William Dee Nichols

1.3k total citations
39 papers, 817 citations indexed

About

William Dee Nichols is a scholar working on Developmental and Educational Psychology, Education and Language and Linguistics. According to data from OpenAlex, William Dee Nichols has authored 39 papers receiving a total of 817 indexed citations (citations by other indexed papers that have themselves been cited), including 32 papers in Developmental and Educational Psychology, 25 papers in Education and 6 papers in Language and Linguistics. Recurrent topics in William Dee Nichols's work include Reading and Literacy Development (28 papers), Writing and Handwriting Education (8 papers) and Educational Strategies and Epistemologies (6 papers). William Dee Nichols is often cited by papers focused on Reading and Literacy Development (28 papers), Writing and Handwriting Education (8 papers) and Educational Strategies and Epistemologies (6 papers). William Dee Nichols collaborates with scholars based in United States. William Dee Nichols's co-authors include William H. Rupley, Timothy R. Blair, Timothy V. Rasinski, J. Wells Logan, David D. Paige, Carl A. Young, Victor L. Willson, Robert J. Rickelman, Maryann Mraz and Peter E. Doolittle and has published in prestigious journals such as Reading Research Quarterly, The Journal of Educational Research and Scientific Studies of Reading.

In The Last Decade

William Dee Nichols

36 papers receiving 633 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
William Dee Nichols United States 15 575 503 113 104 98 39 817
Irene C. Fountas United States 10 671 1.2× 696 1.4× 118 1.0× 110 1.1× 88 0.9× 23 1.0k
William H. Rupley United States 20 857 1.5× 749 1.5× 131 1.2× 131 1.3× 184 1.9× 98 1.2k
Camille L. Z. Blachowicz United States 14 590 1.0× 365 0.7× 103 0.9× 191 1.8× 82 0.8× 41 734
Sharon Walpole United States 18 887 1.5× 929 1.8× 76 0.7× 67 0.6× 126 1.3× 33 1.2k
Lea M. McGee United States 15 726 1.3× 602 1.2× 71 0.6× 90 0.9× 89 0.9× 37 939
Mienke Droop Netherlands 14 563 1.0× 346 0.7× 86 0.8× 132 1.3× 95 1.0× 31 809
Vicki A. Jacobs United States 11 741 1.3× 702 1.4× 64 0.6× 74 0.7× 198 2.0× 12 1.1k
Émilia Ferreiro Mexico 8 498 0.9× 543 1.1× 65 0.6× 77 0.7× 61 0.6× 35 789
Erin K. Washburn United States 13 549 1.0× 511 1.0× 67 0.6× 105 1.0× 154 1.6× 33 757
Donna Ogle United States 9 472 0.8× 518 1.0× 105 0.9× 98 0.9× 52 0.5× 15 836

Countries citing papers authored by William Dee Nichols

Since Specialization
Citations

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

Fields of papers citing papers by William Dee Nichols

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by William Dee Nichols. 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 William Dee Nichols. The network helps show where William Dee Nichols may publish in the future.

