Philip Capin

914 total citations
42 papers, 557 citations indexed

About

Philip Capin is a scholar working on Developmental and Educational Psychology, Education and Statistics and Probability. According to data from OpenAlex, Philip Capin has authored 42 papers receiving a total of 557 indexed citations (citations by other indexed papers that have themselves been cited), including 36 papers in Developmental and Educational Psychology, 19 papers in Education and 14 papers in Statistics and Probability. Recurrent topics in Philip Capin's work include Reading and Literacy Development (33 papers), Cognitive and developmental aspects of mathematical skills (14 papers) and Language Development and Disorders (8 papers). Philip Capin is often cited by papers focused on Reading and Literacy Development (33 papers), Cognitive and developmental aspects of mathematical skills (14 papers) and Language Development and Disorders (8 papers). Philip Capin collaborates with scholars based in United States, Taiwan and South Korea. Philip Capin's co-authors include Sharon Vaughn, Eunsoo Cho, Greg Roberts, Jeremy Miciak, Garrett J. Roberts, Elizabeth Swanson, Nancy Scammacca, Anna‐Mária Fall, Greg Roberts and Melodee A. Walker and has published in prestigious journals such as Journal of Educational Psychology, Educational Psychologist and Educational Psychology Review.

In The Last Decade

Philip Capin

39 papers receiving 538 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Philip Capin United States	15	398	250	161	65	56	42	557
Kathrin E. Maki United States	12	304 0.8×	141 0.6×	93 0.6×	77 1.2×	51 0.9×	39	440
Nathan H. Clemens United States	16	627 1.6×	378 1.5×	229 1.4×	82 1.3×	109 1.9×	48	791
Garrett J. Roberts United States	15	415 1.0×	210 0.8×	143 0.9×	45 0.7×	88 1.6×	34	496
Orly Lipka Israel	12	432 1.1×	238 1.0×	153 1.0×	42 0.6×	110 2.0×	29	614
Laurice M. Joseph United States	17	704 1.8×	416 1.7×	259 1.6×	55 0.8×	104 1.9×	54	872
Joseph Betts United States	10	346 0.9×	292 1.2×	132 0.8×	82 1.3×	28 0.5×	12	510
Yusra Ahmed United States	13	511 1.3×	293 1.2×	181 1.1×	42 0.6×	124 2.2×	26	678
Nelly Tournaki United States	10	137 0.3×	339 1.4×	92 0.6×	55 0.8×	32 0.6×	22	468
Shobana Musti‐Rao United States	15	359 0.9×	308 1.2×	87 0.5×	97 1.5×	124 2.2×	32	546
Michael J. Orosco United States	15	420 1.1×	401 1.6×	302 1.9×	32 0.5×	55 1.0×	31	684

Countries citing papers authored by Philip Capin

Since Specialization

Citations

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

Fields of papers citing papers by Philip Capin

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Philip Capin

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

Capin, Philip, Sharon Vaughn, Colby Hall, Eunsoo Cho, & Laura Mesite. (2025). Centering students with learning disabilities in intervention research: Implications for educational theory. Educational Psychologist. 60(3). 154–171. 3 indexed citations

Capin, Philip, et al.. (2025). A meta-analysis of the effects of academic interventions on academic and academic anxiety outcomes in secondary students. Journal of School Psychology. 110. 101433–101433.

Vaughn, Sharon, et al.. (2024). Does the effectiveness of a reading intervention differ dependent on students' Spanish or English proficiencies?. Learning and Individual Differences. 116. 102546–102546.

