Vincent Connelly

2.5k total citations
68 papers, 1.6k citations indexed

About

Vincent Connelly is a scholar working on Education, Developmental and Educational Psychology and Clinical Psychology. According to data from OpenAlex, Vincent Connelly has authored 68 papers receiving a total of 1.6k indexed citations (citations by other indexed papers that have themselves been cited), including 44 papers in Education, 32 papers in Developmental and Educational Psychology and 11 papers in Clinical Psychology. Recurrent topics in Vincent Connelly's work include Reading and Literacy Development (28 papers), Writing and Handwriting Education (27 papers) and Posttraumatic Stress Disorder Research (6 papers). Vincent Connelly is often cited by papers focused on Reading and Literacy Development (28 papers), Writing and Handwriting Education (27 papers) and Posttraumatic Stress Disorder Research (6 papers). Vincent Connelly collaborates with scholars based in United Kingdom, United States and New Zealand. Vincent Connelly's co-authors include Julie Dockrell, Emma Sumner, Anna L. Barnett, Geoff Lindsay, Sarah Critten, Morag MacLean, Suzanne Graham, Clare Mackie, Rui A. Alves and Teresa Limpo and has published in prestigious journals such as PLoS ONE, Journal of Experimental Psychology Learning Memory and Cognition and Frontiers in Psychology.

In The Last Decade

Vincent Connelly

65 papers receiving 1.5k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Vincent Connelly United Kingdom 21 1.2k 1.1k 235 203 147 68 1.6k
Rebecca D. Silverman United States 25 866 0.7× 1.4k 1.3× 275 1.2× 175 0.9× 196 1.3× 61 1.9k
Susan De La Paz United States 26 1.7k 1.4× 1.3k 1.2× 292 1.2× 84 0.4× 402 2.7× 69 2.3k
Teresa Limpo Portugal 20 904 0.7× 701 0.7× 266 1.1× 88 0.4× 202 1.4× 59 1.3k
Suzanne E. Mol Netherlands 13 1.6k 1.3× 1.6k 1.5× 74 0.3× 147 0.7× 183 1.2× 19 2.3k
Carol Sue Englert United States 30 2.0k 1.6× 1.8k 1.7× 353 1.5× 115 0.6× 342 2.3× 70 2.7k
Gary A. Troia United States 22 1.1k 0.9× 1.1k 1.0× 279 1.2× 106 0.5× 310 2.1× 56 1.5k
Linda H. Mason United States 24 1.5k 1.3× 1.6k 1.5× 266 1.1× 227 1.1× 259 1.8× 53 2.0k
Jeanne Wanzek United States 32 1.8k 1.5× 2.6k 2.4× 137 0.6× 246 1.2× 77 0.5× 81 3.2k
Louisa C. Moats United States 25 1.8k 1.5× 2.3k 2.2× 296 1.3× 211 1.0× 118 0.8× 40 2.7k
Paige C. Pullen United States 20 1.0k 0.8× 1.2k 1.1× 80 0.3× 140 0.7× 43 0.3× 39 1.6k

