World's Best Scientists 2026 revealed!
Edward J. Kameenui

Edward J. Kameenui

D-Index & Metrics

Social Sciences and Humanities

D-Index
38
Citations
9204
World Ranking
5825
National Ranking
2765

Edward J. Kameenui publication distribution in Social Sciences and Humanities in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Social Sciences and Humanities in 2026. The highlighted bar marks where Edward J. Kameenui sits on this spectrum.

44–53 publications: 28 scientists 54–63 publications: 61 scientists 64–73 publications: 161 scientists 74–83 publications: 225 scientists 84–93 publications: 301 scientists 94–103 publications: 390 scientists 104–113 publications: 406 scientists 114–123 publications: 474 scientists 124–133 publications: 453 scientists 134–143 publications: 434 scientists 144–153 publications: 407 scientists 154–163 publications: 411 scientists 164–173 publications: 391 scientists 174–183 publications: 313 scientists 184–193 publications: 319 scientists 194–203 publications: 304 scientists 204–213 publications: 285 scientists 214–223 publications: 246 scientists 224–233 publications: 213 scientists 234–243 publications: 170 scientists 244–253 publications: 167 scientists 254–263 publications: 162 scientists 264–273 publications: 138 scientists 274–283 publications: 138 scientists 284–293 publications: 113 scientists 294–303 publications: 106 scientists 304–313 publications: 95 scientists 314–323 publications: 101 scientists 324–333 publications: 81 scientists 334–343 publications: 69 scientists 344–353 publications: 56 scientists 354–363 publications: 36 scientists 364–373 publications: 42 scientists 374–383 publications: 41 scientists 384–393 publications: 44 scientists 394–403 publications: 27 scientists 404–413 publications: 30 scientists 414–423 publications: 20 scientists 424–433 publications: 29 scientists 434–443 publications: 29 scientists 444–453 publications: 25 scientists 454–463 publications: 19 scientists 464–473 publications: 21 scientists 474–483 publications: 11 scientists 484–493 publications: 17 scientists 494–503 publications: 7 scientists 504–513 publications: 6 scientists 514–523 publications: 12 scientists 524–533 publications: 10 scientists 534–543 publications: 7 scientists 544–553 publications: 6 scientists 554–563 publications: 12 scientists 564–569 publications: 8 scientists 570+ publications: 100 scientists
44 publications 570+

This scientist: 104 publications — 16th percentile

16% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 570 publications or more.

Edward J. Kameenui D-index placement in Social Sciences and Humanities in 2026

The chart shows the D-index (discipline H-index) distribution of Social Sciences and Humanities scientists ranked by Research.com in 2026. The highlighted bar marks where Edward J. Kameenui sits on this spectrum.

30 D-Index: 177 scientists 31 D-Index: 210 scientists 32 D-Index: 222 scientists 33 D-Index: 188 scientists 34 D-Index: 181 scientists 35 D-Index: 243 scientists 36 D-Index: 261 scientists 37 D-Index: 272 scientists 38 D-Index: 278 scientists 39 D-Index: 300 scientists 40 D-Index: 297 scientists 41 D-Index: 308 scientists 42 D-Index: 313 scientists 43 D-Index: 300 scientists 44 D-Index: 269 scientists 45 D-Index: 260 scientists 46 D-Index: 228 scientists 47 D-Index: 251 scientists 48 D-Index: 203 scientists 49 D-Index: 186 scientists 50 D-Index: 187 scientists 51 D-Index: 166 scientists 52 D-Index: 138 scientists 53 D-Index: 141 scientists 54 D-Index: 131 scientists 55 D-Index: 137 scientists 56 D-Index: 109 scientists 57 D-Index: 129 scientists 58 D-Index: 95 scientists 59 D-Index: 105 scientists 60 D-Index: 106 scientists 61 D-Index: 86 scientists 62 D-Index: 94 scientists 63 D-Index: 77 scientists 64 D-Index: 79 scientists 65 D-Index: 59 scientists 66 D-Index: 68 scientists 67 D-Index: 51 scientists 68 D-Index: 49 scientists 69 D-Index: 40 scientists 70 D-Index: 43 scientists 71 D-Index: 40 scientists 72 D-Index: 50 scientists 73 D-Index: 46 scientists 74 D-Index: 43 scientists 75 D-Index: 45 scientists 76 D-Index: 45 scientists 77 D-Index: 30 scientists 78 D-Index: 25 scientists 79 D-Index: 31 scientists 80 D-Index: 29 scientists 81 D-Index: 18 scientists 82 D-Index: 21 scientists 83 D-Index: 26 scientists 84 D-Index: 15 scientists 85 D-Index: 15 scientists 86 D-Index: 19 scientists 87 D-Index: 19 scientists 88 D-Index: 12 scientists 89 D-Index: 7 scientists 90 D-Index: 19 scientists 91 D-Index: 20 scientists 92 D-Index: 13 scientists 93 D-Index: 9 scientists 94 D-Index: 13 scientists 95 D-Index: 8 scientists 96 D-Index: 7 scientists 97 D-Index: 6 scientists 98 D-Index: 6 scientists 99 D-Index: 6 scientists 100+ D-Index: 97 scientists
30 D-Index 100+

This scientist: 38 D-Index — 26th percentile

26% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 100 D-Index or more.

