Phyllis Underwood

930 total citations
9 papers, 692 citations indexed

About

Phyllis Underwood is a scholar working on Developmental and Educational Psychology, Education and Information Systems. According to data from OpenAlex, Phyllis Underwood has authored 9 papers receiving a total of 692 indexed citations (citations by other indexed papers that have themselves been cited), including 7 papers in Developmental and Educational Psychology, 6 papers in Education and 2 papers in Information Systems. Recurrent topics in Phyllis Underwood's work include Reading and Literacy Development (7 papers), Cognitive and developmental aspects of mathematical skills (2 papers) and Parental Involvement in Education (2 papers). Phyllis Underwood is often cited by papers focused on Reading and Literacy Development (7 papers), Cognitive and developmental aspects of mathematical skills (2 papers) and Parental Involvement in Education (2 papers). Phyllis Underwood collaborates with scholars based in United States, Canada and Türkiye. Phyllis Underwood's co-authors include Frederick J. Morrison, Carol McDonald Connor, Barry Fishman, Christopher Schatschneider, Elizabeth Coyne Crowe, Shayne B. Piasta, Claire Cameron Ponitz, Sibel Kaya, Angela I. Canto and Sherry A. Southerland and has published in prestigious journals such as Science, Child Development and Educational Researcher.

In The Last Decade

Phyllis Underwood

8 papers receiving 631 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Phyllis Underwood United States	7	507	500	152	38	38	9	692
Jessica Sidler Folsom United States	14	710 1.4×	677 1.4×	141 0.9×	27 0.7×	21 0.6×	29	881
Benjamin Silberglitt United States	12	471 0.9×	363 0.7×	191 1.3×	63 1.7×	19 0.5×	16	588
Leslie E. Simmons United States	15	681 1.3×	476 1.0×	198 1.3×	33 0.9×	13 0.3×	36	813
Julie Alonzo United States	11	394 0.8×	275 0.6×	145 1.0×	29 0.8×	19 0.5×	57	541
Jan Hasbrouck United States	9	591 1.2×	470 0.9×	122 0.8×	45 1.2×	20 0.5×	15	764
Alison Madelaine Australia	15	442 0.9×	365 0.7×	145 1.0×	24 0.6×	10 0.3×	50	545
Lana Edwards Santoro United States	11	406 0.8×	399 0.8×	116 0.8×	22 0.6×	21 0.6×	20	560
Adrea J. Truckenmiller United States	12	442 0.9×	287 0.6×	119 0.8×	32 0.8×	16 0.4×	43	562
Meaghan Edmonds United States	8	613 1.2×	410 0.8×	197 1.3×	20 0.5×	16 0.4×	10	729
Kristen N. Missall United States	15	357 0.7×	459 0.9×	246 1.6×	89 2.3×	17 0.4×	42	623

Countries citing papers authored by Phyllis Underwood

Since Specialization

Citations

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

Fields of papers citing papers by Phyllis Underwood

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Phyllis Underwood

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

All Works

Sort: Min cites: Since: Top N: Style:

9 of 9 papers shown

Connor, Carol McDonald, Diana C. Rice, Angela I. Canto, et al.. (2012). Child Characteristics by Science Instruction Interactions in Second and Third Grade and Their Relation to Students' Content-Area Knowledge, Vocabulary, and Reading Skill Gains. The Elementary School Journal. 113(1). 52–75. 14 indexed citations

Connor, Carol McDonald, et al.. (2011). Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction. Reading Research Quarterly. 46(3). 189–221. 102 indexed citations

Underwood, Phyllis. (2011). Effects of culturally-responsive teaching practices on first grade students' reading comprehension and vocabulary gains.. 1 indexed citations

Connor, Carol McDonald, et al.. (2010). Content Area Literacy: Individualizing Student Instruction in Second‐Grade Science. The Reading Teacher. 63(6). 474–485. 13 indexed citations

Connor, Carol McDonald, Shayne B. Piasta, Barry Fishman, et al.. (2009). Individualizing Student Instruction Precisely: Effects of Child × Instruction Interactions on First Graders’ Literacy Development. Child Development. 80(1). 77–100. 227 indexed citations

Connor, Carol McDonald, Frederick J. Morrison, Barry Fishman, et al.. (2009). The ISI Classroom Observation System: Examining the Literacy Instruction Provided to Individual Students. Educational Researcher. 38(2). 85–99. 123 indexed citations

Connor, Carol McDonald, Christopher Schatschneider, Frederick J. Morrison, et al.. (2009). Back to the Future: Contrasting Scientific Styles in Understanding Reading. Educational Researcher. 38(7). 537–540. 1 indexed citations

Connor, Carol McDonald, Frederick J. Morrison, Barry Fishman, Christopher Schatschneider, & Phyllis Underwood. (2007). Algorithm-Guided Individualized Reading Instruction. Science. 315(5811). 464–465. 165 indexed citations

Morrison, Frederick J., et al.. (2007). A Second Chance in Second Grade: The Independent and Cumulative Impact of First- and Second-Grade Reading Instruction and Students' Letter-Word Reading Skill Growth. Scientific Studies of Reading. 11(3). 199–233. 46 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.

Explore authors with similar magnitude of impact