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Oslund, E.L., Clemens, N.H., Simmons, D.C., & Simmons, L.E. Journal of Special Education, 52, 174-187. Data-based decision making in reading interventions: A synthesis and meta-analysis of the effects for struggling readers. Assessment for Effective Intervention, 44, 241-255.įilderman, M. The predictive validity of kindergarten progress monitoring measures across the school year: An application of dominance analysis. Exceptional Children, 85, 197-211.Ĭlemens, N.H., Hsaio, Y., Simmons, L., Kwok, O., *Greene, E., *Soohoo, M., *Henri, M., Luo, W., *Prickett, C., Rivas, B., & Al Otaiba, S. Skill moderators of the effects of a reading comprehension intervention. Journal of Educational Psychology.Ĭlemens, N.H., Oslund, E., Fogarty, M., Kowk, O., Davis, J., & Simmons, D.

Cognitive Predictors of Difficulties in Math and Reading in Pre-Kindergarten Children at High Risk for Learning Disabilities. Reading Research Quarterly.īarnes, M.A., Clemens, N.H., Fall, A.M., Roberts, G., Klein, A., Starkey, P.,& Flynn, K. When Treatment Adherence Matters More: Interactions Among Treatment Adherence, Instructional Quality, and Student Characteristics on Reading Outcomes. Journal of School Psychology.Ĭapin, P., Roberts, G., Clemens, N.H., & Vaughn, S.R. Growth in sublexical fluency during early reading instruction and its relation to decoding acquisition. Scientific Studies of Reading.Ĭlemens, N.H., * Lee, K., *Henri, M., Simmons, L., Kwok, O., & Al Otaiba, S. Relative effects of instruction linking word reading and word meaning compared to word reading instruction alone on the accuracy, fluency, and word meaning knowledge of 4th-5th grade students with dyslexia. Commercially-developed tests of reading comprehension: Gold standard or fools gold? Reading Research Quarterly, Advance online publication.Īustin, C., Vaughn, S.R., Clemens, N.H., Pustejovsky, J., & Boucher, A.

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For a full list of my published research and other work, please see the links above for my CV or my Google Scholar page.Ĭlemens, N.H., & Fuchs, D. Some of my representative publications are listed below. I work to improve interventions for students with dyslexia and other forms of significant reading difficulty, better understand assessment and assessment practices that best inform instruction, and improve educators' ability to make data-based decisions. *Leads policies, practices and designs systems required by Texas Education Agency for admissions, clinical experiences and certification for the program and department.

*Adapt and Modify for Continuous Improvement *Analyze the Problem and Diagnose Its Causes *Diagnose problems and challenges using school data, research and planning, implementation and progress monitoring and reflection. *Leads and develops curriculum content, scope and sequence, standards alignment and performance assessments for higher education and school district curriculum. *Partner Authentically and Equitably with Families and Communities *Build Executive Leaders to Promote Ethical Policies and Practices *Foster School Culture that Values Inclusiveness, Diversity and Cultural Proficiency *Advocate for and Ensuring Equitable Support Systems for All *Develop Capacity for Teaching and Learning Excellence Designs and coordinates learning objectives, knowledge development, and effective practices for graduate students to apply theory into practice in their internship based on the following learning outcomes:

*Develops equity-centered PK-12 school leaders.

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