Countries citing papers authored by Vincent Connelly

Since Specialization
Citations

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

Fields of papers citing papers by Vincent Connelly

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Vincent Connelly

This figure shows the co-authorship network connecting the top 25 collaborators of Vincent Connelly. A scholar is included among the top collaborators of Vincent Connelly 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 Vincent Connelly. Vincent Connelly 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.
Grünke, Matthias, et al.. (2025). The Effects of the Pegword Method on the Multiplication Skills of Students with Math Difficulties. Education and Treatment of Children. 48(1). 55–65. 1 indexed citations
2.
Ben‐Shalom, Uzi, et al.. (2023). The adaptation of soldiers to post-service life – the mediating impact of political views on the relationship between violence and adaptation. Frontiers in Psychology. 14. 1131316–1131316. 2 indexed citations
3.
Rakowsky, Stefan, et al.. (2023). Differences and Similarities in Perceptions of Recruits, Soldiers, and Veterans in an Austrian Cohort. Journal of Veterans Studies. 9(1). 147–161. 1 indexed citations
4.
Schilling, Stefan, et al.. (2022). Understanding teamwork in rapidly deployed interprofessional teams in intensive and acute care: A systematic review of reviews. PLoS ONE. 17(8). e0272942–e0272942. 20 indexed citations
5.
Connelly, Vincent, et al.. (2021). Examining myths of the mad, bad and sad British veteran in today's media: a qualitative approach.. Open Access Institutional Repository at Robert Gordon University (Robert Gordon University). 1 indexed citations
6.
Connelly, Vincent, et al.. (2020). Use of spellcheck in text production by college students with dyslexia. Radar (Oxford Brookes University). 1 indexed citations
7.
Miller, Brett, Peggy McCardle, & Vincent Connelly. (2018). Writing Development in Struggling Learners. Directory of Open access Books (OAPEN Foundation). 9 indexed citations
8.
Miller, Brett, Peggy McCardle, & Vincent Connelly. (2017). Development of Writing Skills in Individuals with Learning Difficulties. BRILL eBooks. 1 indexed citations
9.
Davies, Robert, et al.. (2016). Rated age-of-acquisition norms for over 3,200 German words. Behavior Research Methods. 49(2). 484–501. 20 indexed citations
10.
Morrison, Zoë, et al.. (2016). Integration of the Whole Force: Understanding Barriers and Enablers to Task and Team Performance.
11.
Sumner, Emma, Vincent Connelly, & Anna L. Barnett. (2014). The influence of spelling ability on handwriting production: Children with and without dyslexia.. Journal of Experimental Psychology Learning Memory and Cognition. 40(5). 1441–1447. 87 indexed citations
12.
Critten, Sarah, et al.. (2014). Inflectional and derivational morphological spelling abilities of children with Specific Language Impairment. Frontiers in Psychology. 5. 948–948. 25 indexed citations
13.
Sumner, Emma, Vincent Connelly, & Anna L. Barnett. (2012). Children with dyslexia are slow writers because they pause more often and not because they are slow at handwriting execution. Reading and Writing. 26(6). 991–1008. 105 indexed citations
14.
Connelly, Vincent, et al.. (2010). Sleep Patterns in Parkinson's Disease Patients with Visual Hallucinations. International Journal of Neuroscience. 120(8). 564–569. 14 indexed citations
15.
Thompson, G. Brian, et al.. (2009). The nature of skilled adult reading varies with type of instruction in childhood. Memory & Cognition. 37(2). 223–234. 20 indexed citations
16.
Connelly, Vincent, et al.. (2007). Academic Freedom and the Public School Teacher: An Exploratory Study of Perceptions, Policy, and the Law. Brigham Young University education and law journal. 2007(1). 83–117. 2 indexed citations
17.
Connelly, Vincent, et al.. (2006). Contribution of Lower Order Skills to the Written Composition of College Students With and Without Dyslexia. Developmental Neuropsychology. 29(1). 175–196. 147 indexed citations
18.
Connelly, Vincent, et al.. (2006). A comparison of keyboarded and handwritten compositions and the relationship with transcription speed. British Journal of Educational Psychology. 77(2). 479–492. 126 indexed citations
19.
Sindelar, Paul T., Anne G. Bishop, Mary T. Brownell, Michael S. Rosenberg, & Vincent Connelly. (2005). Lessons from Special Education Research.. Teacher education quarterly (Claremont, Calif.). 32(3). 35–48. 12 indexed citations
20.
Boyle, Elizabeth, et al.. (2003). Effects of Audio Texts on the Acquisition of Secondary-Level Content by Students with Mild Disabilities. Learning Disability Quarterly. 26(3). 203–214. 20 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

Breakdown of academic impact, for papers by Rebecca D. Silverman Breakdown of academic impact, for papers by Susan De La Paz Breakdown of academic impact, for papers by Teresa Limpo Breakdown of academic impact, for papers by Suzanne E. Mol Breakdown of academic impact, for papers by Carol Sue Englert Breakdown of academic impact, for papers by Gary A. Troia Breakdown of academic impact, for papers by Linda H. Mason Breakdown of academic impact, for papers by Jeanne Wanzek Breakdown of academic impact, for papers by Louisa C. Moats Breakdown of academic impact, for papers by Paige C. Pullen
Rankless by CCL
2026