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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: ±¬×ߺÚÁÏ 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.