Stuart McNaughton

723 total citations
35 papers, 478 citations indexed

About

Stuart McNaughton is a scholar working on Developmental and Educational Psychology, Education and Linguistics and Language. According to data from OpenAlex, Stuart McNaughton has authored 35 papers receiving a total of 478 indexed citations (citations by other indexed papers that have themselves been cited), including 32 papers in Developmental and Educational Psychology, 19 papers in Education and 7 papers in Linguistics and Language. Recurrent topics in Stuart McNaughton's work include Reading and Literacy Development (22 papers), Multilingual Education and Policy (7 papers) and Innovative Teaching and Learning Methods (7 papers). Stuart McNaughton is often cited by papers focused on Reading and Literacy Development (22 papers), Multilingual Education and Policy (7 papers) and Innovative Teaching and Learning Methods (7 papers). Stuart McNaughton collaborates with scholars based in New Zealand, United States and Australia. Stuart McNaughton's co-authors include Ted Glynn, Mei Kuin Lai, Helen Timperley, Aaron Wilson, Kane Meissel, Frauke Meyer, Rebecca Jesson, Parlo Singh, Kathryn Glasswell and Judy M. Parr and has published in prestigious journals such as Journal of Educational Psychology, Journal of Child Psychology and Psychiatry and Computers & Education.

In The Last Decade

Stuart McNaughton

35 papers receiving 380 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Stuart McNaughton New Zealand 13 308 237 69 52 43 35 478
Marjolein Deunk Netherlands 9 332 1.1× 159 0.7× 47 0.7× 30 0.6× 25 0.6× 30 467
Misty Sailors United States 12 423 1.4× 243 1.0× 33 0.5× 68 1.3× 59 1.4× 43 545
Joshua F. Lawrence United States 17 368 1.2× 533 2.2× 26 0.4× 73 1.4× 59 1.4× 33 743
Rachael Gabriel United States 11 211 0.7× 96 0.4× 34 0.5× 16 0.3× 61 1.4× 51 343
Kate Walsh United States 11 417 1.4× 127 0.5× 67 1.0× 12 0.2× 53 1.2× 35 525
Stephanie J. Stillman‐Spisak United States 9 366 1.2× 435 1.8× 24 0.3× 14 0.3× 103 2.4× 11 575
Sari Sulkunen Finland 8 274 0.9× 131 0.6× 24 0.3× 10 0.2× 45 1.0× 26 398
Albert Bremerich-Vos Germany 8 375 1.2× 111 0.5× 44 0.6× 12 0.2× 107 2.5× 22 474
Anthony J Gabriele United States 10 401 1.3× 148 0.6× 26 0.4× 10 0.2× 61 1.4× 18 496
Beth Gamse United States 9 271 0.9× 152 0.6× 35 0.5× 16 0.3× 45 1.0× 24 364

Countries citing papers authored by Stuart McNaughton

Since Specialization
Citations

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

Fields of papers citing papers by Stuart McNaughton

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Stuart McNaughton

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

All Works

20 of 20 papers shown
1.
Lai, Mei Kuin & Stuart McNaughton. (2022). Professional Learning Networks in Design-based Research Interventions. 5 indexed citations
2.
McNaughton, Stuart, et al.. (2019). Critical Perspective Taking: Promoting and Assessing Online Written Argumentation for Dialogic Focus. Studia paedagogica. 24(4). 119–119. 4 indexed citations
3.
Reese, Elaine, Peter Keegan, Stuart McNaughton, et al.. (2017). Te Reo Māori: indigenous language acquisition in the context of New Zealand English. Journal of Child Language. 45(2). 340–367. 20 indexed citations
4.
Glasswell, Kathryn, Parlo Singh, & Stuart McNaughton. (2016). Partners in design: Co-inquiry for quality teaching in disadvantaged schools. The Australian Journal of Language and Literacy. 39(1). 20–29. 14 indexed citations
5.
Meyer, Frauke, Kane Meissel, & Stuart McNaughton. (2015). Patterns of literacy learning in German primary schools over the summer and the influence of home literacy practices. Journal of Research in Reading. 40(3). 233–253. 20 indexed citations
6.
Parr, Judy M. & Stuart McNaughton. (2014). Making connections: The nature and occurrence of links in literacy teaching and learning. The Australian Journal of Language and Literacy. 37(3). 141–150. 3 indexed citations
7.
McCarty, Teresa L., Susan C. Faircloth, Gene V. Glass, et al.. (2014). As We Embark on a New Editorship. American Educational Research Journal. 51(1). 4–6. 5 indexed citations
8.
McNaughton, Stuart, et al.. (2008). Reading Comprehension in English for Samoan Bilingual Students in Samoan Classes. New Zealand Journal of Educational Studies. 43(1). 5. 4 indexed citations
9.
McNaughton, Stuart, et al.. (2005). Bilingual and Biliteracy Development Over the Transition to School. International Journal of Bilingual Education and Bilingualism. 8(5). 455–479. 23 indexed citations
10.
McNaughton, Stuart, et al.. (2004). Managing the Mismatch: Enhancing Early Literacy Progress for Children With Diverse Language and Cultural Identities in Mainstream Urban Schools in New Zealand.. Journal of Educational Psychology. 96(2). 309–323. 33 indexed citations
11.
McNaughton, Stuart, et al.. (2003). Profiling Teaching and Learning Needs in Beginning Literacy Instruction: The Case of Children in “Low Decile” Schools in New Zealand. Journal of Literacy Research. 35(2). 703–730. 23 indexed citations
12.
Glynn, Ted & Stuart McNaughton. (2002). Trust Your Own Observations: Assessment of reader and tutor behaviour in learning to read in English and M # ori. International Journal of Disability Development and Education. 49(2). 161–173. 2 indexed citations
13.
McNaughton, Stuart. (1998). Activating Developmental Processes Over the Transition to School. 2(1). 34. 4 indexed citations
14.
McNaughton, Stuart, et al.. (1994). From preschool to home: processes of generalisation in language acquisition from an indigenous language recovery programme. International Journal of Early Years Education. 2(1). 23–40. 2 indexed citations
15.
McNaughton, Stuart, Judy M. Parr, Helen Timperley, & Viviane Robinson. (1992). Beginning Reading and Sending Books Home to Read: a case for some fine tuning[1]. Educational Psychology. 12(3-4). 239–247. 9 indexed citations
16.
McNaughton, Stuart, et al.. (1988). Increasing Children's Language in Day Care through Caregiver Conversations. Early Child Development and Care. 35(1). 39–51. 6 indexed citations
17.
Glynn, Ted, et al.. (1984). Childcare Workers’ Use of Talking Up and Incidental Teaching Procedures under Standard and Self‐management Staff Training Packages. Educational Psychology. 4(3). 199–212. 15 indexed citations
18.
McNaughton, Stuart & Ted Glynn. (1981). Delayed versus Immediate Attention to Oral Reading Errors: effects on accuracy and self‐correction. Educational Psychology. 1(1). 57–65. 39 indexed citations
19.
McNaughton, Stuart. (1981). The Influence of Immediate Teacher Correction on Self-Corrections and Proficient Oral Reading. Journal of Reading Behavior. 13(4). 367–371. 9 indexed citations
20.
McNaughton, Stuart. (1981). Low progress readers and teacher instructional behaviour during oral reading: the risk of maintaining instructional dependence. The Exceptional Child. 28(3). 167–176. 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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