Mark W. Conley

660 total citations
18 papers, 312 citations indexed

About

Mark W. Conley is a scholar working on Education, Developmental and Educational Psychology and Literature and Literary Theory. According to data from OpenAlex, Mark W. Conley has authored 18 papers receiving a total of 312 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Education, 8 papers in Developmental and Educational Psychology and 4 papers in Literature and Literary Theory. Recurrent topics in Mark W. Conley's work include Reading and Literacy Development (6 papers), Education and Critical Thinking Development (5 papers) and Educational Strategies and Epistemologies (3 papers). Mark W. Conley is often cited by papers focused on Reading and Literacy Development (6 papers), Education and Critical Thinking Development (5 papers) and Educational Strategies and Epistemologies (3 papers). Mark W. Conley collaborates with scholars based in United States and Germany. Mark W. Conley's co-authors include James W. Pennebaker, Arthur C. Graesser, Danielle S. McNamara, Kathleen A. Hinchman, Michael J. Kerner, Zhiqiang Cai, Philip I. Pavlik, Peter B. Mosenthal, John P. Chin and Jason Lee and has published in prestigious journals such as Harvard Educational Review, The Elementary School Journal and Discourse Processes.

In The Last Decade

Mark W. Conley

13 papers receiving 250 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Mark W. Conley United States 8 153 151 79 59 54 18 312
Joan P. Gipe United States 9 151 1.0× 151 1.0× 34 0.4× 26 0.4× 27 0.5× 40 288
Dorothy J. Watson 6 259 1.7× 206 1.4× 30 0.4× 78 1.3× 22 0.4× 18 405
Nancy Roser United States 12 260 1.7× 273 1.8× 23 0.3× 113 1.9× 56 1.0× 43 431
Heidi Anne E. Mesmer United States 12 375 2.5× 240 1.6× 138 1.7× 42 0.7× 19 0.4× 31 462
Parker C. Fawson United States 12 294 1.9× 278 1.8× 23 0.3× 48 0.8× 24 0.4× 22 400
Dan Donlan United States 5 190 1.2× 129 0.9× 30 0.4× 30 0.5× 22 0.4× 38 286
Susan Watts‐Taffe United States 9 222 1.5× 209 1.4× 23 0.3× 67 1.1× 20 0.4× 16 388
Wayne H. Slater United States 11 289 1.9× 208 1.4× 29 0.4× 58 1.0× 20 0.4× 20 383
Bonnie C. Konopak United States 12 177 1.2× 197 1.3× 27 0.3× 46 0.8× 51 0.9× 25 344
Jerry L. Johns United States 10 257 1.7× 190 1.3× 31 0.4× 35 0.6× 18 0.3× 73 364

Countries citing papers authored by Mark W. Conley

Since Specialization
Citations

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

Fields of papers citing papers by Mark W. Conley

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Mark W. Conley. 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 Mark W. Conley. The network helps show where Mark W. Conley may publish in the future.

Co-authorship network of co-authors of Mark W. Conley

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

All Works

18 of 18 papers shown
1.
Conley, Mark W., et al.. (2025). A Case Report of Xanthelasma and the Associated Differential Diagnosis. Cureus. 17(4). e81971–e81971.
2.
3.
Graesser, Arthur C., et al.. (2015). A New Measure of Text Formality: An Analysis of Discourse of Mao Zedong. Discourse Processes. 53(3). 205–232. 12 indexed citations
4.
Graesser, Arthur C., et al.. (2014). Coh-Metrix Measures Text Characteristics at Multiple Levels of Language and Discourse. The Elementary School Journal. 115(2). 210–229. 122 indexed citations
5.
Conley, Mark W.. (2012). Foregrounding the Disciplines for Teacher Preparation in Secondary Literacy. Journal of Adolescent & Adult Literacy. 56(2). 141–150. 18 indexed citations
6.
Conley, Mark W., et al.. (2011). Comprehension for What? Preparing Students for Their Meaningful Future. Theory Into Practice. 50(2). 93–99. 11 indexed citations
7.
Conley, Mark W.. (2008). Cognitive Strategy Instruction for Adolescents: What We Know about the Promise, What We Don't Know about the Potential. Harvard Educational Review. 78(1). 84–106. 91 indexed citations
8.
9.
Conley, Mark W.. (2005). Connecting standards and assessment through literacy. Medical Entomology and Zoology. 2 indexed citations
10.
Conley, Mark W. & Kathleen A. Hinchman. (2004). No Child Left Behind: What It Means for U.S. Adolescents and What We Can Do About It. Journal of Adolescent & Adult Literacy. 48(1). 42–50. 11 indexed citations
11.
Chin, John P., et al.. (1998). Alternative User Interfaces: A Case Study of Voice Messaging. Proceedings of the Human Factors and Ergonomics Society Annual Meeting. 42(23). 1611–1611.
12.
Conley, Mark W., et al.. (1997). Learning for a Lifetime. Language arts journal of Michigan. 30(2). 2. 7 indexed citations
13.
Conley, Mark W., et al.. (1992). Making Connections between Substance Abuse and Literacy Difficulties.. The Journal of Reading. 35(5). 1 indexed citations
14.
Conley, Mark W.. (1991). Content Reading Instruction: A Communication Approach. 10 indexed citations
15.
Conley, Mark W.. (1986). The Influence of Training on Three Teachers' Comprehension Questions during Content Area Lessons. The Elementary School Journal. 87(1). 17–27. 5 indexed citations
16.
Conley, Mark W., et al.. (1985). What's Really New in Models of Content Reading?.. The Journal of Reading. 28(4). 2 indexed citations
17.
Conley, Mark W.. (1985). Promoting Cross-Cultural Understanding through Content Area Reading Strategies.. The Journal of Reading. 28(7). 450–4.
18.
Mosenthal, Peter B., et al.. (1985). The Influence of Prior Knowledge and Teacher Lesson Structure on Children's Production of Narratives. The Elementary School Journal. 85(5). 621–634. 6 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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