Priscilla A. Drum

533 total citations
11 papers, 408 citations indexed

About

Priscilla A. Drum is a scholar working on Developmental and Educational Psychology, Language and Linguistics and Education. According to data from OpenAlex, Priscilla A. Drum has authored 11 papers receiving a total of 408 indexed citations (citations by other indexed papers that have themselves been cited), including 7 papers in Developmental and Educational Psychology, 2 papers in Language and Linguistics and 2 papers in Education. Recurrent topics in Priscilla A. Drum's work include Reading and Literacy Development (6 papers), Second Language Acquisition and Learning (3 papers) and Educational Strategies and Epistemologies (2 papers). Priscilla A. Drum is often cited by papers focused on Reading and Literacy Development (6 papers), Second Language Acquisition and Learning (3 papers) and Educational Strategies and Epistemologies (2 papers). Priscilla A. Drum collaborates with scholars based in United States. Priscilla A. Drum's co-authors include Robert C. Calfee, Linnea C. Ehri, Linda K. Cook, Richard E. Mayer, Olatokunbo S. Fashola and Bonnie C. Konopak and has published in prestigious journals such as American Educational Research Journal, Reading Research Quarterly and Discourse Processes.

In The Last Decade

Priscilla A. Drum

11 papers receiving 311 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Priscilla A. Drum United States	8	325	179	66	53	52	11	408
J. Jaap Tuinman United States	8	300 0.9×	95 0.5×	35 0.5×	54 1.0×	60 1.2×	29	395
Laura Gould United States	6	264 0.8×	237 1.3×	47 0.7×	56 1.1×	27 0.5×	7	348
M. Jean Greenlaw United States	6	195 0.6×	123 0.7×	57 0.9×	28 0.5×	37 0.7×	24	312
Eun Hee Jeon United States	4	312 1.0×	56 0.3×	127 1.9×	25 0.5×	88 1.7×	4	376
Wayne H. Slater United States	11	289 0.9×	208 1.2×	64 1.0×	50 0.9×	29 0.6×	20	383
Peter Schreiber Germany	6	295 0.9×	174 1.0×	56 0.8×	57 1.1×	27 0.5×	19	366
Ken Spencer United Kingdom	9	183 0.6×	148 0.8×	69 1.0×	21 0.4×	18 0.3×	18	280
Ramiro Gilabert Spain	11	394 1.2×	241 1.3×	15 0.2×	24 0.5×	79 1.5×	22	494
Danielle Guzman‐Orth United States	9	117 0.4×	95 0.5×	59 0.9×	21 0.4×	24 0.5×	22	241
Jackie Eunjung Relyea United States	9	174 0.5×	142 0.8×	19 0.3×	42 0.8×	28 0.5×	32	266

Countries citing papers authored by Priscilla A. Drum

Since Specialization

Citations

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

Fields of papers citing papers by Priscilla A. Drum

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Priscilla A. Drum

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

All Works

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11 of 11 papers shown

1.

Fashola, Olatokunbo S., et al.. (1996). A Cognitive Theory of Orthographic Transitioning: Predictable Errors in How Spanish-Speaking Children Spell English Words. American Educational Research Journal. 33(4). 825–843. 64 indexed citations

2.

Fashola, Olatokunbo S., et al.. (1996). A Cognitive Theory of Orthographic Transitioning: Predictable Errors in How Spanish-Speaking Children Spell English Words. American Educational Research Journal. 33(4). 825–825. 4 indexed citations

3.

Drum, Priscilla A. & Bonnie C. Konopak. (1987). Learning word meanings from written context.. 29 indexed citations

4.

Drum, Priscilla A.. (1985). Retention of text information by grade, ability, and study∗. Discourse Processes. 8(1). 21–52. 6 indexed citations

5.

Drum, Priscilla A., et al.. (1984). READING ABILITY AND PRIOR KNOWLEDGE AS PREDICTORS OF ELEVEN AND TWELVE YEAR OLDS' TEXT COMPREHENSION. Reading Psychology. 5(1-2). 145–154. 7 indexed citations

6.

Drum, Priscilla A., et al.. (1984). Does Environmental Print Identification Lead Children into Word Reading?. Journal of Reading Behavior. 16(4). 257–271. 134 indexed citations

7.

Drum, Priscilla A., Robert C. Calfee, & Linda K. Cook. (1981). The Effects of Surface Structure Variables on Performance in Reading Comprehension Tests. Reading Research Quarterly. 16(4). 486–486. 102 indexed citations

8.

Calfee, Robert C. & Priscilla A. Drum. (1979). Teaching Reading in Compensatory Classes.. Geobiology. 6(3). 190–5. 18 indexed citations

9.

Calfee, Robert C. & Priscilla A. Drum. (1978). Learning to Read: Theory, Research, and Practice. Curriculum Inquiry. 8(3). 183–249. 28 indexed citations

10.

Calfee, Robert C. & Priscilla A. Drum. (1978). Learning to Read: Theory, Research, and Practice. Curriculum Inquiry. 8(3). 183–183. 7 indexed citations

11.

Calfee, Robert C. & Priscilla A. Drum. (1976). How the Researcher Can Help the Reading Teacher With Classroom Assessment.. 9 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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