Penny A. Freppon

591 total citations
21 papers, 416 citations indexed

About

Penny A. Freppon is a scholar working on Education, Developmental and Educational Psychology and Linguistics and Language. According to data from OpenAlex, Penny A. Freppon has authored 21 papers receiving a total of 416 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Education, 12 papers in Developmental and Educational Psychology and 6 papers in Linguistics and Language. Recurrent topics in Penny A. Freppon's work include Reading and Literacy Development (11 papers), EFL/ESL Teaching and Learning (6 papers) and Multilingual Education and Policy (6 papers). Penny A. Freppon is often cited by papers focused on Reading and Literacy Development (11 papers), EFL/ESL Teaching and Learning (6 papers) and Multilingual Education and Policy (6 papers). Penny A. Freppon collaborates with scholars based in United States. Penny A. Freppon's co-authors include Karin L. Dahl, Ellen McIntyre, Victoria Purcell‐Gates and Laurie MacGillivray and has published in prestigious journals such as International Journal of Epidemiology, American Educational Research Journal and Reading Research Quarterly.

In The Last Decade

Penny A. Freppon

19 papers receiving 299 citations

Peers

Penny A. Freppon
Donald J. Richgels United States
Karin L. Dahl United States
Dorothy J. Watson
Dixie Lee Spiegel United States
Carolyn Kessler United States
Anne P. Sweet United States
Jerry Zutell United States
Barbara S. Pettegrew United States
Ruth Helen Yopp United States
Marie Carbo United Kingdom
Donald J. Richgels United States
Penny A. Freppon
Citations per year, relative to Penny A. Freppon Penny A. Freppon (= 1×) peers Donald J. Richgels

Countries citing papers authored by Penny A. Freppon

Since Specialization
Citations

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

Fields of papers citing papers by Penny A. Freppon

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Penny A. Freppon

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

All Works

20 of 20 papers shown
1.
Freppon, Penny A., et al.. (2002). Improving literacy teaching through structured collaborative inquiry in classroom and university clinical settings. 4 indexed citations
2.
Freppon, Penny A.. (2001). What It Takes to Be a Teacher: The Role of Personal and Professional Development. International Journal of Epidemiology. 44(3). 810–8. 5 indexed citations
3.
MacGillivray, Laurie & Penny A. Freppon. (2000). Reflections over Time: Preservice Teachers' Images of Their First Year of Teaching. Action in Teacher Education. 22(2). 122–132. 5 indexed citations
4.
Freppon, Penny A. & Ellen McIntyre. (1999). A Comparison of Young Children Learning to Read in Different Instructional Settings. The Journal of Educational Research. 92(4). 206–218. 17 indexed citations
5.
Freppon, Penny A. & Karin L. Dahl. (1998). Balanced Instruction: Insights and Considerations (Theory and Research into Practice).. Reading Research Quarterly. 33(2). 3 indexed citations
6.
Freppon, Penny A. & Karin L. Dahl. (1998). Balanced Instruction: Insights and Considerations. Reading Research Quarterly. 33(2). 240–251. 32 indexed citations
7.
Freppon, Penny A.. (1997). When Authors Go To Sleep They Wake up in the Morning and They Write about It: A Report on Young Children's Writing in Whole Language Instruction.. 1 indexed citations
8.
Freppon, Penny A., et al.. (1996). Imagining Self as Teacher: Preservice Teachers' Creations of Personal Profiles of Themselves as First-Year Teachers.. Teacher education quarterly (Claremont, Calif.). 23(2). 19–33. 8 indexed citations
9.
Freppon, Penny A., et al.. (1996). Creative Teaching and Learning. General Music Today. 10(1). 13–16. 62 indexed citations
10.
Freppon, Penny A., et al.. (1995). A Comparison of Young Children's Writing Products in Skills-Based and Whole Language Classrooms.. ScholarWorks - WMU (Western Michigan University). 36(2). 5. 2 indexed citations
11.
Purcell‐Gates, Victoria, Ellen McIntyre, & Penny A. Freppon. (1995). Learning Written Storybook Language in School: A Comparison of Low-SES Children in Skills-Based and Whole Language Classrooms. American Educational Research Journal. 32(3). 659–685. 36 indexed citations
12.
Dahl, Karin L. & Penny A. Freppon. (1995). A Comparison of Innercity Children's Interpretations of Reading and Writing Instruction in the Early Grades in Skills-Based and Whole Language Classrooms. Reading Research Quarterly. 30(1). 50–50. 98 indexed citations
13.
Purcell‐Gates, Victoria, Ellen McIntyre, & Penny A. Freppon. (1995). Learning Written Storybook Language in School: A Comparison of Low-SES Children in Skills-Based and Whole Language Classrooms. American Educational Research Journal. 32(3). 659–659. 53 indexed citations
14.
Freppon, Penny A.. (1995). Low-Income Children's Literacy Interpretations in a Skills-Based and a Whole-Language Classroom. Journal of Reading Behavior. 27(4). 505–533. 6 indexed citations
15.
Freppon, Penny A., et al.. (1994). Taking the Risk out of Writing: Designing and Implementing a Program for Low SES Children in a Whole Language First Grade.. 28(3). 6–14. 2 indexed citations
16.
Freppon, Penny A.. (1994). UNDERSTANDING THE NATURE OF READING AND WRITING DIFFICULTIES: AN ALTERNATIVE VIEW. Reading & Writing Quarterly. 10(3). 227–238. 3 indexed citations
17.
Freppon, Penny A., et al.. (1994). A Comparison of Children’s Development of Alphabetic Knowledge in a Skills-Based and a Whole Language Classroom. Research in the Teaching of English. 28(4). 391–417. 14 indexed citations
18.
Freppon, Penny A., et al.. (1993). Literacy Learning in a Whole Language Classroom: Reading Concepts and Reading Strategies First Graders Know and Use. Reading. 27(2). 20–26. 2 indexed citations
19.
Freppon, Penny A. & Karin L. Dahl. (1991). Learning about Phonics in a Whole Language Classroom. Language Arts. 68(3). 190–197. 20 indexed citations
20.
Freppon, Penny A.. (1991). Children's Concepts of the Nature and Purpose of Reading in Different Instructional Settings. Journal of Reading Behavior. 23(2). 139–163. 42 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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