Joseph R Jenkins
Biographic Data
| ID | 5180423 |
|---|---|
| NAME | Joseph R Jenkins |
| GIVEN NAMES | Joseph R |
| FAMILY NAME | Jenkins |
| SIGNATURE | JENKINS J R |
| AFFILIATIONS | University of Washington |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 48 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1972 |
| LATEST PUBLICATION YEAR | 2006 |
| H-INDEX | 4 |
How Special Education Preschool Graduates Finish
This article reports the academic and special education status of 129 graduates of special education preschools at 19 years of age. Participants had been randomly assigned to either direct instruction or mediated learning preschool classrooms. At age 19, their achievement was approximately one standard deviation below average. Consistent with results at earlier follow-up points, program main effects were not significant; however, the Aptitude × T…
Sources of Individual Differences in Reading Comprehension and Reading Fluency.
This study examined the common and distinct contributions of context-free and context reading skill to reading comprehension and the contributions of context-free reading skill and reading comprehension to context fluency. The 113 4th-grade participants were measured in reading comprehension, read aloud a folktale, and read aloud the folktale's words in a random list. Fluency was scaled as speed (words read correctly in 1 min) and time (seconds p…
Oral Reading Fluency as an Indicator of Reading Competence
The purpose of this article is to consider oral reading fluency as an indicator of overall reading competence. We begin by examining theoretical arguments for supposing that oral reading fluency may reflect overall reading competence. We then summarize several studies substantiating this phenomenon. Next, we provide an historical analysis of the extent to which oral reading fluency has been incorporated into measurement approaches during the past…
Cooperative Learning
This study examined the prevalence, conceptualization, and form of cooperative learning used by elementary school teachers. Responding to a survey, 93% of teachers (n = 85) from six elementary schools in two districts indicated they used cooperative learning. In interviews with a subset of those teachers (n = 21), all indicated having daily cooperative lessons in several subjects. The majority of teachers subscribed to cooperative learning to ach…
Two Approaches to Vocabulary Instruction
Joseph R. Jenkins, Barbara Matlock, Timothy A. Slocum, Two Approaches to Vocabulary Instruction: The Teaching of Individual Word Meanings and Practice in Deriving Word Meaning from Context, Reading Research Quarterly, Vol. 24, No. 2 (Spring, 1989), pp. 215-235
Deriving Word Meanings through Morphological Generalization
IN THIS STUDY the extent to which morphological generalization can account for increases in vocabulary size was investigated. Focusing specifically on morphological generalization with derivational suffixes, the study tested students' ability to use morphological and contextual information to determine the meaning of unknown words. Students in the fourth, sixth, and eighth grades were randomly assigned to receive training in one of two word sets.…
Reading Instruction in Special Education Resource Rooms
Using the observation procedures developed by Leinhardt, Zigmond, and Cooley (1981), we conducted a large-scale field study of reading instruction in special education resource room programs for fourth-, fifth-, and sixth-grade mildly handicapped students. Children in 23 resource rooms in one district and those from 5 resource rooms in another district were observed during reading instruction. Observations were also made in regular classrooms for…
Learning Vocabulary Through Reading
This study examined the hypothesis that new vocabulary knowledge can be acquired through incidental learning of word meanings from context. Fifth graders of two reading abilities read passages containing unfamiliar words. Students were randomly assigned to different numbers of context presentations: 0, 2, 6, or 10 passages read over several days. Half of the unfamiliar words were informally taught before their appearance in the passages. Word mea…
Effects on Poor Readers' Comprehension of Training in Rapid Decoding
Two experiments were designed to examine the effects on comprehension of increasing the decoding speed of poor readers.In the first experiment, poor readers were trained to read a list of words as rapidly as good readers, and then asked to read a passage comprised of the practiced words.Decoding speed measures on the word list and passage and comprehension measures were obtained.The performance of the trained poor readers was compared to their pe…
Comparisons of Letter Name and Letter Sound Training as Transfer Variables
What factors influence the acquisition of a reading vocabulary? Instructional variables which produce positive transfer to word recognition are not well understood, although they are widely manipulated in various reading programs. For example, programs based on a language experience approach assume that knowledge of word meanings facilitates word recognition. In contrast, certain basal reader programs appropriate early instructional time to learn…
Deriving Word Meanings through Morphological Generalization
IN THIS STUDY the extent to which morphological generalization can account for increases in vocabulary size was investigated. Focusing specifically on morphological generalization with derivational suffixes, the study tested students' ability to use morphological and contextual information to determine the meaning of unknown words. Students in the fourth, sixth, and eighth grades were randomly assigned to receive training in one of two word sets.…
Two Approaches to Vocabulary Instruction
Joseph R. Jenkins, Barbara Matlock, Timothy A. Slocum, Two Approaches to Vocabulary Instruction: The Teaching of Individual Word Meanings and Practice in Deriving Word Meaning from Context, Reading Research Quarterly, Vol. 24, No. 2 (Spring, 1989), pp. 215-235
Reading Instruction in Special Education Resource Rooms
Using the observation procedures developed by Leinhardt, Zigmond, and Cooley (1981), we conducted a large-scale field study of reading instruction in special education resource room programs for fourth-, fifth-, and sixth-grade mildly handicapped students. Children in 23 resource rooms in one district and those from 5 resource rooms in another district were observed during reading instruction. Observations were also made in regular classrooms for…
Effects on Poor Readers' Comprehension of Training in Rapid Decoding
Two experiments were designed to examine the effects on comprehension of increasing the decoding speed of poor readers.In the first experiment, poor readers were trained to read a list of words as rapidly as good readers, and then asked to read a passage comprised of the practiced words.Decoding speed measures on the word list and passage and comprehension measures were obtained.The performance of the trained poor readers was compared to their pe…
