| Adaptive and effortful control and academic self-efficacy beliefs on achievement: A longitudinal study of 1st through 3rd graders J Liew, EM McTigue, L Barrois, JN Hughes Early childhood research quarterly 23 (4), 515-526, 2008 | 400 | 2008 |
| Science textbooks' use of graphical representation: A descriptive analysis of four sixth grade science texts SW Slough, EM McTigue, S Kim, SK Jennings Reading Psychology 31 (3), 301-325, 2010 | 213 | 2010 |
| Science visual literacy: Learners' perceptions and knowledge of diagrams EM McTigue, AC Flowers The Reading Teacher 64 (8), 578-589, 2011 | 201 | 2011 |
| Implementing integration in an explanatory sequential mixed methods study of belief bias about climate change with high school students MT McCrudden, EM McTigue Journal of Mixed Methods Research 13 (3), 381-400, 2019 | 194 | 2019 |
| Do you get the picture? A meta-analysis of the effect of graphics on reading comprehension D Guo, S Zhang, KL Wright, EM McTigue AERA Open 6 (1), 2332858420901696, 2020 | 172 | 2020 |
| Writing in the secondary-level disciplines: A systematic review of context, cognition, and content DM Miller, CE Scott, EM McTigue Educational Psychology Review 30 (1), 83-120, 2018 | 151 | 2018 |
| Elementary teachers’ use of graphical representations in science teaching JM Coleman, EM McTigue, LB Smolkin Journal of Science Teacher Education 22 (7), 613-643, 2011 | 144 | 2011 |
| Does multimedia learning theory extend to middle-school students? EM McTigue Contemporary Educational Psychology 34 (2), 143-153, 2009 | 140 | 2009 |
| Critically reviewing GraphoGame across the world: Recommendations and cautions for research and implementation of computer‐assisted instruction for word‐reading acquisition EM McTigue, OJ Solheim, WK Zimmer, PH Uppstad Reading Research Quarterly 55 (1), 45-73, 2020 | 132 | 2020 |
| Academic resilience and reading: Building successful readers EM McTigue, EK Washburn, J Liew The Reading Teacher 62 (5), 422-432, 2009 | 113 | 2009 |
| The what, when, and how of preservice teachers and literacy across the disciplines: A systematic literature review of nearly 50 years of research CE Scott, EM McTigue, DM Miller, EK Washburn Teaching and Teacher Education 73, 1-13, 2018 | 109 | 2018 |
| A validation program for the Self-Beliefs, Writing-Beliefs, and Attitude Survey: A measure of adolescents' motivation toward writing KL Wright, TS Hodges, EM McTigue Assessing Writing 39, 64-78, 2019 | 99 | 2019 |
| The quantity and quality of teachers’ self-perceptions of read-aloud practices in Norwegian first grade classrooms A Håland, TF Hoem, EM McTigue Early Childhood Education Journal 49 (1), 1-14, 2021 | 93 | 2021 |
| The impact of visual displays on learning across the disciplines: A systematic review D Guo, EM McTigue, SD Matthews, W Zimmer Educational Psychology Review 32 (3), 627-656, 2020 | 93 | 2020 |
| A critical examination of the relationship among research, theory, and practice: Technology and reading instruction X Yang, LJ Kuo, X Ji, E McTigue Computers & Education 125, 62-73, 2018 | 93 | 2018 |
| A content analysis of visuals in elementary school textbooks D Guo, KL Wright, EM McTigue The elementary school journal 119 (2), 244-269, 2018 | 92 | 2018 |
| Both theory and practice: Science literacy instruction and theories of reading KL Wright, AD Franks, LJ Kuo, EM McTigue, J Serrano International Journal of Science and Mathematics Education 14 (7), 1275-1292, 2016 | 87 | 2016 |
| Explanation in science trade books recommended for use with elementary students LB Smolkin, EM McTigue, CA Donovan, JM Coleman Science Education 93 (4), 587-610, 2009 | 85 | 2009 |
| Writing in first grade: The quantity and quality of practices in Norwegian classrooms A Håland, TF Hoem, EM McTigue Early childhood education journal 47 (1), 63-74, 2019 | 83 | 2019 |
| The frequency, variation, and function of graphical representations within standardized state science tests YFY Yeh, EM McTigue School Science and Mathematics 109 (8), 435-449, 2009 | 76 | 2009 |
Katherine Landau WrightUniversity of OregonVerified email at uoregon.edu
