Linda A. Meyer

529 total citations
29 papers, 371 citations indexed

About

Linda A. Meyer is a scholar working on Education, Developmental and Educational Psychology and Information Systems. According to data from OpenAlex, Linda A. Meyer has authored 29 papers receiving a total of 371 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 11 papers in Developmental and Educational Psychology and 5 papers in Information Systems. Recurrent topics in Linda A. Meyer's work include Reading and Literacy Development (8 papers), Educational Assessment and Pedagogy (5 papers) and Early Childhood Education and Development (4 papers). Linda A. Meyer is often cited by papers focused on Reading and Literacy Development (8 papers), Educational Assessment and Pedagogy (5 papers) and Early Childhood Education and Development (4 papers). Linda A. Meyer collaborates with scholars based in United States. Linda A. Meyer's co-authors include Robert L. Linn, James L. Wardrop, Steven A. Stahl, C. Nicholas Hastings, Russell Gersten, Thomas H. Anderson and Bonnie B. Armbruster and has published in prestigious journals such as American Educational Research Journal, Journal of Research in Science Teaching and Reading Research Quarterly.

In The Last Decade

Linda A. Meyer

25 papers receiving 275 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Linda A. Meyer United States	10	287	208	40	31	22	29	371
Maribeth Cassidy Schmitt United States	12	205 0.7×	274 1.3×	20 0.5×	11 0.4×	16 0.7×	23	362
Miriam Alfassi Israel	9	232 0.8×	249 1.2×	31 0.8×	23 0.7×	29 1.3×	10	388
Donna DiPrima Bickel United States	10	391 1.4×	162 0.8×	18 0.5×	51 1.6×	35 1.6×	19	461
Catherine Cobb Morocco United States	10	274 1.0×	138 0.7×	17 0.4×	27 0.9×	67 3.0×	32	351
Christine M. Bahr United States	10	180 0.6×	189 0.9×	47 1.2×	13 0.4×	80 3.6×	18	330
Ruth Beatty Canada	6	213 0.7×	121 0.6×	22 0.6×	14 0.5×	19 0.9×	11	296
Allen L. Steckelberg United States	8	316 1.1×	144 0.7×	12 0.3×	22 0.7×	25 1.1×	17	391
Terry Salinger United States	7	255 0.9×	250 1.2×	63 1.6×	9 0.3×	27 1.2×	19	373
Howard L. Fleischman United States	4	171 0.6×	83 0.4×	18 0.5×	18 0.6×	24 1.1×	10	266
Gay Su Pinnell United States	6	298 1.0×	305 1.5×	58 1.4×	12 0.4×	18 0.8×	19	435

Countries citing papers authored by Linda A. Meyer

Since Specialization

Citations

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

Fields of papers citing papers by Linda A. Meyer

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Linda A. Meyer. 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 Linda A. Meyer. The network helps show where Linda A. Meyer may publish in the future.

Co-authorship network of co-authors of Linda A. Meyer

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

Meyer, Linda A., James L. Wardrop, Steven A. Stahl, & Robert L. Linn. (1994). Effects of Reading Storybooks Aloud to Children. The Journal of Educational Research. 88(2). 69–85. 77 indexed citations

Meyer, Linda A., James L. Wardrop, C. Nicholas Hastings, & Robert L. Linn. (1993). Effects of Ability and Settings on Kindergartners' Reading Performance. The Journal of Educational Research. 86(3). 142–160. 45 indexed citations

Armbruster, Bonnie B., et al.. (1991). Reading and Questioning in Content Area Lessons. Journal of Reading Behavior. 23(1). 35–59. 29 indexed citations

Meyer, Linda A., Robert L. Linn, & C. Nicholas Hastings. (1991). Teacher Stability From Morning to Afternoon and From Year to Year. American Educational Research Journal. 28(4). 825–847. 6 indexed citations

Meyer, Linda A., James L. Wardrop, & C. Nicholas Hastings. (1990). The development of reading ability in first and second grade. Illinois Digital Environment for Access to Learning and Scholarship (University of Illinois at Urbana-Champaign). 1 indexed citations

Meyer, Linda A., James L. Wardrop, & C. Nicholas Hastings. (1990). The development of reading ability in kindergarten. Illinois Digital Environment for Access to Learning and Scholarship (University of Illinois at Urbana-Champaign). 2 indexed citations

Meyer, Linda A., C. Nicholas Hastings, James L. Wardrop, & Robert L. Linn. (1989). HOW ENTERING ABILITY AND INSTRUCTIONAL SETTINGS AND NOT THE LENGTH OF THE SCHOOL DAY MEDIATE KINDERGARTNERS' READING PERFORMANCE. 1 indexed citations

Meyer, Linda A.. (1989). How Entering Ability and Instructional Settings and Not the Length of the School Day Mediate Kindergartners' Reading Performance. Technical Report No. 466..

Meyer, Linda A., et al.. (1988). Elementary science textbooks: Their contents, text characteristics, and comprehensibility. Journal of Research in Science Teaching. 25(6). 435–463. 20 indexed citations

10.

Meyer, Linda A., et al.. (1987). An Analysis of Decoding, Comprehension, and Story Text Comprehensibility in Four First-Grade Reading Programs. Journal of Reading Behavior. 19(1). 69–98. 14 indexed citations

11.

Meyer, Linda A., et al.. (1986). Elementary science textbooks : their contents, text characteristics, and comprehensibility : longitudinal study. Illinois Digital Environment for Access to Learning and Scholarship (University of Illinois at Urbana-Champaign). 1 indexed citations

12.

Meyer, Linda A.. (1986). Strategies for Correcting Students' Wrong Responses. The Elementary School Journal. 87(2). 227–241. 22 indexed citations

13.

Meyer, Linda A.. (1985). A Look at Instruction in Kindergarten: Observations of Interactions in Three School Districts. Technical Report No. 383..

14.

Meyer, Linda A., et al.. (1985). A look at instruction in kindergarten: observations of interactions in three school districts. 4 indexed citations

15.

Meyer, Linda A.. (1984). Long-Term Academic Effects of the Direct Instruction Project Follow Through. The Elementary School Journal. 84(4). 380–394. 53 indexed citations

16.

Meyer, Linda A.. (1983). Increased Student Achievement in Reading: One District's Strategies.. 1(2). 47–51. 4 indexed citations

17.

Meyer, Linda A.. (1983). Direct instruction : a project follow through success story. Illinois Digital Environment for Access to Learning and Scholarship (University of Illinois at Urbana-Champaign). 2 indexed citations

18.

Meyer, Linda A., et al.. (1983). Direct Instruction: A Project Follow Through Success Story in an Inner-City School. The Elementary School Journal. 84(2). 241–252. 37 indexed citations

19.

Meyer, Linda A.. (1983). Long-term academic effects of direct instruction follow through. Illinois Digital Environment for Access to Learning and Scholarship (University of Illinois at Urbana-Champaign). 4 indexed citations

20.

Meyer, Linda A.. (1982). The Relative Effects of Word-Analysis and Word-Supply Correction Procedures with Poor Readers during Word-Attack Training. Reading Research Quarterly. 17(4). 544–544. 23 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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