 311–316.

Edwards, Ashley A., et al.. (2025). Is the Role of Set for Variability in Word Reading Influenced by Conditions Leading to Partial Decoding?. Scientific Studies of Reading. 29(5). 455–469.

Compton, Donald L., et al.. (2025). Pressure Points on Representational Quality: Evolving the Traditional Instructional Model for Dyslexia. Mind Brain and Education. 19(4). 298–310.

Steacy, Laura M., et al.. (2024). Modeling item-level variance of polysyllabic word reading in developing readers: Exploring semantically related child, word, and child-by-word predictors. Journal of Experimental Child Psychology. 246. 105998–105998. 1 indexed citations

Catts, Hugh W., Nicole Patton Terry, Christopher J. Lonigan, et al.. (2024). Revisiting the definition of dyslexia. Annals of Dyslexia. 74(3). 282–302. 21 indexed citations

Edwards, Ashley A., et al.. (2023). Modeling Item-Level Spelling Variance in Adults: Providing Further Insights into Lexical Quality. Scientific Studies of Reading. 28(2). 120–141. 2 indexed citations

Edwards, Ashley A., et al.. (2023). Does Spanish knowledge contribute to accurate English word spelling in adult bilinguals?. Bilingualism Language and Cognition. 26(5). 924–941. 1 indexed citations

Edwards, Ashley A., et al.. (2023). Examining the Relationship Between Word Reading and Nonword Reading Development Within an Orthographic Learning Framework. The Elementary School Journal. 123(3). 396–413.

Edwards, Ashley A., et al.. (2023). Spelling-to-pronunciation transparency ratings for the 20,000 most frequently written English words. Behavior Research Methods. 56(4). 2828–2841. 4 indexed citations

10.

Steacy, Laura M., et al.. (2022). Set for Variability as a Critical Predictor of Word Reading: Potential Implications for Early Identification and Treatment of Dyslexia. Reading Research Quarterly. 58(2). 254–267. 10 indexed citations

11.

Edwards, Ashley A., et al.. (2021). Unpacking the unique relationship between set for variability and word reading development: Examining word- and child-level predictors of performance.. Journal of Educational Psychology. 114(6). 1242–1256. 15 indexed citations

12.

Steacy, Laura M., et al.. (2020). The Effect of Facilitative Versus Inhibitory Word Training Corpora on Word Reading Accuracy Growth in Children With Dyslexia. Learning Disability Quarterly. 44(3). 158–169. 2 indexed citations

13.

Edwards, Ashley, Laura M. Steacy, Noam Siegelman, et al.. (2020). Unpacking the Unique Relationship Between Set for Variability and Word Reading Development: Examining Word- and Child-Level Predictors of Performance. PsyArXiv (OSF Preprints). 1 indexed citations

14.

Petscher, Yaacov, et al.. (2020). Past perspectives and new opportunities for the explanatory item response model. Annals of Dyslexia. 70(2). 160–179. 16 indexed citations

15.

Steacy, Laura M., Douglas Fuchs, Jennifer K. Gilbert, et al.. (2020). Sight word acquisition in first grade students at risk for reading disabilities: an item-level exploration of the number of exposures required for mastery. Annals of Dyslexia. 70(2). 259–274. 8 indexed citations

16.

Steacy, Laura M., Ashley A. Edwards, Jay G. Rueckl, Yaacov Petscher, & Donald L. Compton. (2020). Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade: Informing Developmental Trajectories of Children With Dyslexia. Child Development. 92(3). e252–e269. 15 indexed citations

17.

Siegelman, Noam, Jay G. Rueckl, Laura M. Steacy, et al.. (2020). Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills. Journal of Memory and Language. 114. 104145–104145. 42 indexed citations

18.

Steacy, Laura M. & Donald L. Compton. (2018). Examining the role of imageability and regularity in word reading accuracy and learning efficiency among first and second graders at risk for reading disabilities. Journal of Experimental Child Psychology. 178. 226–250. 14 indexed citations

19.

Steacy, Laura M., Amy M. Elleman, Maureen W. Lovett, & Donald L. Compton. (2016). Exploring Differential Effects Across Two Decoding Treatments on Item-Level Transfer in Children With Significant Word Reading Difficulties: A New Approach for Testing Intervention Elements. Scientific Studies of Reading. 20(4). 283–295. 28 indexed citations

20.

Steacy, Laura M., Devin M. Kearns, Jennifer K. Gilbert, et al.. (2016). Exploring individual differences in irregular word recognition among children with early-emerging and late-emerging word reading difficulty.. Journal of Educational Psychology. 109(1). 51–69. 22 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.

Explore authors with similar magnitude of impact