| Year |
Citation |
Score |
| 2020 |
Zhang J, Lin TJ, Liu Y, Nagy WE. Morphological awareness and reading comprehension: Differential mediation mechanisms in native English speakers, fluent English learners, and limited English learners. Journal of Experimental Child Psychology. 199: 104915. PMID 32653507 DOI: 10.1016/J.Jecp.2020.104915 |
0.646 |
|
| 2018 |
Thompson R, Tanimoto S, Lyman RD, Geselowitz K, Begay KK, Nielsen K, Nagy W, Abbott R, Raskind M, Berninger V. Effective Instruction for Persisting Dyslexia in Upper Grades: Adding Hope Stories and Computer Coding to Explicit Literacy Instruction. Education and Information Technologies. 23: 1043-4068. PMID 29713237 DOI: 10.1007/S10639-017-9647-5 |
0.581 |
|
| 2017 |
Yagle K, Richards T, Askren K, Mestre Z, Beers S, Abbott R, Nagy W, Boord P, Berninger V. 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. Journal of Systems and Integrative Neuroscience. 3. PMID 28936361 DOI: 10.15761/JSIN.1000150 |
0.398 |
|
| 2016 |
Richards T, Peverly S, Wolf A, Abbott R, Tanimoto S, Thompson R, Nagy W, Berninger V. 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: 146-155. PMID 28133634 DOI: 10.1016/J.Tine.2016.07.005 |
0.595 |
|
| 2016 |
Richards T, Nagy W, Abbott R, Berninger V. Brain connectivity associated with cascading levels of language. Journal of Systems and Integrative Neuroscience. 2. PMID 28127444 DOI: 10.15761/JSIN.1000139 |
0.558 |
|
| 2016 |
Abbott RD, Fayol M, Zorman M, Casalis S, Nagy W, Berninger VW. Relationships of French and English Morphophonemic Orthographies to Word Reading, Spelling, and Reading Comprehension during Early and Middle Childhood. Canadian Journal of School Psychology. 31: 305-321. PMID 27818573 DOI: 10.1177/0829573516640336 |
0.565 |
|
| 2016 |
Thompson R, Tanimoto S, Abbott R, Nielsen K, Lyman RD, Geselowitz K, Habermann K, Mickail T, Raskind M, Peverly S, Nagy W, Berninger V. Relationships between Language Input and Letter Output Modes in Writing Notes and Summaries for Students in Grades 4 to 9 with Persisting Writing Disabilities. Assistive Technology : the Official Journal of Resna. PMID 27434553 DOI: 10.1080/10400435.2016.1199066 |
0.531 |
|
| 2016 |
Berninger V, Abbott R, Cook CR, Nagy W. Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early Adolescence. Journal of Learning Disabilities. PMID 26746315 DOI: 10.1177/0022219415617167 |
0.52 |
|
| 2015 |
Tanimoto S, Thompson R, Berninger VW, Nagy W, Abbott RD. Computerized Writing and Reading Instruction for Students in Grades 4 to 9 With Specific Learning Disabilities Affecting Written Language. Journal of Computer Assisted Learning. 31: 671-689. PMID 26858470 DOI: 10.1111/Jcal.12110 |
0.571 |
|
| 2015 |
Richards TL, Grabowski TJ, Boord P, Yagle K, Askren M, Mestre Z, Robinson P, Welker O, Gulliford D, Nagy W, Berninger V. 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: 408-21. PMID 26106566 DOI: 10.1016/J.Nicl.2015.03.018 |
0.433 |
|
| 2015 |
Berninger VW, Nagy W, Tanimoto S, Thompson R, Abbott RD. Computer Instruction in Handwriting, Spelling, and Composing for Students with Specific Learning Disabilities in Grades 4 to 9. Computers & Education. 81: 154-168. PMID 25378768 DOI: 10.1016/J.Compedu.2014.10.005 |
0.565 |
|
