Peter V. Paul

2.5k total citations
83 papers, 1.5k citations indexed

About

Peter V. Paul is a scholar working on Developmental and Educational Psychology, Language and Linguistics and Education. According to data from OpenAlex, Peter V. Paul has authored 83 papers receiving a total of 1.5k indexed citations (citations by other indexed papers that have themselves been cited), including 63 papers in Developmental and Educational Psychology, 22 papers in Language and Linguistics and 11 papers in Education. Recurrent topics in Peter V. Paul's work include Hearing Impairment and Communication (54 papers), Reading and Literacy Development (21 papers) and Subtitles and Audiovisual Media (10 papers). Peter V. Paul is often cited by papers focused on Hearing Impairment and Communication (54 papers), Reading and Literacy Development (21 papers) and Subtitles and Audiovisual Media (10 papers). Peter V. Paul collaborates with scholars based in United States, Saudi Arabia and Australia. Peter V. Paul's co-authors include Stephen P. Quigley, Ye Wang, Beverly J. Trezek, John L. Luckner, Chongmin Lee, Cheri Williams, Devon Woods, Y. Wang, Jill Smith and Kimber W. Malmgren and has published in prestigious journals such as SHILAP Revista de lepidopterología, Acta Paediatrica and Exceptional Children.

In The Last Decade

Peter V. Paul

74 papers receiving 1.2k citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Peter V. Paul United States	19	1.3k	459	440	206	187	83	1.5k
Susan R. Easterbrooks United States	24	1.3k 1.0×	510 1.1×	304 0.7×	202 1.0×	169 0.9×	70	1.5k
Carol Convertino United States	17	718 0.6×	274 0.6×	247 0.6×	79 0.4×	142 0.8×	21	842
Jill de Villiers United States	22	1.3k 1.0×	473 1.0×	410 0.9×	318 1.5×	76 0.4×	75	1.8k
Robert Hoffmeister United States	15	881 0.7×	245 0.5×	338 0.8×	48 0.2×	242 1.3×	29	954
Donald F. Moores United States	13	708 0.5×	143 0.3×	266 0.6×	115 0.6×	102 0.5×	50	883
Stephen P. Quigley United States	14	838 0.6×	260 0.6×	326 0.7×	82 0.4×	181 1.0×	30	939
Beverly J. Trezek United States	15	680 0.5×	339 0.7×	170 0.4×	159 0.8×	73 0.4×	28	801
Shirin D. Antia United States	19	867 0.7×	255 0.6×	244 0.6×	226 1.1×	59 0.3×	41	1.1k
Jenny L. Singleton United States	15	772 0.6×	220 0.5×	403 0.9×	37 0.2×	247 1.3×	29	970
Amy M. Lieberman United States	14	691 0.5×	326 0.7×	207 0.5×	46 0.2×	212 1.1×	32	819

Countries citing papers authored by Peter V. Paul

Since Specialization

Citations

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

Fields of papers citing papers by Peter V. Paul

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Peter V. Paul. 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 Peter V. Paul. The network helps show where Peter V. Paul may publish in the future.

Co-authorship network of co-authors of Peter V. Paul

This figure shows the co-authorship network connecting the top 25 collaborators of Peter V. Paul. A scholar is included among the top collaborators of Peter V. Paul 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 Peter V. Paul. Peter V. Paul 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

Paul, Peter V.. (2024). An Adequate Model for the Development of English Reading Skills. SHILAP Revista de lepidopterología. 14(2). 284–293.

Paul, Peter V., et al.. (2023). The Effects of American Sign Language on English Reading Proficiency. American annals of the deaf. 167(5). 745–760. 3 indexed citations

Paul, Peter V.. (2021). THE QUALITATIVE SIMILARITY HYPOTHESIS: A COMMENTARY. SHILAP Revista de lepidopterología. 11(2). 56–61.

Paul, Peter V., et al.. (2021). METACOGNITION AND ENGLISH READING-RELATED OUTCOMES FOR D/DEAF AND HARD OF HEARING STUDENTS: A NARRATIVE REVIEW. SHILAP Revista de lepidopterología. 11(2). 94–112. 3 indexed citations

Paul, Peter V., et al.. (2020). PERCEPTIONS OF STUDENTS WITH VISUAL IMPAIRMENT ON INCLUSIVE EDUCATION: A NARRATIVE META-ANALYSIS. SHILAP Revista de lepidopterología. 10(2). 4–25. 2 indexed citations

Paul, Peter V., et al.. (2020). The Effects of a Vocabulary Intervention on Teaching Multiple-Meaning Words to Students Who Are d/Deaf and Hard of Hearing. The Journal of Deaf Studies and Deaf Education. 25(4). 469–489. 11 indexed citations

Paul, Peter V.. (2018). What's It Like to Be Deaf? Reflections on Signed Language, Sustainable Development, and Equal Opportunities. American annals of the deaf. 163(4). 471–479. 1 indexed citations

Wang, Ye & Peter V. Paul. (2011). Integrating Technology and Reading Instruction With Children Who Are Deaf or Hard of Hearing: The Effectiveness of the Cornerstones Project. American annals of the deaf. 156(1). 56–68. 23 indexed citations

Paul, Peter V. & Donald F. Moores. (2010). Perspectives on Deaf Epistemologies. American annals of the deaf. 154(5). 417–420. 9 indexed citations

10.

Paul, Peter V. & Chongmin Lee. (2010). The Qualitative Similarity Hypothesis. American annals of the deaf. 154(5). 456–462. 50 indexed citations

11.

Paul, Peter V.. (2010). Hearing and Deafness. 2 indexed citations

12.

Trezek, Beverly J., et al.. (2007). Using Visual Phonics to Supplement Beginning Reading Instruction for Students Who Are Deaf or Hard of Hearing. The Journal of Deaf Studies and Deaf Education. 12(3). 373–384. 85 indexed citations

13.

Ward, Phillip, et al.. (2007). Near-Verbatim Captioning Versus Edited Captioning for Students Who Are Deaf or Hard of Hearing: A Preliminary Investigation of Effects on Comprehension. American annals of the deaf. 152(1). 20–28. 17 indexed citations

14.

Paul, Peter V., et al.. (2002). Reading and Deaf Children.. 5(6). 23 indexed citations

15.

Paul, Peter V.. (1997). Reading for Students with Hearing Impairments: Research Review and Implications.. The Volta Review. 99(2). 73–87. 25 indexed citations

16.

Paul, Peter V., et al.. (1997). Prior Knowledge and Reading Comprehension Ability of Deaf Adolescents. The Journal of Deaf Studies and Deaf Education. 2(3). 172–184. 38 indexed citations

17.

Paul, Peter V., et al.. (1996). Inclusion paradigms in conflict. Theory Into Practice. 35(1). 4–11. 16 indexed citations

18.

Paul, Peter V.. (1996). First- and Second-Language English Literacy.. The Volta Review. 98(2). 5–16. 11 indexed citations

19.

Cartledge, Gwendolyn, et al.. (1996). Social Skill Self-Assessments by Adolescents with Hearing Impairment in Residential and Public Schools. Remedial and Special Education. 17(1). 30–36. 4 indexed citations

20.

Paul, Peter V.. (1993). Deafness and Text-Based Literacy. American annals of the deaf. 138(2). 72–75. 10 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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