Cooperative Learning
This study examined the prevalence, conceptualization, and form of cooperative learning used by elementary school teachers. Responding to a survey, 93% of teachers (n = 85) from six elementary schools in two districts indicated they used cooperative learning. In interviews with a subset of those teachers (n = 21), all indicated having daily cooperative lessons in several subjects. The majority of teachers subscribed to cooperative learning to ach…
How Special Education Preschool Graduates Finish
This article reports the academic and special education status of 129 graduates of special education preschools at 19 years of age. Participants had been randomly assigned to either direct instruction or mediated learning preschool classrooms. At age 19, their achievement was approximately one standard deviation below average. Consistent with results at earlier follow-up points, program main effects were not significant; however, the Aptitude × T…
Comparisons of Letter Name and Letter Sound Training as Transfer Variables
What factors influence the acquisition of a reading vocabulary? Instructional variables which produce positive transfer to word recognition are not well understood, although they are widely manipulated in various reading programs. For example, programs based on a language experience approach assume that knowledge of word meanings facilitates word recognition. In contrast, certain basal reader programs appropriate early instructional time to learn…
Comparisons of Letter Name and Letter Sound Training as Transfer Variables
What factors influence the acquisition of a reading vocabulary? Instructional variables which produce positive transfer to word recognition are not well understood, although they are widely manipulated in various reading programs. For example, programs based on a language experience approach assume that knowledge of word meanings facilitates word recognition. In contrast, certain basal reader programs appropriate early instructional time to learn…
Effects on Poor Readers' Comprehension of Training in Rapid Decoding
Two experiments were designed to examine the effects on comprehension of increasing the decoding speed of poor readers.In the first experiment, poor readers were trained to read a list of words as rapidly as good readers, and then asked to read a passage comprised of the practiced words.Decoding speed measures on the word list and passage and comprehension measures were obtained.The performance of the trained poor readers was compared to their pe…
Learning Vocabulary Through Reading
This study examined the hypothesis that new vocabulary knowledge can be acquired through incidental learning of word meanings from context. Fifth graders of two reading abilities read passages containing unfamiliar words. Students were randomly assigned to different numbers of context presentations: 0, 2, 6, or 10 passages read over several days. Half of the unfamiliar words were informally taught before their appearance in the passages. Word mea…
Reading Instruction in Special Education Resource Rooms
Using the observation procedures developed by Leinhardt, Zigmond, and Cooley (1981), we conducted a large-scale field study of reading instruction in special education resource room programs for fourth-, fifth-, and sixth-grade mildly handicapped students. Children in 23 resource rooms in one district and those from 5 resource rooms in another district were observed during reading instruction. Observations were also made in regular classrooms for…
Deriving Word Meanings through Morphological Generalization
IN THIS STUDY the extent to which morphological generalization can account for increases in vocabulary size was investigated. Focusing specifically on morphological generalization with derivational suffixes, the study tested students' ability to use morphological and contextual information to determine the meaning of unknown words. Students in the fourth, sixth, and eighth grades were randomly assigned to receive training in one of two word sets.…
Two Approaches to Vocabulary Instruction
Joseph R. Jenkins, Barbara Matlock, Timothy A. Slocum, Two Approaches to Vocabulary Instruction: The Teaching of Individual Word Meanings and Practice in Deriving Word Meaning from Context, Reading Research Quarterly, Vol. 24, No. 2 (Spring, 1989), pp. 215-235
Cooperative Learning
This study examined the prevalence, conceptualization, and form of cooperative learning used by elementary school teachers. Responding to a survey, 93% of teachers (n = 85) from six elementary schools in two districts indicated they used cooperative learning. In interviews with a subset of those teachers (n = 21), all indicated having daily cooperative lessons in several subjects. The majority of teachers subscribed to cooperative learning to ach…
Oral Reading Fluency as an Indicator of Reading Competence
The purpose of this article is to consider oral reading fluency as an indicator of overall reading competence. We begin by examining theoretical arguments for supposing that oral reading fluency may reflect overall reading competence. We then summarize several studies substantiating this phenomenon. Next, we provide an historical analysis of the extent to which oral reading fluency has been incorporated into measurement approaches during the past…
Sources of Individual Differences in Reading Comprehension and Reading Fluency.
This study examined the common and distinct contributions of context-free and context reading skill to reading comprehension and the contributions of context-free reading skill and reading comprehension to context fluency. The 113 4th-grade participants were measured in reading comprehension, read aloud a folktale, and read aloud the folktale's words in a random list. Fluency was scaled as speed (words read correctly in 1 min) and time (seconds p…
How Special Education Preschool Graduates Finish
This article reports the academic and special education status of 129 graduates of special education preschools at 19 years of age. Participants had been randomly assigned to either direct instruction or mediated learning preschool classrooms. At age 19, their achievement was approximately one standard deviation below average. Consistent with results at earlier follow-up points, program main effects were not significant; however, the Aptitude × T…
Psychology (10 works) · Reading and Literacy Development (8 works) · Linguistics (7 works) · Mathematics education (7 works) · Cognitive psychology (4 works) · Computer Science (4 works) · Reading (process) (4 works) · Comprehension (3 works) · Philosophy (3 works) · Reading comprehension (3 works)