Peter Winograd

2.4k total citations
40 papers, 1.6k citations indexed

About

Peter Winograd is a scholar working on Developmental and Educational Psychology, Education and Experimental and Cognitive Psychology. According to data from OpenAlex, Peter Winograd has authored 40 papers receiving a total of 1.6k indexed citations (citations by other indexed papers that have themselves been cited), including 27 papers in Developmental and Educational Psychology, 22 papers in Education and 5 papers in Experimental and Cognitive Psychology. Recurrent topics in Peter Winograd's work include Reading and Literacy Development (15 papers), Educational Strategies and Epistemologies (13 papers) and Education and Critical Thinking Development (8 papers). Peter Winograd is often cited by papers focused on Reading and Literacy Development (15 papers), Educational Strategies and Epistemologies (13 papers) and Education and Critical Thinking Development (8 papers). Peter Winograd collaborates with scholars based in United States and Colombia. Peter Winograd's co-authors include Scott G. Paris, Peter H. Johnston, Connie A. Bridge, George E. Newell, Victoria Chou Hare, Patricia A. Alexander, Ruth Garner, Jean Andrews, Elfrieda H. Hiebert and Fred Danner and has published in prestigious journals such as Journal of Educational Psychology, Journal of Leukocyte Biology and American Educational Research Journal.

In The Last Decade

Peter Winograd

34 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 Winograd United States	17	1.2k	883	201	193	132	40	1.6k
Jana M. Mason United States	22	1.3k 1.1×	1.0k 1.2×	211 1.0×	247 1.3×	192 1.5×	73	1.9k
Marjorie Y. Lipson United States	15	1.5k 1.2×	1.2k 1.3×	214 1.1×	193 1.0×	136 1.0×	30	2.0k
Karen K. Wixson United States	18	1.3k 1.1×	1.1k 1.2×	145 0.7×	141 0.7×	107 0.8×	47	1.8k
Bonnie B. Armbruster United States	21	908 0.8×	731 0.8×	190 0.9×	125 0.6×	92 0.7×	56	1.3k
Laura R. Roehler United States	17	1.2k 1.0×	1.0k 1.2×	98 0.5×	187 1.0×	127 1.0×	35	1.6k
Dolores Durkin United States	18	1.5k 1.2×	1.3k 1.4×	154 0.8×	175 0.9×	173 1.3×	67	2.1k
Michael F. Graves United States	22	1.2k 1.0×	723 0.8×	111 0.6×	391 2.0×	170 1.3×	97	1.6k
Peter H. Johnston United States	24	1.2k 1.0×	1.3k 1.4×	123 0.6×	188 1.0×	378 2.9×	69	2.0k
Carla Meister United States	7	1.1k 0.9×	997 1.1×	118 0.6×	97 0.5×	61 0.5×	8	1.5k
B.H.A.M. van Hout‐Wolters Netherlands	15	1.5k 1.3×	1.3k 1.5×	255 1.3×	138 0.7×	83 0.6×	34	2.1k

Countries citing papers authored by Peter Winograd

Since Specialization

Citations

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

Fields of papers citing papers by Peter Winograd

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Peter Winograd

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

1.

Cooley, Van E., et al.. (2006). Data-Based Decision-Making: Three State-Level Educational Leadership Initiatives.. Educational Horizons. 85(1). 57–64. 3 indexed citations

2.

Newell, George E. & Peter Winograd. (1995). Writing About and Learning from History Texts: The Effects of Task and Academic Ability. Research in the Teaching of English. 29(2). 133–163. 18 indexed citations

3.

Andrews, Jean, et al.. (1994). Deaf Children Reading Fables: Using ASL Summaries to Improve Reading Comprehension. American annals of the deaf. 139(3). 378–386. 16 indexed citations

4.

Harris, Violet J. & Peter Winograd. (1994). Book Reviews. Journal of Reading Behavior. 26(1). 117–122.

5.

Winograd, Peter. (1991). Improving the Assessment of Literacy.. The Reading Teacher. 45(2). 23 indexed citations

6.

Hare, Victoria Chou, James W. Cunningham, David W. Moore, et al.. (1990). La comprensión lectora : cómo trabajar la idea principal en el aula. 8 indexed citations

7.

Winograd, Peter. (1989). Improving basal reading instruction: Beyond the carrot and the stick. Theory Into Practice. 28(4). 240–247. 3 indexed citations

8.

Winograd, Peter & Scott G. Paris. (1989). A Cognitive and Motivational Agenda for Reading Instruction.. Educational leadership. 46(4). 30–36. 23 indexed citations

9.

Newell, George E. & Peter Winograd. (1989). The Effects of Writing on Learning from Expository Text. Written Communication. 6(2). 196–217. 36 indexed citations

10.

Winograd, Peter, et al.. (1987). Improving the climate for reading comprehension instruction. The Reading Teacher. 41(3). 7 indexed citations

11.

Winograd, Peter & Peter H. Johnston. (1987). Some considerations for Advancing the Teaching of Reading Comprehension. Educational Psychologist. 22(3-4). 213–230. 11 indexed citations

12.

Winograd, Peter, et al.. (1986). Students Need a Balanced Reading Program.. Educational leadership. 43(7). 16–21. 13 indexed citations

13.

Winograd, Peter. (1985). Dificultades de estrategia en el resumen de textos. Journal for the Study of Education and Development Infancia y Aprendizaje. 8(31-32). 67–87. 9 indexed citations

14.

Hiebert, Elfrieda H., Peter Winograd, & Fred Danner. (1984). Children's attributions for failure and success in different aspects of reading.. Journal of Educational Psychology. 76(6). 1139–1148. 18 indexed citations

15.

Hiebert, Elfrieda H., Peter Winograd, & Fred Danner. (1984). Children's attributions for failure and success in different aspects of reading.. Journal of Educational Psychology. 76(6). 1139–1148. 1 indexed citations

16.

Winograd, Peter. (1983). Strategic Difficulties in Summarizing Texts. Technical Report No. 274.. Journal of Leukocyte Biology. 64(6). 817–27. 1 indexed citations

17.

Bridge, Connie A. & Peter Winograd. (1982). Readers' Awareness of Cohesive Relationships during Cloze Comprehension. Journal of Reading Behavior. 14(3). 299–312. 25 indexed citations

18.

Winograd, Peter & Peter H. Johnston. (1982). Comprehension Monitoring and the Error Detection Paradigm. Journal of Reading Behavior. 14(1). 61–76. 104 indexed citations

19.

Winograd, Peter & Peter H. Johnston. (1980). Comprehension Monitoring and the Error Detection Paradigm. Technical Report No. 153.. 7 indexed citations

20.

Winograd, Peter, et al.. (1979). Schemata for Reading and Reading Comprehension Performance. Technical Report No. 120.. MMW - Fortschritte der Medizin. 141(49-50). 51–2. 14 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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