Thomas W. Hogaboam
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- Reading and Literacy Development 8
- Second Language Acquisition and Learning 2
- Statistics and Probability top 1%
- Cognitive Neuroscience top 5%
- Neurobiology of Language and Bilingualism 3
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- Visual and Cognitive Learning Processes 1
- Education top 5%
- Child Development and Digital Technology 2
- Writing and Handwriting Education 2
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- Digital Communication and Language 2
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- Speech and dialogue systems 1
Thomas W. Hogaboam
14 papers receiving 853 citations
Hit Papers
Peers
Comparison fields: 5 of 41
- Developmental and Educational Psychology 987
- Statistics and Probability 276
- Cognitive Neuroscience 428
- Experimental and Cognitive Psychology 197
- Education 285
Countries citing papers authored by Thomas W. Hogaboam
This map shows the geographic impact of Thomas W. Hogaboam'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 Thomas W. Hogaboam with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Thomas W. Hogaboam more than expected).
Fields of papers citing papers by Thomas W. Hogaboam
This network shows the impact of papers produced by Thomas W. Hogaboam. 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 Thomas W. Hogaboam. The network helps show where Thomas W. Hogaboam may publish in the future.
Co-authorship network
The 7 scholars most cited alongside Thomas W. Hogaboam, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.
All Works
| # | Work | ||
|---|---|---|---|
| 1 | Eye position and word identification during reading | 1985 | 6 |
| 2 | The rocky road from eye fixations to comprehension | 1981 | 14 |
| 3 | The Rocky Road from Eye Fixations to Comprehension. Technical Report No. 207. | 1981 | 4 |
| 4 | 1980 | 2 | |
| 5 | 1980 | 28 | |
| 6 | 1979 | 30 | |
| 7 | 1979 | 163 | |
| 8 | 1978 | 40 | |
| 9 | 1978 | 2 | |
| 10 | 1978 | 102 | |
| 11 | 1978 | 120 | |
| 12 | 1978 | 14 | |
| 13 | 1975 | 144 | |
| 14 | Relationship between single word decoding and reading comprehension skill.breakdown → | 1975 | 418 |
About Thomas W. Hogaboam
Thomas W. Hogaboam is a scholar working on Developmental and Educational Psychology, Human-Computer Interaction and Cognitive Neuroscience, having authored 14 papers that have together received 1.1k indexed citations. Recurring topics across this work include Reading and Literacy Development (8 papers), Neurobiology of Language and Bilingualism (3 papers), Second Language Acquisition and Learning (2 papers), Child Development and Digital Technology (2 papers), Writing and Handwriting Education (2 papers), Digital Communication and Language (2 papers), Visual and Cognitive Learning Processes (1 paper) and Speech and dialogue systems (1 paper). The work is most often cited by research in Developmental and Educational Psychology (987 citations), Statistics and Probability (276 citations) and Cognitive Neuroscience (428 citations). Thomas W. Hogaboam has collaborated with scholars based in United States. Frequent co-authors include Charles A. Perfetti, Susan R. Goldman, James W. Pellegrino, George W. McConkie, Laura C. Bell, Gary S. Wolverton and David Zola. Their work appears in journals such as Journal of Educational Psychology, Memory & Cognition and Discourse Processes.
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.