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.
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.
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.
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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.
Scientific Studies of Reading (2001)
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.
American Educational Research Journal (2003)
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)
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)
Teaching morphemic and contextual analysis to fifth‐grade students
James F. Baumann;Elizabeth Carr Edwards;George Font;Cathleen A. Tereshinski.
Reading Research Quarterly (2002)
What Reading Research Tells Us About Children With Diverse Learning Needs : Bases and Basics
Deborah C. Simmons;Edward J. Kameenui.
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)
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)
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