| Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology DVM Bishop, MJ Snowling, PA Thompson, T Greenhalgh, ... Journal of child psychology and psychiatry 58 (10), 1068-1080, 2017 | 1324 | 2017 |
| Efficacy of small group reading intervention for beginning readers with reading‐delay: A randomised controlled trial PJ Hatcher, C Hulme, JNV Miles, JM Carroll, J Hatcher, S Gibbs, G Smith, ... Journal of Child Psychology and Psychiatry 47 (8), 820-827, 2006 | 275 | 2006 |
| Does dyslexia exist? J Elliott, S Gibbs Journal of Philosophy of Education 42 (3-4), 475-491, 2008 | 252 | 2008 |
| Teachers' resilience and well-being: a role for educational psychology S Gibbs, A Miller Teachers and Teaching: Theory and Practice 20 (5), 609-621, 2013 | 251 | 2013 |
| Teacher Efficacy and Pupil Behaviour: the structure of teachers’ individual and collective efficacy beliefs and their relationship with numbers of children excluded from school. S Gibbs, B Powell British Journal of Educational Psychology 82 (4), 564-584, 2012 | 246* | 2012 |
| No evidence that an exercise-based treatment programme (DDAT) has specific benefits for children with reading difficulties S Rack, J., Snowling, M., Hulme, C. & Gibbs Dyslexia 13 (2), 97-104, 2007 | 206* | 2007 |
| Reading with Vocabulary Intervention: Evaluation of an Instruction for Children with Poor Response to Reading Intervention SS Duff, F.J., Fieldsend, E., Bowyer-Crane, C., Hulme, C., Smith, G., Gibbs Journal of Research in Reading 31 (3), 2008 | 100 | 2008 |
| The differential effects of labelling: How do ‘dyslexia’ and ‘reading difficulties’ affect teachers’ beliefs? S Gibbs, J Elliott European Journal of Special Needs Education 30 (3), 323-337, 2015 | 98 | 2015 |
| Evidence for the effectiveness of the Early Literacy Support Programme. G Hatcher, P.J., Goetz, K., Snowling, M.J., Hulme,C., Gibbs, S. and Smith British Journal of Educational Psychology 76, 351-367, 2006 | 94 | 2006 |
| Teachers’ perceptions of efficacy: Beliefs that may support inclusion or segregation S Gibbs Educational and Child Psychology 24 (3), 2007 | 69 | 2007 |
| The effects of positive psychology on the efficacy beliefs of school staff S Gibbs, H Critchley Educational and Child Psychology 29 (4), 64-76, 2012 | 68* | 2012 |
| The structure of primary and secondary teachers’ attributions for pupils’ misbehaviour: a preliminary cross‐phase and cross‐cultural investigation S Gibbs, M Gardiner Journal of Research in Special Educational Needs 8 (2), 68-77, 2008 | 55 | 2008 |
| The skills in reading shown by young children with permanent and moderate hearing impairment S Gibbs Educational Research 46 (1), 2004 | 43 | 2004 |
| The dyslexia debate: Life without the label SJ Gibbs, JG Elliott Oxford Review of Education 46 (4), 487-500, 2020 | 37 | 2020 |
| Phonological Awareness: An investigation into the developmental role of vocabulary and short-term memory. S Gibbs Educational Psychology 24 (1), 2004 | 37 | 2004 |
| The psychological environment and teachers’ collective-efficacy beliefs C Strahan née Brown, S Gibbs, A Reid Educational Psychology in Practice 35 (2), 147-164, 2019 | 27 | 2019 |
| Categorical Speech Perception and Phonological Awareness in the Early Stages of Learning to Read. S Gibbs Language & Communication 16 (1), 37-60, 1996 | 27 | 1996 |
| Immoral education: The assault on teachers’ identities, autonomy and efficacy S Gibbs Routledge, 2018 | 26 | 2018 |
| What’s in a name: the effect of category labels on teachers’ beliefs S Gibbs, JF Beckmann, J Elliott, RL Metsäpelto, T Vehkakoski, M Aro European Journal of Special Needs Education 35 (1), 115-127, 2020 | 24 | 2020 |
| Behaviour and Learning: The Development of Staff Efficacy in One School. B Powell, S Gibbs International Journal of Whole Schooling 14 (2), 63-82, 2018 | 21 | 2018 |
