D-Index & Metrics Best Publications

Edward J. Kameenui

University of Oregon
United States

D-Index & Metrics D-index (Discipline H-index) only includes papers and citation values for an examined discipline in contrast to General H-index which accounts for publications across all disciplines.

Discipline name Citations Publications World Ranking National Ranking

Social Sciences and Humanities D-index 34 Citations 8,610 102 World Ranking 4284 National Ranking 2152

Overview

What is he best known for?

The fields of study he is best known for:

Mathematics education
Linguistics
Pedagogy

His main research concerns Reading, Mathematics education, Vocabulary, Fluency and Linguistics. His studies deal with areas such as Learning disability and Primary education as well as Reading. He studied Mathematics education and Pedagogy that intersect with Accountability.

His biological study spans a wide range of topics, including Artificial intelligence and Natural language processing. His Fluency research includes elements of Developmental psychology, Special education, Response to intervention and Dyslexia. His Linguistics study which covers Cognitive psychology that intersects with Reciprocal teaching.

His most cited work include:

The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. (494 citations)
Direct instruction reading (440 citations)
Teaching Vocabulary During Shared Storybook Readings: An Examination of Differential Effects (225 citations)

What are the main themes of his work throughout his whole career to date?

Edward J. Kameenui spends much of his time researching Mathematics education, Reading, Pedagogy, Primary education and Learning disability. His study looks at the relationship between Mathematics education and fields such as Comprehension, as well as how they intersect with chemical problems. His Reading study combines topics from a wide range of disciplines, such as Developmental psychology, Context, Vocabulary and Fluency.

His study in the field of Special education, Curriculum, Educational research and Whole language is also linked to topics like Host. The concepts of his Primary education study are interwoven with issues in Test, Reading skills and Phonemic awareness. His study in Learning disability is interdisciplinary in nature, drawing from both Educational technology and Social environment.

He most often published in these fields:

Mathematics education (47.47%)
Reading (46.46%)
Pedagogy (36.36%)

What were the highlights of his more recent work (between 2009-2019)?

Reading (46.46%)
Mathematics education (47.47%)
At-risk students (6.06%)

In recent papers he was focusing on the following fields of study:

His primary areas of investigation include Reading, Mathematics education, At-risk students, Pedagogy and Fluency. His work deals with themes such as Bilingual education and Teaching method, which intersect with Reading. His Mathematics education study combines topics in areas such as Curriculum-based measurement and Learning disability.

His At-risk students research focuses on Vocabulary and how it relates to Literacy. His research integrates issues of Epistemology and Students understanding in his study of Pedagogy. As part of the same scientific family, he usually focuses on Fluency, concentrating on Reading comprehension and intersecting with Developmental psychology, Writing system, Pseudoword, Alphabetic principle and Phonics.

Between 2009 and 2019, his most popular works were:

Issues in Educating Students With Disabilities (71 citations)
Validity of CBM Measures of Oral Reading Fluency and Reading Comprehension on High-Stakes Reading Assessments in Grades 7 and 8. (42 citations)
The Impact of Oregon Reading First on Student Reading Outcomes (26 citations)

This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.

Best Publications

Direct instruction reading

Edward j. Kameenui;Deborah C. Simmons;David Chard;Shirley Dickson.
(1979)

1716 Citations

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.
Scientific Studies of Reading (2001)

1028 Citations

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

Michael D. Coyne;Deborah C. Simmons;Edward J. Kame'enui;Michael Stoolmiller.
Exceptionality (2004)

432 Citations

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.
American Educational Research Journal (2003)

294 Citations

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.
Journal of Learning Disabilities (2008)

293 Citations

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

Scott K. Baker;Keith Smolkowski;Rachell Katz;Hank Fien.
School Psychology Review (2008)

288 Citations

Teaching morphemic and contextual analysis to fifth‐grade students

James F. Baumann;Elizabeth Carr Edwards;George Font;Cathleen A. Tereshinski.
Reading Research Quarterly (2002)

249 Citations

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

Deborah C. Simmons;Edward J. Kameenui.
(1998)

243 Citations

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.
Journal of Learning Disabilities (2004)

241 Citations

Prevention and Intervention in Beginning Reading: Two Complex Systems

Michael D. Coyne;Edward J. Kame'enui;Deborah C. Simmons.
Learning Disabilities Research and Practice (2001)

216 Citations

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Frequent Co-Authors

External Links

Personal Website for Edward J. Kameenui