| 2014 |
Nagy WE, Carlisle JF, Goodwin AP. Morphological knowledge and literacy acquisition. Journal of Learning Disabilities. 47: 3-12. PMID 24219917 DOI: 10.1177/0022219413509967 |
0.457 |
|
| 2012 |
Nagy W, Townsend D, Lesaux N, Schmitt N. Words as tools: Learning academic vocabulary as language acquisition Reading Research Quarterly. 47: 91-108. DOI: 10.1002/Rrq.011 |
0.632 |
|
| 2011 |
Berninger VW, Nagy W, Beers S. 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: 151-182. PMID 21383865 DOI: 10.1007/S11145-010-9262-Y |
0.576 |
|
| 2011 |
Beers SF, Nagy WE. Writing development in four genres from grades three to seven: Syntactic complexity and genre differentiation Reading and Writing. 24: 183-202. DOI: 10.1007/S11145-010-9264-9 |
0.552 |
|
| 2010 |
Berninger VW, Abbott RD, Nagy W, Carlisle J. Growth in phonological, orthographic, and morphological awareness in grades 1 to 6. Journal of Psycholinguistic Research. 39: 141-63. PMID 19826956 DOI: 10.1007/S10936-009-9130-6 |
0.503 |
|
| 2009 |
Beers SF, Nagy WE. Syntactic complexity as a predictor of adolescent writing quality: Which measures? Which genre? Reading and Writing. 22: 185-200. DOI: 10.1007/S11145-007-9107-5 |
0.441 |
|
| 2008 |
Berninger VW, Winn WD, Stock P, Abbott RD, Eschen K, Lin SJ, Garcia N, Anderson-Youngstrom M, Murphy H, Lovitt D, Trivedi P, Jones J, Amtmann D, Nagy W. Tier 3 specialized writing instruction for students with dyslexia Reading and Writing. 21: 95-129. DOI: 10.1007/S11145-007-9066-X |
0.519 |
|
| 2006 |
Richards TL, Aylward EH, Field KM, Grimme AC, Raskind W, Richards AL, Nagy W, Eckert M, Leonard C, Abbott RD, Berninger VW. Converging evidence for triple word form theory in children with dyslexia. Developmental Neuropsychology. 30: 547-89. PMID 16925475 DOI: 10.1207/S15326942Dn3001_3 |
0.508 |
|
| 2006 |
Nagy W, Berninger VW, Abbott RD. Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students Journal of Educational Psychology. 98: 134-147. DOI: 10.1037/0022-0663.98.1.134 |
0.468 |
|
| 2006 |
Richards TL, Aylward EH, Berninger VW, Field KM, Grimme AC, Richards AL, Nagy W. Individual fMRI activation in orthographic mapping and morpheme mapping after orthographic or morphological spelling treatment in child dyslexics Journal of Neurolinguistics. 19: 56-86. DOI: 10.1016/J.Jneuroling.2005.07.003 |
0.334 |
|
| 2003 |
Aylward EH, Richards TL, Berninger VW, Nagy WE, Field KM, Grimme AC, Richards AL, Thomson JB, Cramer SC. Instructional treatment associated with changes in brain activation in children with dyslexia. Neurology. 61: 212-9. PMID 12874401 DOI: 10.1212/01.Wnl.0000068363.05974.64 |
0.442 |
|
| 2003 |
Nagy W, Berninger V, Abbott R, Vaughan K, Vermeulen K. Relationship of Morphology and Other Language Skills to Literacy Skills in At-Risk Second-Grade Readers and At-Risk Fourth-Grade Writers Journal of Educational Psychology. 95: 730-742. DOI: 10.1037/0022-0663.95.4.730 |
0.574 |
|
| 2002 |
Richards TL, Berninger VW, Aylward EH, Richards AL, Thomson JB, Nagy WE, Carlisle JF, Dager SR, Abbott RD. Reproducibility of proton MR spectroscopic imaging (PEPSI): comparison of dyslexic and normal-reading children and effects of treatment on brain lactate levels during language tasks. Ajnr. American Journal of Neuroradiology. 23: 1678-85. PMID 12427623 |
