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Kame’enui, E.J. (in press). Ode to Zig (and the Bard): In support of an incomplete logical-empirical model of Direct Instruction. Perspectives on Behavior Science.

Gearin B., Turtura, J.S., Kame'enui, E.J., Nelson, N.J., and Fien, H.  (2018). A multiple streams analysis of recent changes to state-level dyslexia education law. Educational Policy. doi: 10.1177/0895904818807328

Crone, D. A., Stoolmiller, M., Baker, S. K., Fien, H., Turtura, J., Cary, M. S., Kennedy, P., Nelson, N. J., & Kame’enui, E. J. (2018). Addressing the practice-to-research gap: A rigorous evaluation of local education agency (LEA)-based interventions for struggling readers in sixth grade. Assessment for Effective Intervention. doi: 0.1177/1534508418756730

Kame’enui, E. J., & Godbold, J. (2017). An ode to clarity in communicating the written word on research: A synopsis of the IES “REL program writer’s guide and style guide (May 2015).” Elementary School Journal.

Carnine, D., Silbert, J., Kame'enui, E. J., Travers, P. A., & Slocum, T. (2017). Direct instruction reading (6th ed.). Pearson Prentice Hall.

Kame’enui, E.J., (2015). Special education as “specially designed instruction:” Ode to the architecture of information and the message. In B. Bateman, J. Wills Lloyd, M. Tankersley (Eds.). Issues in Special Education: Personal Perspectives (pp. 74-92). Taylor & Francis Group.

Kame’enui, E. J., & Baumann, J. F. (2012).  Reading vocabulary instruction: Research to practice (2^nd ed.). Guilford Press.

Simmons, D. C., & Kame'enui, E. J. (1998). Reading/Language Arts Curriculum Framework K-12. Sacramento, CA: California Department of Education.