J. Jenkins

Developmental and Educational Psychology · with Fuchs · 2001–2015

A researcher in the Science corpus: 9 papers; trusts 12 researchers and is trusted by 19 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 48 citations into it; #1,665 of 8,223 by trust here, #464 by citations
• Statistics and Probability — 30 citations into it; #12,189 of 12,932 by trust here, #3,411 by citations
• Education — 26 citations into it; #6,259 of 11,309 by trust here, #5,167 by citations
• Clinical Psychology — 6 citations into it

Whom J. Jenkins trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. Lynn S. Fuchs
2. J. Hasbrouck
3. K. Liang
4. D. Speece
5. Douglas Fuchs
6. Donald L. Compton
7. Gerald A. Tindal
8. Scott Zeger
9. J. Torgesen
10. John M. Hintze

Who trusts J. Jenkins overall

1. A. Vanderheyden
2. S. L. Klauda
3. Evelyn S. Johnson
4. Y. Kim
5. Amy C. Crosson
6. B. Hannon
7. David A. Kilpatrick
8. Kristen L. McMaster
9. W. Grabe
10. Roxanne F. Hudson

Papers from J. Jenkins's perspective

Ordered by how strongly the researchers J. Jenkins trusts endorse each paper. Same corpus, a different order for every researcher.

1. Individual Differences in Response to Early Interventions in Reading: The Lingering Problem of Treatment Resisters
2. The Importance and Decision-Making Utility of a Continuum of Fluency-Based Indicators of Foundational Reading Skills for Third-Grade High-Stakes Outcomes
3. Progress in Understanding Reading: Scientific Foundations and New Frontiers
4. Teaching Reading Comprehension Strategies to Students With Learning Disabilities: A Review of Research
5. Using Curriculum-Based Measurement to Predict Performance on State Assessments in Reading
6. Selecting At-Risk Readers in First Grade for Early Intervention: A Two-Year Longitudinal Study of Decision Rules and Procedures
7. Classification in Context: An Alternative Approach to Identifying Early Reading Disability.
8. Prediction of Reading Comprehension: Relative Contributions of Word Recognition, Language Proficiency, and Other Cognitive Skills Can Depend on How Comprehension Is Measured
9. Oral Reading and Maze Measures as Predictors of Success for English Learners on a State Standards Assessment
10. Phonological and orthographic processing: Their roles in reading prediction

Their papers

• Sources of Individual Differences in Reading Comprehension and Reading Fluency. (2003) — 582 citations
• Estimating Reading Growth Using Intermittent CBM Progress Monitoring (2009) — 86 citations
• Evaluation of Response to Intervention Practices for Elementary School Reading. Executive Summary. NCEE 2016-4000. (2015) — 93 citations
• Evaluation of Response to Intervention Practices for Elementary School Reading. NCEE 2016-4000. (2015) — 136 citations
• How Can We Improve the Accuracy of Screening Instruments? (2009) — 159 citations
• Screening for At-Risk Readers in a Response to Intervention Framework (2007) — 312 citations
• How Cooperative Learning Works for Special Education and Remedial Students (2003) — 118 citations
• Accuracy and Fluency in List and Context Reading of Skilled and RD Groups: Absolute and Relative Performance Levels (2003) — 128 citations
• Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis (2001) — 1,640 citations