Co-authorship network of co-authors of William Dee Nichols

This figure shows the co-authorship network connecting the top 25 collaborators of William Dee Nichols. A scholar is included among the top collaborators of William Dee Nichols 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 William Dee Nichols. William Dee Nichols 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.
Paige, David D., et al.. (2021). Teaching Reading Is More Than a Science: It’s Also an Art. Reading Research Quarterly. 56(S1). 11 indexed citations
2.
Nichols, William Dee, et al.. (2020). Teacher efficacy and attributes on the implementation of tiered instructional frameworks. International Journal of Evaluation and Research in Education (IJERE). 9(3). 731–731. 7 indexed citations
3.
Rupley, William H., William Dee Nichols, Timothy V. Rasinski, & David D. Paige. (2020). Fluency: Deep Roots in Reading Instruction. Education Sciences. 10(6). 155–155. 13 indexed citations
4.
Rupley, William H., et al.. (2017). Triangulating Teacher Perception, Classroom Observations, and Student Work to Evaluate Secondary Writing Programs. Reading & Writing Quarterly. 34(1). 63–78. 3 indexed citations
5.
Rasinski, Timothy V., et al.. (2017). Effects of Intensive Fluency Instruction on the Reading Proficiency of Third-Grade Struggling Readers. Reading & Writing Quarterly. 33(6). 519–532. 25 indexed citations
6.
Mraz, Maryann, et al.. (2013). Improving Oral Reading Fluency through Readers Theatre.. Reading horizons. 52(2). 163–180. 29 indexed citations
7.
Rupley, William H., William Dee Nichols, Maryann Mraz, & Timothy R. Blair. (2012). Building Conceptual Understanding through Vocabulary Instruction. Reading horizons. 51(4). 299–321. 9 indexed citations
8.
Rupley, William H., Timothy R. Blair, & William Dee Nichols. (2009). Effective Reading Instruction for Struggling Readers: The Role of Direct/Explicit Teaching. Reading & Writing Quarterly. 25(2-3). 125–138. 134 indexed citations
9.
Blair, Timothy R., William H. Rupley, & William Dee Nichols. (2007). The Effective Teacher of Reading: Considering the “What” and “How” of Instruction. The Reading Teacher. 60(5). 432–438. 47 indexed citations
10.
Rupley, William H. & William Dee Nichols. (2005). Vocabulary Instruction for the Struggling Reader. Reading & Writing Quarterly. 21(3). 239–260. 54 indexed citations
11.
Nichols, William Dee & William H. Rupley. (2004). Matching Instructional Design with Vocabulary Instruction. ScholarWorks - WMU (Western Michigan University). 45(1). 55–71. 12 indexed citations
12.
Nichols, William Dee, William H. Rupley, Robert J. Rickelman, & Bob Algozzine. (2004). Examining phonemic awareness and concepts of print patterns of kindergarten students. Reading Research and Instruction. 43(3). 56–82. 13 indexed citations
13.
14.
Nichols, William Dee, Karen D. Wood, & Robert J. Rickelman. (2001). Research into Practice. Middle School Journal. 32(5). 45–50.
15.
Nichols, William Dee, et al.. (2000). Teachers Role in Providing Culturally Responsive Literacy Instruction. ScholarWorks - WMU (Western Michigan University). 41(1). 1–18. 17 indexed citations
16.
Hancock, Dawson R., et al.. (2000). The impact of teachers' instructional strategies and students' anxiety levels on students' achievement in eighth grade German and U.S. classrooms. Journal of research and development in education. 33(4). 232–240. 7 indexed citations
17.
Rupley, William H., et al.. (2000). Effects of structural features on word recognition development of hispanic and non-hispanic second graders. Reading and Writing. 13(3-4). 337–347. 2 indexed citations
18.
Rupley, William H., J. Wells Logan, & William Dee Nichols. (1999). Vocabulary instruction in a balanced reading program. The Reading Teacher. 52(4). 81 indexed citations
19.
Rupley, William H. & William Dee Nichols. (1998). Academic Diversity: Reading Instruction for Students with Special Needs. ScholarWorks - WMU (Western Michigan University). 38(4). 2. 2 indexed citations
20.
Sadoski, Mark, et al.. (1998). PRESERVICE AND INSERVICE READING TEACHERS’ KNOWLEDGE OF LITERARY CONCEPTS AND LITERARY ANALYSIS. Reading Psychology. 19(3). 267–286. 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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Breakdown of academic impact, for papers by Irene C. Fountas Breakdown of academic impact, for papers by William H. Rupley Breakdown of academic impact, for papers by Camille L. Z. Blachowicz Breakdown of academic impact, for papers by Sharon Walpole Breakdown of academic impact, for papers by Lea M. McGee Breakdown of academic impact, for papers by Mienke Droop Breakdown of academic impact, for papers by Vicki A. Jacobs Breakdown of academic impact, for papers by Émilia Ferreiro Breakdown of academic impact, for papers by Erin K. Washburn Breakdown of academic impact, for papers by Donna Ogle
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