Gillam, Sandra Laing, Ronald B. Gillam, Beula M. Magimairaj, et al.. (2024). Contextualized, Multicomponent Language Instruction: From Theory to Randomized Controlled Trial. Language Speech and Hearing Services in Schools. 55(3). 661–682. 3 indexed citations

Capin, Philip, et al.. (2024). Reading Comprehension Instruction: Evaluating Our Progress Since Durkin’s Seminal Study. Scientific Studies of Reading. 29(1). 85–114. 2 indexed citations

Martínez, Leticia, et al.. (2024). Supporting Knowledge and Language Acquisition of Secondary Emergent Bilinguals through Social Studies Instruction. Reading Research Quarterly. 59(3). 349–370. 4 indexed citations

Grills, Amie E., et al.. (2024). Efficacy of a Cognitive-Behavioral Anxiety Management Program Integrated Within a Reading Intervention. International Journal of Cognitive Therapy. 17(3). 549–577. 1 indexed citations

Swanson, Elizabeth, Elizabeth A. Stevens, Nancy Scammacca, et al.. (2023). The Efficacy of Two Models of Professional Development Mediated by Fidelity on Fourth Grade Student Reading Outcomes ^†. Journal of Research on Educational Effectiveness. 17(2). 288–317. 4 indexed citations

Capin, Philip, Sharon Vaughn, Sandra Laing Gillam, et al.. (2023). Evaluating the Efficacy of a Narrative Language Intervention for Bilingual Students. American Journal of Speech-Language Pathology. 32(6). 2999–3020. 3 indexed citations

10.

Capin, Philip, Sharon Vaughn, Jeremy Miciak, et al.. (2023). Investigating the Reading Profiles of Middle School Emergent Bilinguals with Significant Reading Comprehension Difficulties. Scientific Studies of Reading. 28(2). 190–213. 4 indexed citations

11.

Capin, Philip, Elizabeth A. Stevens, & Sharon Vaughn. (2023). Self‐Regulation and Reading Comprehension: Integrating and Aligning to Improve Reading Outcomes. Mind Brain and Education. 17(4). 362–372. 3 indexed citations

12.

Hall, Colby, et al.. (2022). Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta‐Analysis. Reading Research Quarterly. 58(2). 285–312. 52 indexed citations

13.

Gillam, Sandra Laing, Sharon Vaughn, Greg Roberts, et al.. (2022). Improving oral and written narration and reading comprehension of children at-risk for language and literacy difficulties: Results of a randomized clinical trial.. Journal of Educational Psychology. 10 indexed citations

14.

Lee, You‐kyung, et al.. (2022). Profiles of reading mindset and self-efficacy: how are they related to achievement goals, engagement, and reading achievement?. Educational Psychology. 42(8). 934–951. 11 indexed citations

15.

Capin, Philip, et al.. (2022). Evidence-Based Reading Instruction for Secondary Students With Reading Difficulties Within Multitiered Systems of Support. Teaching Exceptional Children. 56(5). 370–385. 2 indexed citations

16.

Capin, Philip, et al.. (2020). A Synthesis of the Sustainability of Remedial Reading Intervention Effects for Struggling Adolescent Readers. Journal of Learning Disabilities. 54(3). 170–186. 9 indexed citations

17.

Roberts, Garrett J., et al.. (2018). Examining the Effects of Afterschool Reading Interventions for Upper Elementary Struggling Readers. Remedial and Special Education. 39(3). 131–143. 14 indexed citations

18.

Capin, Philip, Melodee A. Walker, Sharon Vaughn, & Jeanne Wanzek. (2017). Examining How Treatment Fidelity Is Supported, Measured, and Reported in K–3 Reading Intervention Research. Educational Psychology Review. 30(3). 885–919. 38 indexed citations

19.

Wanzek, Jeanne, Sharon Vaughn, Nancy Scammacca, et al.. (2016). Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3.. Grantee Submission. 28. 551–576. 3 indexed citations

20.

Vaughn, Michael G., Eunsoo Cho, Amy E. Barth, et al.. (2016). Physiological Arousal and Juvenile Psychopathy: Is Low Resting Heart Rate Associated with Affective Dimensions?. Psychiatric Quarterly. 88(1). 103–114. 34 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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