Wanda B. Hedrick

676 total citations
26 papers, 413 citations indexed

About

Wanda B. Hedrick is a scholar working on Developmental and Educational Psychology, Education and Sociology and Political Science. According to data from OpenAlex, Wanda B. Hedrick has authored 26 papers receiving a total of 413 indexed citations (citations by other indexed papers that have themselves been cited), including 23 papers in Developmental and Educational Psychology, 17 papers in Education and 3 papers in Sociology and Political Science. Recurrent topics in Wanda B. Hedrick's work include Reading and Literacy Development (21 papers), Second Language Acquisition and Learning (10 papers) and Educational Assessment and Pedagogy (6 papers). Wanda B. Hedrick is often cited by papers focused on Reading and Literacy Development (21 papers), Second Language Acquisition and Learning (10 papers) and Educational Assessment and Pedagogy (6 papers). Wanda B. Hedrick collaborates with scholars based in United States and Canada. Wanda B. Hedrick's co-authors include Janis Harmon, Karen D. Wood, Patricia McGee, James W. Cunningham, David S. Katims, Lunetta M. Williams and Elizabeth A. Fox and has published in prestigious journals such as Teaching and Teacher Education, The Elementary School Journal and Focus on Autism and Other Developmental Disabilities.

In The Last Decade

Wanda B. Hedrick

24 papers receiving 292 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Wanda B. Hedrick United States	11	267	257	68	57	48	26	413
Terry Salinger United States	7	255 1.0×	250 1.0×	28 0.4×	37 0.6×	63 1.3×	19	373
Lori A. Helman United States	10	210 0.8×	228 0.9×	64 0.9×	33 0.6×	46 1.0×	28	373
Birgit Heppt Germany	11	200 0.7×	158 0.6×	74 1.1×	34 0.6×	52 1.1×	27	345
Ruth Helen Yopp United States	8	290 1.1×	330 1.3×	32 0.5×	28 0.5×	52 1.1×	19	453
Marjolein Deunk Netherlands	9	332 1.2×	159 0.6×	45 0.7×	25 0.4×	28 0.6×	30	467
Anne P. Sweet United States	6	220 0.8×	260 1.0×	36 0.5×	15 0.3×	44 0.9×	11	370
Diane E. DeFord United States	10	412 1.5×	410 1.6×	48 0.7×	26 0.5×	60 1.3×	22	574
Elaine Mo United States	9	126 0.5×	194 0.8×	67 1.0×	42 0.7×	26 0.5×	9	349
Julie Dwyer United States	9	325 1.2×	396 1.5×	44 0.6×	31 0.5×	56 1.2×	12	505
Susan Watts‐Taffe United States	9	209 0.8×	222 0.9×	99 1.5×	20 0.4×	28 0.6×	16	388

Countries citing papers authored by Wanda B. Hedrick

Since Specialization

Citations

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

Fields of papers citing papers by Wanda B. Hedrick

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Wanda B. Hedrick. 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 Wanda B. Hedrick. The network helps show where Wanda B. Hedrick may publish in the future.

Co-authorship network of co-authors of Wanda B. Hedrick

This figure shows the co-authorship network connecting the top 25 collaborators of Wanda B. Hedrick. A scholar is included among the top collaborators of Wanda B. Hedrick 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 Wanda B. Hedrick. Wanda B. Hedrick 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

Hedrick, Wanda B., et al.. (2014). Every Day We're Shufflin': Empowering Students During In-School Independent Reading. Childhood Education. 90(2). 91–98. 3 indexed citations

Williams, Lunetta M., et al.. (2013). Developing an Observation Instrument to Support Authentic Independent Reading Time during School in a Data-driven World. 9(2). 24–49. 7 indexed citations

Harmon, Janis, et al.. (2011). An Investigation of Current Secondary Reading Programs. Literacy Research and Instruction. 50(2). 105–119. 3 indexed citations

Hedrick, Wanda B., et al.. (2010). Bumps in the Road: Teachers Become Zombies: The Ugly Side of Scripted Reading Curriculum. Voices from the Middle. 17(3). 62–64. 4 indexed citations

Hedrick, Wanda B., et al.. (2010). Bumps in the Road: Let’s Not Leave Advanced and Gifted Readers “Behind”. Voices from the Middle. 17(4). 56–58. 1 indexed citations

Harmon, Janis, et al.. (2009). Interactive Word Walls: More Than Just Reading the Writing on the Walls. Journal of Adolescent & Adult Literacy. 52(5). 398–408. 30 indexed citations

Hedrick, Wanda B.. (2009). No Writing Allowed! This Is a Reading Class.. Voices from the Middle. 16(4). 56–57.

Harmon, Janis, et al.. (2008). “Pick a Word—Not Just Any Word”: Using Vocabulary Self-Selection with Expository Texts. Middle School Journal. 40(1). 43–52. 6 indexed citations

Williams, Lunetta M., et al.. (2008). Motivation: Going beyond Testing to a Lifetime of Reading. Childhood Education. 84(3). 135–141. 14 indexed citations

10.

Hedrick, Wanda B., et al.. (2007). Bumps in the Road Expecting More than Points on a Chart. Voices from the Middle. 15(1). 62–63.

11.

Harmon, Janis, Karen D. Wood, & Wanda B. Hedrick. (2006). Instructional Strategies for Teaching Content Vocabulary, Grades 4-12. 3 indexed citations

12.

Harmon, Janis, Wanda B. Hedrick, & Karen D. Wood. (2005). Research on Vocabulary Instruction in the Content Areas: Implications for Struggling Readers. Reading & Writing Quarterly. 21(3). 261–280. 120 indexed citations

13.

Hedrick, Wanda B., et al.. (2004). Teachers' Beliefs and Practices of Vocabulary Instruction With Social Studies Textbooks in Grades 4-8. ScholarWorks - WMU (Western Michigan University). 45(2). 103–125. 25 indexed citations

14.

Wood, Karen D., Janis Harmon, & Wanda B. Hedrick. (2004). Recommendations from Research for Teaching Vocabulary to Diverse Learners. Middle School Journal. 35(5). 57–63. 1 indexed citations

15.

Hedrick, Wanda B. & James W. Cunningham. (2002). INVESTIGATING THE EFFECT OF WIDE READING ON LISTENING COMPREHENSION OF WRITTEN LANGUAGE. Reading Psychology. 23(2). 107–126. 12 indexed citations

16.

Harmon, Janis & Wanda B. Hedrick. (2001). Zooming in and Zooming Out for Better Vocabulary Learning. Middle School Journal. 32(5). 22–29. 1 indexed citations

17.

Harmon, Janis & Wanda B. Hedrick. (2000). Zooming In and Zooming Out: Enhancing Vocabulary and Conceptual Learning in Social Studies.. The Reading Teacher. 54(2). 155–159. 10 indexed citations

18.

Hedrick, Wanda B., et al.. (1999). Good Reading Instruction Is More Important Than Who Provides the Instruction or Where It Takes Place.. The Reading Teacher. 52(7). 9 indexed citations

19.

Hedrick, Wanda B., et al.. (1999). Implementing a Multimethod, Multilevel Literacy Program for Students with Mental Retardation. Focus on Autism and Other Developmental Disabilities. 14(4). 231–239. 43 indexed citations

20.

Hedrick, Wanda B. & James W. Cunningham. (1995). The Relationship between Wide Reading and Listening Comprehension of Written Language. Journal of Reading Behavior. 27(3). 425–438. 17 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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