Linda Lysynchuk

662 total citations
10 papers, 438 citations indexed

About

Linda Lysynchuk is a scholar working on Developmental and Educational Psychology, Education and Literature and Literary Theory. According to data from OpenAlex, Linda Lysynchuk has authored 10 papers receiving a total of 438 indexed citations (citations by other indexed papers that have themselves been cited), including 8 papers in Developmental and Educational Psychology, 6 papers in Education and 2 papers in Literature and Literary Theory. Recurrent topics in Linda Lysynchuk's work include Reading and Literacy Development (4 papers), Innovative Teaching and Learning Methods (3 papers) and Educational Strategies and Epistemologies (2 papers). Linda Lysynchuk is often cited by papers focused on Reading and Literacy Development (4 papers), Innovative Teaching and Learning Methods (3 papers) and Educational Strategies and Epistemologies (2 papers). Linda Lysynchuk collaborates with scholars based in Canada and United States. Linda Lysynchuk's co-authors include Betty Ann Levy, Michael Pressley, Nancy Vye, R. C. Gardner, Teena Willoughby, Eileen Wood, Vera Woloshyn, Heather Cake, Michael Smith and Hsiao d’Ailly and has published in prestigious journals such as Educational Psychology Review, Reading Research Quarterly and The Elementary School Journal.

In The Last Decade

Linda Lysynchuk

10 papers receiving 356 citations

Author Peers

Peers are selected by citation overlap in the author's most active subfields. citations · hero ref

Author						Papers	Cites
Linda Lysynchuk	371	236	78	50	42	10	438
Meyer Myers	447 1.2×	243 1.0×	62 0.8×	39 0.8×	56 1.3×	4	523
Jerry Zutell	395 1.1×	287 1.2×	55 0.7×	84 1.7×	30 0.7×	13	464
Shirley V. Dickson	509 1.4×	370 1.6×	155 2.0×	43 0.9×	40 1.0×	12	595
Regina Boulware‐Gooden	278 0.7×	203 0.9×	68 0.9×	44 0.9×	43 1.0×	9	344
Marie Carbo	297 0.8×	306 1.3×	50 0.6×	44 0.9×	32 0.8×	33	451
Laura Gould	264 0.7×	237 1.0×	56 0.7×	47 0.9×	44 1.0×	7	348
Carol M. Santa	278 0.7×	243 1.0×	59 0.8×	22 0.4×	34 0.8×	16	397
Wayne H. Slater	289 0.8×	208 0.9×	50 0.6×	64 1.3×	23 0.5×	20	383
Peter Schreiber	295 0.8×	174 0.7×	57 0.7×	56 1.1×	55 1.3×	19	366
Vinita Chhabra	397 1.1×	281 1.2×	108 1.4×	20 0.4×	57 1.4×	9	471

Countries citing papers authored by Linda Lysynchuk

Since Specialization

Citations

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

Fields of papers citing papers by Linda Lysynchuk

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Linda Lysynchuk

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

All Works

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10 of 10 papers shown

Rourke, Liam & Linda Lysynchuk. (2000). The Influence of Learning Style on Achievement in Hypertext.. 10 indexed citations

Levy, Betty Ann & Linda Lysynchuk. (1997). Beginning Word Recognition: Benefits of Training by Segmentation and Whole Word Methods. Scientific Studies of Reading. 1(4). 359–387. 53 indexed citations

Levy, Betty Ann, et al.. (1997). Transfer from Word Training to Reading in Context: Gains in Reading Fluency and Comprehension. Learning Disability Quarterly. 20(3). 173–188. 105 indexed citations

Lysynchuk, Linda, et al.. (1992). Problem‐solving instruction in adult literacy classes. Support for Learning. 7(1). 28–33. 2 indexed citations

Gardner, R. C., Peter D. MacIntyre, & Linda Lysynchuk. (1990). The affective dimension in second language programme evaluation. Language Culture and Curriculum. 3(1). 39–64. 4 indexed citations

Gardner, R. C. & Linda Lysynchuk. (1990). The role of aptitude, attitudes, motivation, and language use on second-language acquisition and retention.. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement. 22(3). 254–270. 36 indexed citations

Pressley, Michael, et al.. (1990). A primer of research on cognitive strategy instruction: The important issues and how to address them. Educational Psychology Review. 2(1). 1–58. 86 indexed citations

Lysynchuk, Linda, Michael Pressley, & Nancy Vye. (1990). Reciprocal Teaching Improves Standardized Reading-Comprehension Performance in Poor Comprehenders. The Elementary School Journal. 90(5). 469–484. 85 indexed citations

Lysynchuk, Linda. (1989). Reciprocal Instruction Improves Standardized Reading Comprehension Performance in Poor Grade-School Comprehenders.. 3 indexed citations

10.

Lysynchuk, Linda, Michael Pressley, Hsiao d’Ailly, Michael Smith, & Heather Cake. (1989). A Methodological Analysis of Experimental Studies of Comprehension Strategy Instruction. Reading Research Quarterly. 24(4). 458–458. 54 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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