Tim Conway

3.3k total citations · 2 hit papers
21 papers, 2.5k citations indexed

About

Tim Conway is a scholar working on Cognitive Neuroscience, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Tim Conway has authored 21 papers receiving a total of 2.5k indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Cognitive Neuroscience, 8 papers in Developmental and Educational Psychology and 4 papers in Social Psychology. Recurrent topics in Tim Conway's work include Neurobiology of Language and Bilingualism (15 papers), Reading and Literacy Development (7 papers) and Language Development and Disorders (5 papers). Tim Conway is often cited by papers focused on Neurobiology of Language and Bilingualism (15 papers), Reading and Literacy Development (7 papers) and Language Development and Disorders (5 papers). Tim Conway collaborates with scholars based in United States, Germany and South Africa. Tim Conway's co-authors include Joseph K. Torgesen, Richard K. Wagner, Carol A. Rashotte, Ann W. Alexander, Kytja K. S. Voeller, Bruce Crosson, Cyndi Garvan, Patricia Lindamood, Elaine A. Rose and Leslie J. Gonzalez Rothi and has published in prestigious journals such as Journal of Educational Psychology, Journal of Cognitive Neuroscience and Neurobiology of Aging.

In The Last Decade

Tim Conway

21 papers receiving 2.3k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Intensive Remedial Instruction for Children with Severe Reading Disabilities

2001 725 citations Joseph K. Torgesen, Ann W. Alexander et al. Journal of Learning Disabilities profile →
Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction.

1999 535 citations Joseph K. Torgesen, Richard K. Wagner et al. Journal of Educational Psychology profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Tim Conway United States	18	1.6k	1.2k	655	584	242	21	2.5k
Anna Judica Italy	22	1.3k 0.8×	1.4k 1.1×	437 0.7×	610 1.0×	121 0.5×	27	2.2k
Tali Bitan Israel	24	1.3k 0.8×	1.8k 1.4×	182 0.3×	422 0.7×	167 0.7×	60	2.2k
Rhonda B. Friedman United States	29	1.3k 0.8×	2.3k 1.9×	145 0.2×	156 0.3×	416 1.7×	87	2.7k
Janice Kay United Kingdom	27	1.5k 0.9×	2.2k 1.8×	239 0.4×	184 0.3×	245 1.0×	57	2.7k
Marinella Cappelletti United Kingdom	25	486 0.3×	1.1k 0.9×	251 0.4×	685 1.2×	104 0.4×	57	1.6k
Chiara Valeria Marinelli Italy	18	500 0.3×	632 0.5×	180 0.3×	243 0.4×	82 0.3×	61	1.1k
John M. Holahan United States	21	1.9k 1.2×	1.3k 1.0×	567 0.9×	853 1.5×	582 2.4×	44	2.9k
Anna M. Woollams United Kingdom	29	1.3k 0.8×	2.2k 1.8×	84 0.1×	114 0.2×	262 1.1×	64	2.5k
Elaine Funnell United Kingdom	20	1.5k 0.9×	2.5k 2.0×	141 0.2×	210 0.4×	712 2.9×	37	3.1k
Jane Riddoch United Kingdom	16	487 0.3×	746 0.6×	119 0.2×	176 0.3×	167 0.7×	26	1.1k

Countries citing papers authored by Tim Conway

Since Specialization

Citations

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

Fields of papers citing papers by Tim Conway

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Tim Conway

This figure shows the co-authorship network connecting the top 25 collaborators of Tim Conway. A scholar is included among the top collaborators of Tim Conway 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 Tim Conway. Tim Conway 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:

20 of 20 papers shown

Conway, Tim, et al.. (2018). The Relationship Between Non-Orthographic Language Abilities and Reading Performance in Chronic Aphasia: An Exploration of the Primary Systems Hypothesis. Journal of Speech Language and Hearing Research. 61(12). 3038–3054. 9 indexed citations

Conway, Tim, et al.. (2014). Effects of Intensive Phonomotor Treatment on Reading in Eight Individuals With Aphasia and Phonological Alexia. American Journal of Speech-Language Pathology. 23(2). S300–11. 33 indexed citations

Meinzer, Marcus, Stacy M. Harnish, Tim Conway, & Bruce Crosson. (2011). Recent developments in functional and structural imaging of aphasia recovery after stroke. Aphasiology. 25(3). 271–290. 53 indexed citations

