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h5 指数:38
h5 中位数:52

h5 指数是指在过去整整 5 年中所发表文章的 h 指数。h 指在 2017-2021 年间发表的 h 篇文章每篇至少都被引用过 h 次的最大值。隐藏

出版物的 h5 中位数，是指出版物的 h5 指数所涵盖的所有文章获得的引用次数的中位值。隐藏

标题/作者	引用次数	年份
Why Are Home Literacy Environment and Children's Reading Skills Associated? What Parental Skills Reveal E van Bergen, T van Zuijen, D Bishop, PF de Jong Reading Research Quarterly 52 (2), 147-160	228	2017
A Systematic Review of the Research on Vocabulary Instruction That Impacts Text Comprehension TS Wright, GN Cervetti Reading Research Quarterly 52 (2), 203-226	208	2017
The Effects of Extensive Reading on Reading Comprehension, Reading Rate, and Vocabulary Acquisition N Suk Reading Research Quarterly 52 (1), 73-89	178	2017
Effectiveness of Literacy Programs Balancing Reading and Writing Instruction: A Meta‐Analysis S Graham, X Liu, A Aitken, C Ng, B Bartlett, KR Harris, J Holzapfel Reading Research Quarterly 53 (3), 279-304	133	2018
Engaging Struggling Adolescent Readers to Improve Reading Skills JS Kim, L Hemphill, M Troyer, JM Thomson, SM Jones, MD LaRusso, ... Reading Research Quarterly 52 (3), 357-382	133	2017
A Historical Writing Apprenticeship for Adolescents: Integrating Disciplinary Learning With Cognitive Strategies S De La Paz, C Monte‐Sano, M Felton, R Croninger, C Jackson, ... Reading Research Quarterly 52 (1), 31-52	127	2017
Translanguaging and Literacies O García, JA Kleifgen Reading Research Quarterly 55 (4), 553-571	117	2020
Disciplinary Literacy in English Language Arts: Exploring the Social and Problem‐Based Nature of Literary Reading and Reasoning EC Rainey Reading Research Quarterly 52 (1), 53-71	105	2017
Effects of Expository Text Structure Interventions on Comprehension: A Meta‐Analysis N Pyle, AC Vasquez, B Lignugaris/Kraft, SL Gillam, DR Reutzel, ... Reading Research Quarterly 52 (4), 469-501	102	2017
Inferring Meaning From Meaningful Parts: The Contributions of Morphological Skills to the Development of Children's Reading Comprehension KC Levesque, MJ Kieffer, SH Deacon Reading Research Quarterly 54 (1), 63-80	73	2019
A Synthesis of Quantitative Research on Reading Programs for Secondary Students A Baye, A Inns, C Lake, RE Slavin Reading Research Quarterly 54 (2), 133-166	70	2019
To What Extent and How Are Reading Comprehension Strategies Part of Language Arts Instruction? A Study of Lower Secondary Classrooms CG Magnusson, A Roe, M Blikstad‐Balas Reading Research Quarterly 54 (2), 187-212	67	2019
The Science of Learning to Read Words: A Case for Systematic Phonics Instruction LC Ehri Reading Research Quarterly 55, S45-S60	67	2020
Toward a Multifaceted Heuristic of Digital Reading to Inform Assessment, Research, Practice, and Policy J Coiro Reading Research Quarterly 56 (1), 9-31	63	2021
Toward a Corridista Consciousness: Learning From One Transnational Youth's Critical Reading, Writing, and Performance of Mexican Corridos CV de los Ríos Reading Research Quarterly 53 (4), 455-471	60	2018
The Contribution of General Reading Ability to Science Achievement DK Reed, Y Petscher, AJ Truckenmiller Reading Research Quarterly 52 (2), 253-266	60	2017
Lost in Translation? Challenges in Connecting Reading Science and Educational Practice MS Seidenberg, M Cooper Borkenhagen, DM Kearns Reading Research Quarterly 55, S119-S130	54	2020
How the Science of Reading Informs 21st‐Century Education Y Petscher, SQ Cabell, HW Catts, DL Compton, BR Foorman, SA Hart, ... Reading Research Quarterly 55, S267-S282	53	2020
Cognitive and Motivational Challenges in Writing: Studying the Relation With Writing Performance Across Students' Gender and Achievement Level F De Smedt, E Merchie, M Barendse, Y Rosseel, J De Naeghel, ... Reading Research Quarterly 53 (2), 249-272	52	2018
Building Semantic Networks: The Impact of a Vocabulary Intervention on Preschoolers’ Depth of Word Knowledge EB Hadley, DK Dickinson, K Hirsh‐Pasek, RM Golinkoff Reading Research Quarterly 54 (1), 41-61	52	2019

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