Donna M. Scanlon - Concepedia

Author

Donna M. Scanlon

University at Albany, State University of New York ORCID

Also Known As

D. Scanlon, D.M. Scanlon, Donna M Scanlon, Donna M. Scanlon, Donna Scanlon, Scanlon, Donna Babski

Publications

6.3K

Citations

H-Index

Concepts

All Affiliations

University at Albany, State University of New York Albany State University Florida State University

About

Donna M. Scanlon is an author at University at Albany, State University of New York specializing in education, reading difficulties, and special education.

Top Concepts

#	Concept	H-Index	Publications	Citations
1	Education	16	17	2.6K
2	Language Studies	10	11	2.1K
3	Social Sciences	7	7	206
4	Medicine	3	3	460
5	Health Sciences	2	2	318

Donna M. Scanlon

Publications

3.3K

Citations

H-Index

Page 1

	Year	Citations
Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Frank R. Vellutino, Donna M. Scanlon, Edward R. Sipay, Journal of Educational Psychology Basic Cognitive DeficitsFirst GradersPoor ReadersDisabilityEducation	1996	917
Phonological Coding, Phonological Awareness, and Reading Ability: Evidence from a Longitudinal and Experimental Study. Frank R. Vellutino, Donna M. Scanlon Merrill-palmer Quarterly Language DevelopmentEducationPsycholinguisticsReading DisabilitiesPhonology	1987	501
Response to Intervention as a Vehicle for Distinguishing Between Children With and Without Reading Disabilities Frank R. Vellutino, Donna M. Scanlon, Sheila G. Small, Journal of Learning Disabilities Kindergarten EducationLanguage DevelopmentDisabilityEducationPreschool Development	2006	285
Semantic and Phonological Coding in Poor and Normal Readers Frank R. Vellutino, Donna M. Scanlon, Debra Spearing Journal of Experimental Child Psychology NeurolinguisticsSemantic ProcessingPsycholinguisticsLanguage NetworkLanguage Studies	1995	181
Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties Frank R. Vellutino, Donna M. Scanlon, Haiyan Zhang, Reading and Writing Early EducationChild LiteracyReading FailureLanguage DevelopmentPediatrics	2007	151
Prerequisite skills, early instruction, and success in first-grade reading: Selected results from a longitudinal study Donna M. Scanlon, Frank R. Vellutino Mental Retardation and Developmental Disabilities Research Reviews	1996	143
Components of reading ability: Issues and problems in operationalizing word identification, phonological coding, and orthographic coding. Frank R. Vellutino, Donna M. Scanlon, Melinda S. Tanzman OrthographyReading ComprehensionOrthographic CodingWord IdentificationLanguage Acquisition	1994	137
The Interactive Strategies approach to reading intervention Frank R. Vellutino, Donna M. Scanlon Contemporary Educational Psychology Child LiteracyReading ComprehensionEducationIntervention MechanismSpecial Education	2002	107
Severe Reading Difficulties—Can They Be Prevented? A Comparison of Prevention and Intervention Approaches Donna M. Scanlon, Frank R. Vellutino, Sheila G. Small, Exceptionality Kindergarten Intervention ProgramDisabilityLanguage DevelopmentReading DevelopmentEducation	2005	98
Reducing the incidence of early reading difficulties: Professional Development for classroom teachers versus direct interventions for children Donna M. Scanlon, Lynn M. Gelzheiser, Frank R. Vellutino, Learning and Individual Differences Language DevelopmentEducationLiteracy DevelopmentEarly Childhood EducationReading Disabilities	2008	94

Page 1