Meinzer, Marcus, Tobias Flaisch, Stacy M. Harnish, et al.. (2010). Impact of changed positive and negative task-related brain activity on word-retrieval in aging. Neurobiology of Aging. 33(4). 656–669. 64 indexed citations

Trinastic, J., Steven A. Kautz, Keith McGregor, et al.. (2010). An fMRI Study of the Differences in Brain Activity During Active Ankle Dorsiflexion and Plantarflexion. Brain Imaging and Behavior. 4(2). 121–131. 43 indexed citations

Wierenga, Christina E., William M. Perlstein, Michelle Benjamin, et al.. (2009). Neural substrates of object identification: Functional magnetic resonance imaging evidence that category and visual attribute contribute to semantic knowledge. Journal of the International Neuropsychological Society. 15(2). 169–181. 19 indexed citations

Meinzer, Marcus, Tobias Flaisch, Carsten Eulitz, et al.. (2009). Neural Signatures of Semantic and Phonemic Fluency in Young and Old Adults. Journal of Cognitive Neuroscience. 21(10). 2007–2018. 177 indexed citations

Conway, Tim, Kenneth M. Heilman, Kaundinya Gopinath, et al.. (2008). Neural substrates related to auditory working memory comparisons in dyslexia: An fMRI study. Journal of the International Neuropsychological Society. 14(4). 629–639. 17 indexed citations

Kendall, Diane L., John C. Rosenbek, Kenneth M. Heilman, et al.. (2008). Phoneme-based rehabilitation of anomia in aphasia. Brain and Language. 105(1). 1–17. 72 indexed citations

10.

Raymer, Anastasia M., Pélagie M. Beeson, Audrey L. Holland, et al.. (2008). Translational Research in Aphasia: From Neuroscience to Neurorehabilitation. Journal of Speech Language and Hearing Research. 51(1). S259–75. 113 indexed citations

11.

Crosson, Bruce, Keith McGregor, Kaundinya Gopinath, et al.. (2007). Functional MRI of Language in Aphasia: A Review of the Literature and the Methodological Challenges. Neuropsychology Review. 17(2). 157–177. 169 indexed citations

12.

Wierenga, Christina E., Michelle Benjamin, Kaundinya Gopinath, et al.. (2006). Age-related changes in word retrieval: Role of bilateral frontal and subcortical networks. Neurobiology of Aging. 29(3). 436–451. 153 indexed citations

13.

Kendall, Diane L., et al.. (2006). Treatability of different components of aphasia--Insights from a case study. The Journal of Rehabilitation Research and Development. 43(3). 323–323. 14 indexed citations

14.

Kendall, Diane L., Amy D. Rodriguez, John C. Rosenbek, Tim Conway, & Leslie J. Gonzalez Rothi. (2006). Influence of intensive phonomotor rehabilitation on apraxia of speech. The Journal of Rehabilitation Research and Development. 43(3). 409–409. 22 indexed citations

15.

Kendall, Diane L., Tim Conway, John C. Rosenbek, & Leslie J. Gonzalez‐Rothi. (2003). Case study Phonological rehabilitation of acquired phonologic alexia. Aphasiology. 17(11). 1073–1095. 36 indexed citations

16.

Torgesen, Joseph K., Ann W. Alexander, Richard K. Wagner, et al.. (2001). Intensive Remedial Instruction for Children with Severe Reading Disabilities. Journal of Learning Disabilities. 34(1). 33–58. 725 indexed citations breakdown →

17.

Adair, John C., et al.. (2000). Alterations in the functional anatomy of reading induced by rehabilitation of an alexic patient.. PubMed. 13(4). 303–11. 17 indexed citations

18.

Torgesen, Joseph K., Richard K. Wagner, Carol A. Rashotte, et al.. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction.. Journal of Educational Psychology. 91(4). 579–593. 535 indexed citations breakdown →

19.

Conway, Tim, Leslie J. Gonzalez Rothi, Ann W. Alexander, et al.. (1998). Treatment of a case of phonological alexia with agraphia using the Auditory Discrimination in Depth (ADD) Program. Journal of the International Neuropsychological Society. 4(6). 608–620. 28 indexed citations

20.

Torgesen, Joseph K., Richard K. Wagner, Carol A. Rashotte, Ann W. Alexander, & Tim Conway. (1997). Preventive and Remedial Interventions for Children with Severe Reading Disabilities. 8(1). 51–61. 70 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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