Overview

Edward J. Kameenui is affiliated with the University of Oregon in the United States. Their academic work is situated primarily within the social sciences, with a specific focus on education.

Their research contributions cover several subfields and main topics within education, including:

  • Educational Philosophies and Pedagogies
  • Collaborative Teaching and Inclusion
  • Teacher Education and Leadership Studies

Edward J. Kameenui has published research in venues such as:

  • Perspectives on Behavior Science

One recent paper authored by Kameenui is titled "Ode to Zig (and the Bard): In Support of an Incomplete Logical-Empirical Model of Direct Instruction", published in 2021 in Perspectives on Behavior Science.

Their work in social sciences emphasizes theoretical frameworks and pedagogical models that relate to direct instruction, teaching leadership, and collaborative methods. The topics explored include how instructional models can be improved or supplemented to enhance educational processes.

There are no recorded frequent co-authors or book publications associated with Kameenui.

Best Publications

  • Direct instruction reading

    Edward j. Kameenui;Deborah C. Simmons;David Chard;Shirley Dickson

  • The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes.

    Roland H. Good;Deborah C. Simmons;Edward J. Kame'enui

  • Teaching Vocabulary During Shared Storybook Readings: An Examination of Differential Effects

    Michael D. Coyne;Deborah C. Simmons;Edward J. Kame'enui;Michael Stoolmiller

  • Vocabulary Tricks: Effects of Instruction in Morphology and Context on Fifth-Grade Students’Ability to Derive and Infer Word Meanings:

    James F. Baumann;Elizabeth Carr Edwards;Eileen M. Boland;Stephen Olejnik

  • Indexing Response to Intervention A Longitudinal Study of Reading Risk From Kindergarten Through Third Grade

    Deborah C. Simmons;Michael D. Coyne;Oi-man Kwok;Sarah McDonagh

  • Teaching morphemic and contextual analysis to fifth‐grade students

    James F. Baumann;Elizabeth Carr Edwards;George Font;Cathleen A. Tereshinski

  • Reading Fluency as a Predictor of Reading Proficiency in Low-Performing, High-Poverty Schools.

    Scott K. Baker;Keith Smolkowski;Rachell Katz;Hank Fien

  • What Reading Research Tells Us About Children With Diverse Learning Needs : Bases and Basics

    Deborah C. Simmons;Edward J. Kameenui

  • Vocabulary instruction : research to practice

    Edward J. Kameenui;James F. Baumann

  • Beginning Reading Intervention as Inoculation or Insulin First-Grade Reading Performance of Strong Responders to Kindergarten Intervention

    Michael D. Coyne;Edward J. Kame'enui;Deborah C. Simmons;Beth A. Harn

  • Utilization of Contextual Information in Determining the Meaning of Unfamiliar Words.

    Douglas Carnine;Edward J. Kameenui;Gayle Coyle

  • Prevention and Intervention in Beginning Reading: Two Complex Systems

    Michael D. Coyne;Edward J. Kame'enui;Deborah C. Simmons

  • Vocabulary Acquisition: Research Bases

    Edward J. Kameenui

  • Effects of Text Construction and Instructional Procedures for Teaching Word Meanings on Comprehension and Recall.

    Edward J. Kameenui

  • Introduction to This Special Issue: The DNA of Reading Fluency

    Edward J. Kame'enui;Deborah C. Simmons

  • Struggling First-Grade Readers The Frequency and Progress of Their Reading

    David J. Chard;Edward J. Kameenui

  • Attributes of Effective and Efficient Kindergarten Reading Intervention An Examination of Instructional Time and Design Specificity

    Deborah C. Simmons;Edward J. Kame'enui;Beth Harn;Michael D. Coyne

  • Effects of Graphic Organizer Instruction on Fifth-Grade Students

    Cynthia C. Griffin;Linda Duncan Malone;Edward J. Kameenui

  • Dynamic Assessment as a Compensatory Assessment Approach A Description and Analysis

    Asha K. Jitendra;Edward J. Kameenui

  • Issues in Educating Students With Disabilities

    John Wills Lloyd;Edward J. Kameenui;David J. Chard

  • What Reading Research Tells Us about Children with Diverse Learning Needs: Bases and Basics. The LEA Series on Special Education and Disability.

    Deborah C. Simmons;Edward J. Kameenui

Frequent Co-Authors

Deborah C. Simmons
Deborah C. Simmons Texas A&M University
Scott K. Baker
Scott K. Baker Southern Methodist University
David J. Chard
David J. Chard Southern Methodist University
Douglas Carnine
Douglas Carnine University of Oregon
Asha K. Jitendra
Asha K. Jitendra University of California, Riverside
Michael D. Coyne
Michael D. Coyne University of Connecticut
Keith Smolkowski
Keith Smolkowski Oregon Research Institute
Mike Stoolmiller
Mike Stoolmiller University of Oregon
Gerald Tindal
Gerald Tindal University of Oregon
John Wills Lloyd
John Wills Lloyd University of Virginia

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