W. David Tilly

744 total citations
10 papers, 510 citations indexed

About

W. David Tilly is a scholar working on Education, Developmental and Educational Psychology and General Health Professions. According to data from OpenAlex, W. David Tilly has authored 10 papers receiving a total of 510 indexed citations (citations by other indexed papers that have themselves been cited), including 4 papers in Education, 4 papers in Developmental and Educational Psychology and 1 paper in General Health Professions. Recurrent topics in W. David Tilly's work include Reading and Literacy Development (2 papers), Education Discipline and Inequality (2 papers) and Educational and Psychological Assessments (2 papers). W. David Tilly is often cited by papers focused on Reading and Literacy Development (2 papers), Education Discipline and Inequality (2 papers) and Educational and Psychological Assessments (2 papers). W. David Tilly collaborates with scholars based in United States. W. David Tilly's co-authors include Roland H. Good, Vicki L. Collins, Mark R. Shinn, Daniel J. Reschly, Jeff Grimes, Martin J. Ikeda, Joseph R. Jenkins, Ellen Schiller, José Blackorby and Amanda M. VanDerHeyden and has published in prestigious journals such as School Psychology Review, School Psychology Quarterly and Learning Disability Quarterly.

In The Last Decade

W. David Tilly

10 papers receiving 429 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
W. David Tilly United States	9	447	220	154	107	58	10	510
Lisa Pericola Case United States	10	518 1.2×	302 1.4×	235 1.5×	80 0.7×	70 1.2×	10	618
Clarice Thomas United States	5	317 0.7×	215 1.0×	157 1.0×	54 0.5×	38 0.7×	7	448
Loulee Yen United States	11	398 0.9×	307 1.4×	144 0.9×	38 0.4×	48 0.8×	12	525
Edward E. Gickling United States	10	355 0.8×	248 1.1×	109 0.7×	83 0.8×	74 1.3×	13	510
Endia J. Lindo United States	8	389 0.9×	241 1.1×	107 0.7×	79 0.7×	31 0.5×	22	525
Bobette Bouton United States	10	421 0.9×	197 0.9×	146 0.9×	49 0.5×	33 0.6×	15	495
Nicole Pyle United States	11	262 0.6×	190 0.9×	52 0.3×	69 0.6×	61 1.1×	18	386
Candace A. Mulcahy United States	10	202 0.5×	193 0.9×	126 0.8×	82 0.8×	69 1.2×	26	355
Anne F. Zaslofsky United States	13	314 0.7×	208 0.9×	253 1.6×	40 0.4×	41 0.7×	20	453
Carmen Arreaga‐Mayer United States	11	308 0.7×	232 1.1×	49 0.3×	63 0.6×	52 0.9×	14	420

Countries citing papers authored by W. David Tilly

Since Specialization

Citations

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

Fields of papers citing papers by W. David Tilly

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by W. David Tilly. 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 W. David Tilly. The network helps show where W. David Tilly may publish in the future.

Co-authorship network of co-authors of W. David Tilly

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

All Works

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10 of 10 papers shown

1.

Jenkins, Joseph R., et al.. (2012). Responsiveness to Intervention in Reading. Learning Disability Quarterly. 36(1). 36–46. 37 indexed citations

2.

Tilly, W. David, et al.. (2008). Three Tiers of Intervention.. The School Administrator. 65(8). 20–21. 3 indexed citations

3.

Tilly, W. David, et al.. (2008). Response to Intervention Blueprints: School Building Level Edition.. 12 indexed citations

4.

Burns, Matthew K., et al.. (2007). Response to Intervention: Research for Practice. Chapman University Digital Commons (Chapman University). 20 indexed citations

5.

Grimes, Jeff, et al.. (2006). Sustainability: An Enduring Commitment to Success. School Psychology Review. 35(2). 224–244. 22 indexed citations

6.

Reschly, Daniel J., et al.. (1999). Special Education in Transition: Functional Assessment and Noncategorical Programming.. 61 indexed citations

7.

Reschly, Daniel J., et al.. (1998). Functional and Noncategorical Identification and Intervention in Special Education.. 18 indexed citations

8.

Grimes, Jeff & W. David Tilly. (1996). Policy and Process: Means to Lasting Educational Change. School Psychology Review. 25(4). 465–476. 20 indexed citations

9.

Ikeda, Martin J., et al.. (1996). Agency-wide implementation of problem solving consultation: Foundations, current implementation, and future directions.. School Psychology Quarterly. 11(3). 228–243. 50 indexed citations

10.

Shinn, Mark R., et al.. (1992). Curriculum-Based Measurement of Oral Reading Fluency: A Confirmatory Analysis of its Relation to Reading. School Psychology Review. 21(3). 459–479. 267 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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