William E. Nagy

13.3k total citations · 6 hit papers
87 papers, 8.8k citations indexed

About

William E. Nagy is a scholar working on Developmental and Educational Psychology, Education and Language and Linguistics. According to data from OpenAlex, William E. Nagy has authored 87 papers receiving a total of 8.8k indexed citations (citations by other indexed papers that have themselves been cited), including 60 papers in Developmental and Educational Psychology, 22 papers in Education and 17 papers in Language and Linguistics. Recurrent topics in William E. Nagy's work include Reading and Literacy Development (43 papers), Second Language Acquisition and Learning (28 papers) and Writing and Handwriting Education (18 papers). William E. Nagy is often cited by papers focused on Reading and Literacy Development (43 papers), Second Language Acquisition and Learning (28 papers) and Writing and Handwriting Education (18 papers). William E. Nagy collaborates with scholars based in United States, France and Canada. William E. Nagy's co-authors include Richard C. Anderson, Patricia A. Herman, Virginia W. Berninger, Robert D. Abbott, Barbara Hancin-Bhatt, Dianna Townsend, Aydin Y. Durgunoğlu, Andrea Tyler, Scott Beers and Joanne F. Carlisle and has published in prestigious journals such as Neurology, Journal of Educational Psychology and Cognition.

In The Last Decade

William E. Nagy

83 papers receiving 7.4k citations

Hit Papers

5 papers align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

How Many Words Are There in Printed School English?

1984 821 citations William E. Nagy, Richard C. Anderson Reading Research Quarterly profile →
Learning Words from Context

1985 787 citations William E. Nagy, Patricia A. Herman et al. Reading Research Quarterly profile →
Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students.

2006 645 citations William E. Nagy, Virginia W. Berninger et al. profile →
Cross-language transfer of phonological awareness.

1993 543 citations William E. Nagy et al. profile →
Words as Tools: Learning Academic Vocabulary as Language Acquisition

2012 522 citations William E. Nagy et al. Reading Research Quarterly profile →
Learning Word Meanings From Context During Normal Reading

1987 510 citations William E. Nagy, Richard C. Anderson et al. profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
William E. Nagy United States	40	7.8k	3.1k	2.1k	1.8k	1.4k	87	8.8k
Isabel L. Beck United States	38	5.5k 0.7×	3.2k 1.0×	929 0.5×	1.1k 0.6×	552 0.4×	87	6.7k
Jane Oakhill United Kingdom	51	7.4k 1.0×	2.7k 0.9×	921 0.4×	1.8k 1.0×	2.8k 2.0×	161	9.9k
Margaret G. McKeown United States	35	5.1k 0.7×	2.7k 0.9×	1.1k 0.5×	769 0.4×	492 0.3×	78	6.2k
Linnea C. Ehri United States	44	9.1k 1.2×	5.4k 1.7×	706 0.3×	2.4k 1.3×	1.7k 1.2×	131	9.9k
Virginia W. Berninger United States	65	11.0k 1.4×	9.1k 3.0×	2.0k 1.0×	2.7k 1.5×	2.5k 1.8×	228	13.6k
Steven A. Stahl United States	34	4.8k 0.6×	2.8k 0.9×	732 0.4×	950 0.5×	609 0.4×	88	5.6k
S. Jay Samuels United States	27	5.0k 0.6×	2.4k 0.8×	589 0.3×	1.3k 0.7×	1.4k 1.0×	92	6.5k
Kate Cain United Kingdom	45	7.2k 0.9×	2.9k 0.9×	555 0.3×	1.9k 1.1×	2.4k 1.7×	125	8.5k
Rebecca Treiman United States	61	10.4k 1.3×	4.7k 1.5×	1.1k 0.6×	1.9k 1.1×	4.1k 2.9×	225	12.8k
Philip B. Gough United States	16	5.5k 0.7×	2.5k 0.8×	443 0.2×	1.6k 0.9×	1.5k 1.1×	27	6.2k

Countries citing papers authored by William E. Nagy

Since Specialization

Citations

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

Fields of papers citing papers by William E. Nagy

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of William E. Nagy

This figure shows the co-authorship network connecting the top 25 collaborators of William E. Nagy. A scholar is included among the top collaborators of William E. Nagy 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 E. Nagy. William E. Nagy 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

Crosson, Amy C., Michael J. Kieffer, Margaret G. McKeown, & William E. Nagy. (2024). Cross-Language Morphological Analysis Improves Academic Word Learning for Multilingual Adolescents. Scientific Studies of Reading. 29(1). 55–84. 1 indexed citations

