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Edward J. Kameenui

Edward J. Kameenui

D-Index & Metrics

Social Sciences and Humanities

D-Index
38
Citations
9204
World Ranking
5826
National Ranking
2765

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
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
Lynn S. Fuchs
Lynn S. Fuchs Vanderbilt University

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