William J. Therrien

3.3k total citations
96 papers, 2.2k citations indexed

About

William J. Therrien is a scholar working on Developmental and Educational Psychology, Education and Safety Research. According to data from OpenAlex, William J. Therrien has authored 96 papers receiving a total of 2.2k indexed citations (citations by other indexed papers that have themselves been cited), including 56 papers in Developmental and Educational Psychology, 40 papers in Education and 29 papers in Safety Research. Recurrent topics in William J. Therrien's work include Reading and Literacy Development (29 papers), Disability Education and Employment (27 papers) and Behavioral and Psychological Studies (21 papers). William J. Therrien is often cited by papers focused on Reading and Literacy Development (29 papers), Disability Education and Employment (27 papers) and Behavioral and Psychological Studies (21 papers). William J. Therrien collaborates with scholars based in United States, Canada and United Arab Emirates. William J. Therrien's co-authors include Bryan G. Cook, Michael D. Coyne, Erica R. Kaldenberg, Jonté Taylor, Richard M. Kubina, Charles A. Hughes, Brian Hand, Jared R. Morris, John Wills Lloyd and Charles E. Hughes and has published in prestigious journals such as Educational Psychologist, Science Education and Journal of Learning Disabilities.

In The Last Decade

William J. Therrien

87 papers receiving 1.9k 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 J. Therrien United States 24 1.4k 1.1k 456 381 307 96 2.2k
Michael D. Coyne United States 29 2.7k 1.9× 1.6k 1.5× 706 1.5× 395 1.0× 429 1.4× 73 3.3k
Patricia G. Mathes United States 31 2.4k 1.7× 1.6k 1.5× 750 1.6× 365 1.0× 280 0.9× 55 2.9k
Gerald Tindal United States 34 2.4k 1.7× 2.0k 1.9× 812 1.8× 744 2.0× 256 0.8× 179 3.5k
Sheri Berkeley United States 18 797 0.6× 687 0.6× 188 0.4× 320 0.8× 196 0.6× 38 1.3k
Paul T. Sindelar United States 31 1.5k 1.0× 2.1k 2.0× 369 0.8× 955 2.5× 417 1.4× 99 3.2k
Melody Tankersley United States 21 997 0.7× 832 0.8× 153 0.3× 515 1.4× 436 1.4× 45 1.8k
Brian R. Bryant United States 24 936 0.7× 1.1k 1.0× 699 1.5× 389 1.0× 265 0.9× 70 1.9k
Alison G. Boardman United States 23 862 0.6× 976 0.9× 162 0.4× 235 0.6× 114 0.4× 42 1.6k
Lynn Ahlgrim‐Delzell United States 23 1.1k 0.8× 820 0.8× 286 0.6× 823 2.2× 399 1.3× 50 1.9k
Deborah C. Simmons United States 32 3.1k 2.2× 2.2k 2.1× 898 2.0× 266 0.7× 261 0.9× 88 3.7k

Countries citing papers authored by William J. Therrien

Since Specialization
Citations

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

Fields of papers citing papers by William J. Therrien

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of William J. Therrien

This figure shows the co-authorship network connecting the top 25 collaborators of William J. Therrien. A scholar is included among the top collaborators of William J. Therrien 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 J. Therrien. William J. Therrien 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.
Cook, Bryan G. & William J. Therrien. (2025). Introduction to the Special Series: Examining the Special Education Research Base. Remedial and Special Education. 47(1). 3–10.
2.
Cook, Bryan G., et al.. (2025). Null Effects in the Special Education Research Base. Remedial and Special Education. 47(1). 11–24. 1 indexed citations
3.
Taylor, Jonté, et al.. (2024). The effects of science inquiry on engagement for elementary students with disabilities. School Science and Mathematics. 125(1). 33–47. 1 indexed citations
4.
5.
Therrien, William J., et al.. (2024). Secondary Transition Interventions in Rural Communities: A Systematic Literature Review. Career Development and Transition for Exceptional Individuals. 48(2). 88–100. 4 indexed citations
6.
Therrien, William J., et al.. (2023). Keeping Teachers Engaged during Non-Instructional Times: An Analysis of the Effects of a Naturalistic Intervention. Education Sciences. 13(6). 534–534.
7.
8.
Cook, Bryan G., Austin H. Johnson, Daniel M. Maggin, et al.. (2021). Open Science and Single-Case Design Research. Remedial and Special Education. 43(5). 359–369. 13 indexed citations
9.
Taylor, Jonté, et al.. (2021). Using the Science Writing Heuristic to Improve Critical Thinking Skills for Fifth Grade Black Girls. 1(2). 10–25. 3 indexed citations
10.
Cook, Bryan G., et al.. (2021). A How-to Guide for Open-Science Practices in Special Education Research. Remedial and Special Education. 43(4). 270–280. 26 indexed citations
11.
Cook, Bryan G., John Wills Lloyd, David Thomas Mellor, Brian A. Nosek, & William J. Therrien. (2018). Promoting Open Science to Increase the Trustworthiness of Evidence in Special Education. Exceptional Children. 85(1). 104–118. 81 indexed citations
12.
13.
Lloyd, John Wills & William J. Therrien. (2018). Preview. Exceptional Children. 84(3). 238–239. 1 indexed citations
14.
Therrien, William J., et al.. (2017). Explicit Instruction and Next Generation Science Standards Aligned Classrooms: A Fit or a Split?. Learning Disabilities Research and Practice. 32(3). 149–154. 24 indexed citations
15.
Shelley, Mack, et al.. (2013). Structural Equation Modeling of Knowledge Content Improvement Using Inquiry Based Instruction.. Society for Research on Educational Effectiveness. 1 indexed citations
16.
Therrien, William J., et al.. (2013). Promoting Inclusive Practices in Inquiry-Based Science Classrooms. Teaching Exceptional Children. 45(4). 40–48. 15 indexed citations
17.
Schirmer, Barbara R., et al.. (2012). Reread-Adapt and Answer-Comprehend Intervention With Deaf and Hard of Hearing Readers: Effect on Fluency and Reading Achievement. American annals of the deaf. 156(5). 469–475. 13 indexed citations
18.
Therrien, William J. & Charles E. Hughes. (2008). Comparison of Repeated Reading and Question Generation on Students' Reading Fluency and Comprehension.. 6(1). 1–16. 51 indexed citations
19.
Therrien, William J., et al.. (2008). Effects of the Reread-Adapt and Answer-Comprehend (RAAC) Intervention on the Reading Achievement of Students with Reading and Behavioral Difficulties.. 15(1). 33–38. 4 indexed citations
20.
Therrien, William J. & Richard M. Kubina. (2007). The Importance of Context in Repeated Reading.. Reading improvement. 44(4). 179–188. 16 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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