D-Index & Metrics Best Publications

D-Index & Metrics

Discipline name D-index 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. Citations Publications World Ranking National Ranking
Psychology D-index 55 Citations 12,037 123 World Ranking 2713 National Ranking 1591

Overview

What is he best known for?

The fields of study he is best known for:

  • Law
  • Statistics
  • Developmental psychology

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 most cited work include:

  • Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis (1105 citations)
  • Sources of Individual Differences in Reading Comprehension and Reading Fluency. (377 citations)
  • Learning Vocabulary Through Reading (352 citations)

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

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.

He most often published in these fields:

  • Mathematics education (41.78%)
  • Reading (39.04%)
  • Learning disability (32.88%)

What were the highlights of his more recent work (between 2000-2017)?

  • Reading (39.04%)
  • Developmental psychology (26.71%)
  • Mathematics education (41.78%)

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

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

  • Pedagogy which is related to area like Remedial education,
  • Test validity that intertwine with fields like Item analysis. He interconnects Academic achievement, Teaching method and Aptitude in the investigation of issues within Special education.

Between 2000 and 2017, his most popular works were:

  • Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis (1105 citations)
  • Sources of Individual Differences in Reading Comprehension and Reading Fluency. (377 citations)
  • Screening for At-Risk Readers in a Response to Intervention Framework (204 citations)

In his most recent research, the most cited papers focused on:

  • Law
  • Statistics
  • Social psychology

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.

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

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)

2163 Citations

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)

670 Citations

Learning Vocabulary Through Reading

Joseph R Jenkins;Marcy L Stein;Katherine Wysocki.
American Educational Research Journal (1984)

533 Citations

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)

499 Citations

Screening for At-Risk Readers in a Response to Intervention Framework

Joseph R. Jenkins;Roxanne F. Hudson;Evelyn S. Johnson.
School Psychology Review (2007)

392 Citations

Differential Diagnosis—Prescriptive Teaching: A Critical Appraisal

Judith A. Arter;Joseph R. Jenkins.
Review of Educational Research (1979)

370 Citations

Deriving Word Meanings through Morphological Generalization.

Katherine Wysocki;Joseph R. Jenkins.
Reading Research Quarterly (1987)

301 Citations

Examining the Validity of Two Measures for Formative Teaching: Reading Aloud and Maze:

Joseph R. Jenkins;Mark Jewell.
Exceptional Children (1993)

294 Citations

Prediction of Reading Disabilities in Kindergarten and First Grade

Rollanda E. O'Connor;Joseph R. Jenkins.
Scientific Studies of Reading (1999)

292 Citations

Effects on poor readers' comprehension of training in rapid decoding

Lisa S. Fleisher;Joseph R. Jenkins;Darlene Pany.
Reading Research Quarterly (1979)

250 Citations

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