0.308 |
|
| 1999 |
Mori Y, Nagy W. Integration of Information From Context and Word Elements in Interpreting Novel Kanji Compounds Reading Research Quarterly. 34: 80-101. DOI: 10.1598/Rrq.34.1.5 |
0.375 |
|
| 1997 |
Scott JA, Nagy WE. Understanding the Definitions of Unfamiliar Verbs Reading Research Quarterly. 32: 184-200. DOI: 10.1598/Rrq.32.2.4 |
0.328 |
|
| 1997 |
Nagy WE, McClure EF, Mir M. Linguistic transfer and the use of context by Spanish-English bilinguals Applied Psycholinguistics. 18: 431-452. DOI: 10.1017/S0142716400010924 |
0.521 |
|
| 1994 |
Hancin-Bhatt B, Nagy W. Lexical transfer and second language morphological development Applied Psycholinguistics. 15: 289-310. DOI: 10.1017/S0142716400065905 |
0.62 |
|
| 1993 |
Nagy WE, Diakidoy IAN, Anderson RC. The acquisition of morphology: Learning the contribution of suffixes to the meanings of derivatives Journal of Literacy Research. 25: 155-170. DOI: 10.1080/10862969309547808 |
0.534 |
|
| 1993 |
Nagy WE, García GE, Durgunoğlu AY, Hancin-Bhatt B. Spanish-english bilingual students' use of cognates in english reading Journal of Literacy Research. 25: 241-259. DOI: 10.1080/10862969009547816 |
0.622 |
|
| 1993 |
Durgunoĝlu AY, Nagy WE, Hancin-Bhatt BJ. Cross-Language Transfer of Phonological Awareness Journal of Educational Psychology. 85: 453-465. DOI: 10.1037/0022-0663.85.3.453 |
0.598 |
|
| 1990 |
Tyler A, Nagy W. Use of derivational morphology during reading. Cognition. 36: 17-34. PMID 2383968 DOI: 10.1016/0010-0277(90)90052-L |
0.512 |
|
| 1990 |
Nagy WE, Scott JA. Word Schemas: Expectations About the Form and Meaning of New Words Cognition and Instruction. 7: 105-127. DOI: 10.1207/S1532690Xci0702_2 |
0.615 |
|
| 1990 |
Nagy W, Gentner D. Semantic constraints on lexical categories Language and Cognitive Processes. 5: 169-201. DOI: 10.1080/01690969008402104 |
0.587 |
|
| 1989 |
Nagy W, Anderson RC, Schommer M, Scott JA, Stallman AC. Morphological Families in the Internal Lexicon Reading Research Quarterly. 24: 262. DOI: 10.2307/747770 |
0.432 |
|
| 1989 |
Tyler A, Nagy W. The acquisition of English derivational morphology Journal of Memory and Language. 28: 649-667. DOI: 10.1016/0749-596X(89)90002-8 |
0.455 |
|
| 1987 |
Nagy WE, Anderson RC, Herman PA. Learning Word Meanings From Context During Normal Reading American Educational Research Journal. 24: 237-270. DOI: 10.3102/00028312024002237 |
0.607 |
|
| 1987 |
Herman PA, Anderson RC, Pearson PD, Nagy WE. Incidental Acquisition of Word Meaning from Expositions with Varied Text Features Reading Research Quarterly. 22: 263. DOI: 10.2307/747968 |
0.581 |
|
| 1987 |
Hall WS, Nagy WE. The Semantic-Pragmatic Distinction in the Investigation of Mental State Words: The Role of the Situation Discourse Processes. 10: 169-180. DOI: 10.1080/01638538709544668 |
0.503 |
|
| 1985 |
Nagy WE, Herman PA, Anderson RC. Learning Words from Context Reading Research Quarterly. 20: 233. DOI: 10.2307/747758 |
0.636 |
|
| 1984 |
Nagy WE, Anderson RC. How Many Words Are There in Printed School English? Reading Research Quarterly. 19: 304. DOI: 10.2307/747823 |
0.573 |
|
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