Thompson, Robert, Steve Tanimoto, K. Kawena Begay, et al.. (2017). Effective instruction for persisting dyslexia in upper grades: Adding hope stories and computer coding to explicit literacy instruction. Education and Information Technologies. 23(3). 1043–1068. 8 indexed citations

Yagle, Kevin, Todd L. Richards, Scott Beers, et al.. (2017). Relationships between Eye Movements during Sentence Reading Comprehension, Word Spelling and Reading, and DTI and fmri Connectivity In Students with and without Dysgraphia or Dyslexia. PubMed. 3(1). 13 indexed citations

Richards, Todd L., William E. Nagy, Robert D. Abbott, & Virginia W. Berninger. (2016). Brain Connectivity Associated with Cascading Levels of Language. PubMed. 2(4). 9 indexed citations

Richards, Todd L., Stephen T. Peverly, Robert D. Abbott, et al.. (2016). Idea units in notes and summaries for read texts by keyboard and pencil in middle childhood students with specific learning disabilities: Cognitive and brain findings. Trends in Neuroscience and Education. 5(3). 146–155. 10 indexed citations

Richards, Todd L., Thomas J. Grabowski, Peter Boord, et al.. (2015). Contrasting brain patterns of writing-related DTI parameters, fMRI connectivity, and DTI–fMRI connectivity correlations in children with and without dysgraphia or dyslexia. NeuroImage Clinical. 8. 408–421. 69 indexed citations

Berninger, Virginia W., et al.. (2014). Computer instruction in handwriting, spelling, and composing for students with specific learning disabilities in grades 4–9. Computers & Education. 81. 154–168. 72 indexed citations

Nagy, William E., Joanne F. Carlisle, & Amanda P. Goodwin. (2013). Morphological Knowledge and Literacy Acquisition. Journal of Learning Disabilities. 47(1). 3–12. 213 indexed citations

Berninger, Virginia W., William E. Nagy, & Scott Beers. (2010). Child writers’ construction and reconstruction of single sentences and construction of multi-sentence texts: contributions of syntax and transcription to translation. Reading and Writing. 24(2). 151–182. 73 indexed citations

10.

Berninger, Virginia W., Robert D. Abbott, William E. Nagy, & Joanne F. Carlisle. (2009). Growth in Phonological, Orthographic, and Morphological Awareness in Grades 1 to 6. Journal of Psycholinguistic Research. 39(2). 141–163. 269 indexed citations

11.

Richards, Todd L., Elizabeth Aylward, Katherine Field, et al.. (2006). Converging Evidence for Triple Word Form Theory in Children With Dyslexia. Developmental Neuropsychology. 30(1). 547–589. 74 indexed citations

12.

Aylward, Elizabeth, Todd L. Richards, Virginia W. Berninger, et al.. (2003). Instructional treatment associated with changes in brain activation in children with dyslexia. Neurology. 61(2). 212–219. 173 indexed citations

13.

Nagy, William E.. (1995). Linguistic Transfer and the Use of Context by Spanish-English Bilinguals. Technical Report No. 616.. Spinal Cord Series and Cases. 3. 17025–17025. 1 indexed citations

14.

Anderson, Richard C. & William E. Nagy. (1992). The Vocabulary Conundrum.. Illinois Digital Environment for Access to Learning and Scholarship (University of Illinois at Urbana-Champaign). 16(4). 72 indexed citations

15.

Tyler, Andrea & William E. Nagy. (1990). Use of derivational morphology during reading. Cognition. 36(1). 17–34. 110 indexed citations

16.

Nagy, William E.. (1989). Morphological Families and Word Recognition.. Reading Research Quarterly. 24(3). 29 indexed citations

17.

Nagy, William E.. (1988). Vocabulary Instruction and Reading Comprehension. Technical Report No. 431.. 4 indexed citations

18.

Nagy, William E. & Patricia A. Herman. (1985). Incidental vs. Instructional Approaches to Increasing Reading Vocabulary.. 23(1). 16–21. 42 indexed citations

19.

Hall, William S. & William E. Nagy. (1981). Cultural Differences in Communication.. 13(1). 16–22. 4 indexed citations

20.

Nagy, William E.. (1974). FIGURATIVE PATTERNS AND REDUNDANCY IN THE LEXICON. University Microfilms eBooks. 35(6). 9 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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