Mary York

639 total citations
12 papers, 413 citations indexed

About

Mary York is a scholar working on Developmental and Educational Psychology, Education and Statistics and Probability. According to data from OpenAlex, Mary York has authored 12 papers receiving a total of 413 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Developmental and Educational Psychology, 4 papers in Education and 4 papers in Statistics and Probability. Recurrent topics in Mary York's work include Reading and Literacy Development (9 papers), Educational Strategies and Epistemologies (4 papers) and Cognitive and developmental aspects of mathematical skills (4 papers). Mary York is often cited by papers focused on Reading and Literacy Development (9 papers), Educational Strategies and Epistemologies (4 papers) and Cognitive and developmental aspects of mathematical skills (4 papers). Mary York collaborates with scholars based in United States, Saint Kitts and Nevis and Canada. Mary York's co-authors include David J. Francis, Marcia A. Barnes, Paulina A. Kulesz, Carolyn A. Denton, Jack Μ. Fletcher, Christopher A. Wolters, Yusra Ahmed, Sharon Vaughn, Amy E. Barth and Elizabeth Swanson and has published in prestigious journals such as Contemporary Educational Psychology, Reading Research Quarterly and Learning and Individual Differences.

In The Last Decade

Mary York

11 papers receiving 393 citations

Peers

Mary York

DEP

EDUCA

ECP

Anna Potocki France

Joseph Betts United States

Ana Taboada Barber United States

Josefine Karlsson Netherlands

Danielle Lopez United States

Anne Helder Netherlands

Denyse V. Hayward Canada

David D. Paige United States

Isabel Gómez Veiga Spain

Linda Fälth Sweden

Anna Potocki France

Mary York

379 ×1.2

DEP

248 ×1.3

EDUCA

57 ×0.6

34 ×0.6

ECP

33 ×0.8

Citations per year, relative to Mary York Mary York (= 1×) peers Anna Potocki

Countries citing papers authored by Mary York

Since Specialization

Citations

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

Fields of papers citing papers by Mary York

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Mary York

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

All Works

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12 of 12 papers shown

Denton, Carolyn A., et al.. (2017). An Investigation of an Intervention to Promote Inference Generation by Adolescent Poor Comprehenders. Learning Disabilities Research and Practice. 32(2). 85–98. 11 indexed citations

Ahmed, Yusra, David J. Francis, Mary York, et al.. (2016). Validation of the direct and inferential mediation (DIME) model of reading comprehension in grades 7 through 12. Contemporary Educational Psychology. 44-45. 68–82. 132 indexed citations

Wolters, Christopher A., Marcia A. Barnes, Paulina A. Kulesz, Mary York, & David J. Francis. (2016). Examining a motivational treatment and its impact on adolescents' reading comprehension and fluency. The Journal of Educational Research. 110(1). 98–109. 12 indexed citations

Barth, Amy E., Marcia A. Barnes, David J. Francis, Sharon Vaughn, & Mary York. (2015). Inferential processing among adequate and struggling adolescent comprehenders and relations to reading comprehension. Reading and Writing. 28(5). 587–609. 50 indexed citations

Denton, Carolyn A., Mary York, David J. Francis, et al.. (2015). Text-Processing Differences in Adolescent Adequate and Poor Comprehenders Reading Accessible and Challenging Narrative and Informational Text. Reading Research Quarterly. 50(4). 393–416. 54 indexed citations

Denton, Carolyn A., Christopher A. Wolters, Mary York, et al.. (2014). Adolescents' use of reading comprehension strategies: Differences related to reading proficiency, grade level, and gender. Learning and Individual Differences. 37. 81–95. 48 indexed citations

Wolters, Christopher A., Carolyn A. Denton, Mary York, & David J. Francis. (2013). Adolescents’ motivation for reading: group differences and relation to standardized achievement. Reading and Writing. 27(3). 503–533. 69 indexed citations

York, Mary. (2012). Challenges encountered when building laboratory capacity in limited-resource hospitals in Vietnam. Clinical Microbiology Newsletter. 34(21). 169–175.

York, Mary, et al.. (2011). Effects of Technology Enhancements and Type of Teacher Support on Assessing Spanish-Speaking Children’s Oral Reading Fluency in Second Grade. Assessment for Effective Intervention. 37(1). 3–16. 2 indexed citations

10.

Foorman, Barbara R., et al.. (2009). The Timing of Early Reading Assessment in Kindergarten. Learning Disability Quarterly. 32(4). 217–227. 6 indexed citations

11.

Foorman, Barbara R., et al.. (2007). Contextual effects on predicting risk for reading difficulties in first and second grade. Reading and Writing. 21(4). 371–394. 20 indexed citations

12.

Francis, David J., Jack Μ. Fletcher, Byron P. Rourke, & Mary York. (1992). A five-factor model for motor, psychomotor, and visual-spatial tests used in the neuropsychological assessment of children. Journal of clinical and experimental neuropsychology. 14(4). 625–637. 9 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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