Wayne H. Slater

582 total citations
20 papers, 383 citations indexed

About

Wayne H. Slater is a scholar working on Developmental and Educational Psychology, Education and Literature and Literary Theory. According to data from OpenAlex, Wayne H. Slater has authored 20 papers receiving a total of 383 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Developmental and Educational Psychology, 6 papers in Education and 4 papers in Literature and Literary Theory. Recurrent topics in Wayne H. Slater's work include Reading and Literacy Development (9 papers), Second Language Acquisition and Learning (5 papers) and Innovative Teaching and Learning Methods (3 papers). Wayne H. Slater is often cited by papers focused on Reading and Literacy Development (9 papers), Second Language Acquisition and Learning (5 papers) and Innovative Teaching and Learning Methods (3 papers). Wayne H. Slater collaborates with scholars based in United States. Wayne H. Slater's co-authors include Michael F. Graves, Thomas G. White, Gene L. Piché, Mariam Jean Dreher, Vivian Johnson, Mary Kathryn Thompson, Ann Hill Duin, Duane Roen and Robert C. Calfee and has published in prestigious journals such as Journal of Educational Psychology, Reading Research Quarterly and The Journal of Educational Research.

In The Last Decade

Wayne H. Slater

19 papers receiving 281 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Wayne H. Slater United States	11	289	208	64	58	50	20	383
Connie A. Bridge United States	10	259 0.9×	197 0.9×	55 0.9×	56 1.0×	23 0.5×	17	342
Jerry Zutell United States	9	395 1.4×	287 1.4×	84 1.3×	23 0.4×	55 1.1×	13	464
Barbara S. Pettegrew United States	7	190 0.7×	150 0.7×	60 0.9×	78 1.3×	18 0.4×	9	326
Carol M. Santa United States	9	278 1.0×	243 1.2×	22 0.3×	36 0.6×	59 1.2×	16	397
Anne P. Sweet United States	6	260 0.9×	220 1.1×	36 0.6×	40 0.7×	44 0.9×	11	370
Barbara F. Nodine United States	10	207 0.7×	249 1.2×	63 1.0×	85 1.5×	23 0.5×	16	393
Jerry L. Johns United States	10	257 0.9×	190 0.9×	37 0.6×	35 0.6×	26 0.5×	73	364
M. Jean Greenlaw United States	6	195 0.7×	123 0.6×	57 0.9×	24 0.4×	28 0.6×	24	312
Linda Lysynchuk Canada	7	371 1.3×	236 1.1×	50 0.8×	23 0.4×	78 1.6×	10	438
Ruth Helen Yopp United States	8	330 1.1×	290 1.4×	32 0.5×	78 1.3×	52 1.0×	19	453

Countries citing papers authored by Wayne H. Slater

Since Specialization

Citations

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

Fields of papers citing papers by Wayne H. Slater

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Wayne H. Slater. 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 Wayne H. Slater. The network helps show where Wayne H. Slater may publish in the future.

Co-authorship network of co-authors of Wayne H. Slater

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

All Works

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20 of 20 papers shown

1.

Slater, Wayne H., et al.. (2017). Tutoring in Critical Thinking: Using the Stases to Scaffold High School Students’ Reading and Writing of Persuasive Text. Reading & Writing Quarterly. 33(4). 380–393. 3 indexed citations

2.

Graves, Michael F. & Wayne H. Slater. (2016). Vocabulary Instruction in the Content Areas. 437–460. 1 indexed citations

3.

Slater, Wayne H., et al.. (2002). Teaching Reading and Writing to Struggling Middle School and High School Students: The Case for Reciprocal Teaching. Preventing School Failure Alternative Education for Children and Youth. 46(4). 163–166. 24 indexed citations

4.

Dreher, Mariam Jean & Wayne H. Slater. (1992). Elementary School Literacy: Critical Issues. 17 indexed citations

5.

Slater, Wayne H.. (1992). Causal Relations and Their Effects on the Comprehension of Narrative Texts.. 1 indexed citations

6.

Graves, Michael F., et al.. (1991). Commentary: Improving Instructional Text: Some Lessons Learned. Reading Research Quarterly. 26(2). 110–110. 27 indexed citations

7.

Graves, Michael F. & Wayne H. Slater. (1991). A response to "Instructional texts rewritten by five expert teams.". Journal of Educational Psychology. 83(1). 147–148. 3 indexed citations

8.

White, Thomas G., Michael F. Graves, & Wayne H. Slater. (1990). Growth of reading vocabulary in diverse elementary schools: Decoding and word meaning.. Journal of Educational Psychology. 82(2). 281–290. 8 indexed citations

9.

White, Thomas G., Michael F. Graves, & Wayne H. Slater. (1990). Growth of reading vocabulary in diverse elementary schools: Decoding and word meaning.. Journal of Educational Psychology. 82(2). 281–290. 105 indexed citations

10.

Slater, Wayne H., et al.. (1989). THE EFFECT OF AUDIENCE SPECIFICATION ON UNDERGRADUATES: ATTITUDE, STRATEGIES, AND WRITING. Research in the Teaching of English. 23(1). 77–103. 31 indexed citations

11.

Slater, Wayne H., et al.. (1989). The Effects of Audience Specification on Undergraduates’ Attitudes, Strategies, and Writing. Research in the Teaching of English. 23(1). 77–108. 23 indexed citations

12.

Slater, Wayne H., et al.. (1988). The Relationship Between Word Frequency and Word Knowledge. The Journal of Educational Research. 81(5). 312–317. 12 indexed citations

13.

Slater, Wayne H.. (1988). Current Theory and Research on what Constitutes Readable Expository Text.. 15(3). 195–206. 3 indexed citations

14.

Graves, Michael F., et al.. (1988). Some Characteristics of Memorable Expository Writing: Effects of Revisions by Writers with Different Backgrounds. Research in the Teaching of English. 22(3). 242–265. 30 indexed citations

15.

Graves, Michael F., et al.. (1987). The Relationship Between Word Frequency and Reading Vocabulary Using Six Metrics of Frequency. The Journal of Educational Research. 81(2). 81–90. 12 indexed citations

16.

Graves, Michael F. & Wayne H. Slater. (1986). Could Textbooks Be Better Written and Would It Make a Difference. The American Educator. 10(1). 36–42. 12 indexed citations

17.

Slater, Wayne H. & Michael F. Graves. (1986). Discourse Structure and College Freshmen's Recall and Production of Expository Text.. Research in the Teaching of English. 22(1). 45–61. 4 indexed citations

18.

Slater, Wayne H.. (1985). Teaching Expository Text Structure with Structural Organizers.. The Journal of Reading. 28(8). 9 indexed citations

19.

Slater, Wayne H., Michael F. Graves, & Gene L. Piché. (1985). Effects of Structural Organizers on Ninth-Grade Students' Comprehension and Recall of Four Patterns of Expository Text. Reading Research Quarterly. 20(2). 189–189. 54 indexed citations

20.

Piché, Gene L. & Wayne H. Slater. (1983). Predicting Learning from Text: A Comparison of Two Procedures. Journal of Reading Behavior. 15(1). 43–57. 4 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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