| Learning words from context WE Nagy, PA Herman, RC Anderson Reading research quarterly, 233-253, 1985 | 2683 | 1985 |
| How many words are there in printed school English? WE Nagy, RC Anderson Reading research quarterly, 304-330, 1984 | 2220 | 1984 |
| Vocabulary processes WE Nagy, JA Scott Handbook of reading research 3 (269-284), 2000 | 1883 | 2000 |
| Learning word meanings from context during normal reading WE Nagy, RC Anderson, PA Herman American educational research journal 24 (2), 237-270, 1987 | 1572 | 1987 |
| Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction WE Nagy, PA Herman The nature of vocabulary acquisition, 19-35, 2014 | 1490 | 2014 |
| Cross-language transfer of phonological awareness. AY Durgunoğlu, WE Nagy, BJ Hancin-Bhatt Journal of educational psychology 85 (3), 453, 1993 | 1365 | 1993 |
| Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. W Nagy, VW Berninger, RD Abbott Journal of educational psychology 98 (1), 134, 2006 | 1303 | 2006 |
| Teaching word meanings SA Stahl, WE Nagy Routledge, 2007 | 1241 | 2007 |
| Words as tools: Learning academic vocabulary as language acquisition W Nagy, D Townsend Reading research quarterly 47 (1), 91-108, 2012 | 1229 | 2012 |
| Teaching vocabulary to improve reading comprehension. WE Nagy National Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 …, 1988 | 1130 | 1988 |
| On the role of context in first-and second-language vocabulary learning WE Nagy Center for the Study of Reading Technical Report; no. 627, 1995 | 756 | 1995 |
| The acquisition of English derivational morphology A Tyler, W Nagy Journal of memory and language 28 (6), 649-667, 1989 | 720 | 1989 |
| Growth in phonological, orthographic, and morphological awareness in grades 1 to 6 VW Berninger, RD Abbott, W Nagy, J Carlisle Journal of psycholinguistic research 39 (2), 141-163, 2010 | 625 | 2010 |
| Relationship of morphology and other language skills to literacy skills in at-risk second-grade readers and at-risk fourth-grade writers. W Nagy, V Berninger, R Abbott, K Vaughan, K Vermeulen Journal of educational psychology 95 (4), 730, 2003 | 625 | 2003 |
| The vocabulary conundrum RC Anderson, WE Nagy Center for the Study of Reading Technical Report; no. 570, 1993 | 553 | 1993 |
| Metalinguistic awareness and the vocabulary-comprehension connection W Nagy Vocabulary acquisition: Implications for reading comprehension, 52-77, 2007 | 512 | 2007 |
| Spanish-English bilingual students' use of cognates in English reading WE Nagy, GE García, AY Durgunoğlu, B Hancin-Bhatt Journal of Reading Behavior 25 (3), 241-259, 1993 | 464 | 1993 |
| Word meanings RC Anderson, WE Nagy Center for the Study of Reading Technical Report; no. 485, 1989 | 410 | 1989 |
| Instructional treatment associated with changes in brain activation in children with dyslexia EH Aylward, TL Richards, VW Berninger, WE Nagy, KM Field, AC Grimme, ... Neurology 61 (2), 212-219, 2003 | 395 | 2003 |
| Syntactic complexity as a predictor of adolescent writing quality: Which measures? Which genre? SF Beers, WE Nagy Reading and writing 22, 185-200, 2009 | 392 | 2009 |
