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D-Index & Metrics

Psychology

D-Index
60
Citations
13801
World Ranking
3535
National Ranking
1991

Overview

Joseph R. Jenkins is affiliated with the University of Washington in the United States. Their academic profile indicates an active engagement in research, though specific details regarding recent publications, co-authors, or research topics are not available.

The absence of recorded papers and publication venues in the provided data suggests that publicly accessible bibliographic information may be limited or not extensively documented. This could indicate various possibilities, such as a focus on teaching, unpublished research, or contributions in forms not captured by standard academic databases.

Joseph R. Jenkins' main fields of study, subfields, and main topics of work have not been explicitly described in the available data. Without these details, it is not possible to outline specific domains of expertise or research focus areas.

No awards or distinctions have been listed, and there is no record of book publications attributed to this researcher. Such information typically provides insight into recognition and contributions beyond journal articles, but is not present here.

The absence of these data points highlights an incomplete public research profile. In academic research, records of publications, collaborations, and fields of study commonly contribute to understanding an individual's scholarly impact and areas of specialization. In this case, only the affiliation with the University of Washington is confirmed.

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

  • Sources of Individual Differences in Reading Comprehension and Reading Fluency.

    Joseph R. Jenkins;Lynn S. Fuchs;Paul van den Broek;Christine Espin

  • Learning Vocabulary Through Reading

    Joseph R Jenkins;Marcy L Stein;Katherine Wysocki

  • Cooperative Learning: Prevalence, Conceptualizations, and the Relation Between Research and Practice

    Laurence R. Antil;Joseph R. Jenkins;Susan K. Wayne;Patricia F. Vadasy

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

    Joseph R. Jenkins;Roxanne F. Hudson;Evelyn S. Johnson

  • Differential Diagnosis—Prescriptive Teaching: A Critical Appraisal

    Judith A. Arter;Joseph R. Jenkins

  • Evaluation of Response to Intervention Practices for Elementary School Reading. NCEE 2016-4000.

    Rekha Balu;Pei Zhu;Fred Doolittle;Ellen Schiller

  • Deriving Word Meanings through Morphological Generalization.

    Katherine Wysocki;Joseph R. Jenkins

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

    Joseph R. Jenkins;Mark Jewell

  • Prediction of Reading Disabilities in Kindergarten and First Grade

    Rollanda E. O'Connor;Joseph R. Jenkins

  • Two Approaches to Vocabulary Instruction: The Teaching of Individual Word Meanings and Practice in Deriving Word Meaning from Context

    Joseph R. Jenkins;Barbara Matlock;Timothy A. Slocum

  • Teaching Phonological Awareness to Young Children with Learning Disabilities

    Rollanda E. O'Connor;Joseph R. Jenkins;Norma Leicester;Timothy A. Slocum

  • Transfer among Phonological Tasks in Kindergarten: Essential Instructional Content.

    Rollanda E. O'Connor;Joseph R. Jenkins;Timothy A. Slocum

  • Effects on poor readers' comprehension of training in rapid decoding

    Lisa S. Fleisher;Joseph R. Jenkins;Darlene Pany

  • Reading Instruction in Special Education Resource Rooms

    Mariana C. Haynes;Joseph R. Jenkins

  • How Cooperative Learning Works for Special Education and Remedial Students

    Joseph R. Jenkins;Laurence R. Antil;Susan K. Wayne;Patricia F. Vadasy

  • Accuracy and Fluency in List and Context Reading of Skilled and RD Groups: Absolute and Relative Performance Levels

    Joseph R. Jenkins;Lynn S. Fuchs;Paul Van Den Broek;Christine Espin

  • How Can We Improve the Accuracy of Screening Instruments

    Evelyn S. Johnson;Joseph R. Jenkins;Yaacov Petscher;Hugh W. Catts

  • Predicting Response to Early Reading Intervention From Verbal IQ, Reading-Related Language Abilities, Attention Ratings, and Verbal IQ—Word Reading Discrepancy Failure to Validate Discrepancy Method

    Scott A. Stage;Robert D. Abbott;Joseph R. Jenkins;Virginia W. Berninger

  • Standardized Achievement Tests: How Useful for Special Education?

    Joseph R. Jenkins;Darlene Pany

Frequent Co-Authors

Philip S. Dale
Philip S. Dale University of New Mexico
Stanley L. Deno
Stanley L. Deno University of Minnesota
Lynn S. Fuchs
Lynn S. Fuchs Vanderbilt University
Douglas Fuchs
Douglas Fuchs Vanderbilt University
Matthew L. Speltz
Matthew L. Speltz Seattle Children's Hospital
Samuel L. Odom
Samuel L. Odom University of North Carolina at Chapel Hill
Christine A. Espin
Christine A. Espin Leiden University
Paul van den Broek
Paul van den Broek Leiden University
Yaacov Petscher
Yaacov Petscher Florida State University
Sharon Vaughn
Sharon Vaughn The University of Texas at Austin

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