• Overview
• Curriculum & Instruction
• Educational Leadership & Policy Studies
• Educational Psychology
• Special Education
• Teacher Education
• Cross-Disciplinary Studies
• Undergraduate Studies

Joseph R. Jenkins Professor, Special Education 102G Miller Hall, Box 353600 College of Education, University of Washington Seattle, WA 98195-3600 jjenkins@u.washington.edu

Education Publications Curriculum Vitae

Dr. Jenkins' interests include teaching students with learning disabilities to read and instructing special educators on effective literacy instruction. He also teaches special education assessment practices and instructional modifications for students with disabilities.

Education

Ph.D., University of Minnesota, 1967

Publications

Books

Odom, S. K., Bender, M. K., Stein, M. L., Doran, L. T., Houden, P. M., McInnes, M., Gilbert, M. M., DeKlyen, M., Speltz, M. L., & Jenkins, J. R.  (1988).  The integrated preschool curriculum: Procedures for socially integrating preschoolers with or without handicaps.  Seattle, WA: University of Washington Press.

Edgar, E. B., Haring, N. G., Jenkins, J. R., & Pious, C. G. (Eds.).  (1982).  Serving young handicapped children:  Issues and research.  Proceedings of a symposium in honor of Alice H. Hayden.  Baltimore, MD: University Park Press.
Jenkins, J. R., & Jenkins, L. M.  (1982).  Peer and cross-age tutoring.  Minneapolis, MN: National Support System.
Jenkins, J. R., & Jenkins, L. M.  (1981). Cross-age and peer tutoring: Help for children with learning problems.  Reston, VA: Council for Exceptional Children.
Neisworth, J. T., Deno, S. L., & Jenkins, J. R.  (1969). Student motivation and classroom management.  Lemont, PA: Behavior Technics Press.

Curricula

Vadasy, P., Wayne, S., O’Connor, R., Jenkins, J., Pool, K., Firebaugh, M., & Peyton, J. (2005). Sound Partners. Boston: Sopris West.

Articles

Jenkins, J. R., Graff, J. J., & Miglioretti, D. L. (in press). Estimating Reading Growth with Intermittent CBM Progress Monitoring. Exceptional Children.
Jenkins, J. R., Hudson, R. F., Johnson, E. S. (2007). Screening for at-risk readers in a Response-to-Intervention (RTI) framework. School Psychology Review. 36(4),
Jenkins, J. R., Hudson, R. F., Lee, S. H. (2007). Using CBM-Reading Assessments to Monitor Reading Progress. Dyslexia Perspectives, Spring, 11-16.
Jenkins, J. R., Dale, P., Mill., P., Cole, K., Pious, C., & Ronk, J. (2006). How Special Education Preschool Graduates Finish: Status at Age 19. American Educational Research Journal, 43(4), 737-781.
Jenkins, J. R., Zumeta, R., Dupree, O., & Johnson, K. (2005). Measuring Gains in Reading Ability with Passage Reading Fluency. Learning Disabilities Research and Practice, 20(4), 245-253.
Jenkins, J. R. (2005). Preface to O’Connor, R. E., Notari, A., & Vadasy, P. Ladders to Literacy (Second Edition). Baltimore: Paul H. Brookes.

Cole, K. N., Mills, P. E., Jenkins, J. R., Dale, P. S. (2005). Early intervention curricula and subsequent adolescent social development: A longitudinal examination. Journal of Early Intervention, 27, 71-82.

Cole, K. N., Mills, P. E., Jenkins, J. R., Dale, P. S. (2005). Getting to the Second Generation Questions. Journal of Early Intervention, 27, 92-93.
Johnson, E. J., Jenkins, J. R., & Jewell, M. (2005 Analyzing Components of Reading on Performance Assessments: An Expanded Simple View. Reading Psychology, 26, 267-283.
Dale, P. S., Jenkins, J. R., Mills, P. E., & Cole, K.  N. (2005). Follow-up of children from academic and cognitive preschool curricula at ages 12 and 16, Exceptional Children, 71, 301-317.
Jenkins, J. R., Johnson, E., & Hileman, J. (2004). When is reading is also writing: Sources of individual differences on the new reading performance assessments. Scientific Studies of Reading, 8, 125-151.
Dale, P.  S., Mills, P.  E., Cole, K.  N., & Jenkins, J. R. (2004). When paths diverge: "Errors of prediction" from preschool test scores to later cognitive and academic measures. Journal of Special Education, 37, 237-248.
Jenkins, J. R., Peyton, J. A., Sanders, E. A . & Vadasy, P. F. (2004). Effects of reading decodable texts in supplemental first-grade tutoring. Scientific Studies of Reading, 8. 53-85.
Jenkins, J. R., Fuchs, L. S., van den Broek, P., Espin, C., & Deno, S. L. (2003).  Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology, 95, 719-729.
Jenkins, J. R., Fuchs, L. S., van den Broek, P., Espin, C., & Deno, S. L. (2003). Accuracy and Fluency in List and Context Reading of Skilled and RD Groups: Absolute Performance Levels and Sensitivity to Impairment. Learning Disabilities Research and Practice, 18, 237-245.
Jenkins, J. R., Vadasy, P. F., Peyton, J. A, Sanders, E. A. (2003). Decodable text—Where to find it. The Reading Teacher, 57, 185-189.
            Reprinted in Preparing Reading Professionals: A Collection from the International Reading Association (2004), Newark, DE: International Reading Association.
Jenkins, J. R. &. O’Connor, R. E. (2003). Cooperative learning for students with learning disabilities: Evidence from experiments, observations, and interviews. In L. Swanson, K Harris, & S. Graham (Eds.), Handbook of Learning Disabilities (pp. 417-430). New York: Guilford Publications.
Jenkins, J. R., Antil, L. R., Wayne, S. K., & Vadasy, P. F.  (2003). How cooperative learning works for special education and remedial students. Exceptional Children, 69, 279-292.
Stage, S., Abbott, R., Jenkins, J., Berninger, V. (2003). Predictors of reading growth. Journal of Learning Disabilities, 36, 24-33.
Vadasy, P. F., Sanders, E. A., Jenkins, J. R., Peyton, J. A. (2002). Training and intensity of tutoring: A closer look at the conditions for effective early literacy tutoring. Learning Disabilities Research and Practice, 17, 227-241.
Jenkins, J. R. and O’Connor, R. E. (2002). Early identification and intervention for young children with reading/learning disabilities. In R. Bradley, L. Danielson, and D. P. Hallahan (Eds.), Identification of Learning Disabilities: Research to Practice (pp. 99-150). Mawah, NJ: Earlbaum.
Mills, P. E., Cole, K. N., Jenkins, J. R., & Dale, P. S. (2002). Early direct instruction and subsequent delinquency. Exceptional Children, 69, 85-96.
Fuchs, L. S., Fuchs, D. F., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239-256.
Vadasy, P., Jenkins, J. R., & Pool, K. (2000).  Effects of tutoring in phonological and early reading skills on students at-risk for reading disabilities.  Journal of Learning Disabilities, 33, 579-590.
Jenkins, J.R., Vadasy, P.F., Firebaugh, M., Profilet, K. (2000). Tutoring first-grade struggling readers in phonological reading skills. Learning Disabilities Research and Practice, 15, 75-84.