His scientific interests lie mostly in Reading, Developmental psychology, Primary education, Mathematics education and Context. His research in Reading is mostly concerned with Reading comprehension. Joseph R. Jenkins has researched Developmental psychology in several fields, including Social integration and Social relation.
The study incorporates disciplines such as Response to intervention, Clinical psychology and Achievement test in addition to Primary education. His Mathematics education research incorporates themes from Variety and Mainstream. His work in Context addresses subjects such as Vocabulary, which are connected to disciplines such as Contextual Associations.
His main research concerns Mathematics education, Reading, Learning disability, Primary education and Developmental psychology. The Mathematics education study which covers Pedagogy that intersects with Reading skills. In his work, Vocabulary, Vocabulary development and Fluency is strongly intertwined with Context, which is a subfield of Reading.
His Learning disability research includes elements of Applied psychology and Medical education. His research investigates the connection with Primary education and areas like Cooperative learning which intersect with concerns in Experiential learning. Joseph R. Jenkins works mostly in the field of Developmental psychology, limiting it down to concerns involving Achievement test and, occasionally, Standardized test.
Joseph R. Jenkins mostly deals with Reading, Developmental psychology, Mathematics education, Learning disability and Special education. The various areas that Joseph R. Jenkins examines in his Reading study include Response to intervention, Curriculum-based measurement, Fluency and Comprehension. His studies in Developmental psychology integrate themes in fields like Test and Clinical psychology.
His study in Primary education and Educational research are all subfields of Mathematics education. His study on Learning disability also encompasses disciplines like
His primary areas of study are Reading, Fluency, Comprehension, Verbal fluency test and Developmental psychology. Joseph R. Jenkins combines subjects such as Communication disorder and Cognitive psychology with his study of Reading. His Comprehension research incorporates elements of Context, Context effect, Word reading, Phonics and Reading comprehension.
His Developmental psychology research is multidisciplinary, relying on both Clinical psychology and Primary education. He regularly ties together related areas like Response to intervention in his Primary education studies. His False positive paradox study integrates concerns from other disciplines, such as Mathematics education and Learning disability.
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Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis
Lynn S. Fuchs;Douglas Fuchs;Michelle K. Hosp;Joseph R. Jenkins.
Scientific Studies of Reading (2001)
Sources of Individual Differences in Reading Comprehension and Reading Fluency.
Joseph R. Jenkins;Lynn S. Fuchs;Paul van den Broek;Christine Espin.
Journal of Educational Psychology (2003)
Learning Vocabulary Through Reading
Joseph R Jenkins;Marcy L Stein;Katherine Wysocki.
American Educational Research Journal (1984)
Cooperative Learning: Prevalence, Conceptualizations, and the Relation Between Research and Practice
Laurence R. Antil;Joseph R. Jenkins;Susan K. Wayne;Patricia F. Vadasy.
American Educational Research Journal (1998)
Screening for At-Risk Readers in a Response to Intervention Framework
Joseph R. Jenkins;Roxanne F. Hudson;Evelyn S. Johnson.
School Psychology Review (2007)
Differential Diagnosis—Prescriptive Teaching: A Critical Appraisal
Judith A. Arter;Joseph R. Jenkins.
Review of Educational Research (1979)
Deriving Word Meanings through Morphological Generalization.
Katherine Wysocki;Joseph R. Jenkins.
Reading Research Quarterly (1987)
Examining the Validity of Two Measures for Formative Teaching: Reading Aloud and Maze:
Joseph R. Jenkins;Mark Jewell.
Exceptional Children (1993)
Prediction of Reading Disabilities in Kindergarten and First Grade
Rollanda E. O'Connor;Joseph R. Jenkins.
Scientific Studies of Reading (1999)
Effects on poor readers' comprehension of training in rapid decoding
Lisa S. Fleisher;Joseph R. Jenkins;Darlene Pany.
Reading Research Quarterly (1979)
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