Nathan Clemens

Research Interests and Expertise

Assessment and intervention for children and adolescents with reading difficulties, including dyslexia

Research Projects and Grants

Behavior and Academic Supports: Integration and Cohesion (Project BASIC), Institute of Education Sciences*
Connecting Text by Inference and Technology (Connect-IT), Institute of Education Sciences*

*MCPER projects

Boards, Committees, and Associations

Member: Council for Exceptional Children, National Association of School Psychologists, American Psychological Association
Review Board: Journal of School Psychology, Elementary School Journal, School Psychology Review, Assessment for Effective Intervention, Journal of Psychoeducational Assessment

Recent Awards

Article of the Year Honorable Mention, School Psychology Review (for "Interrelations of Growth in Letter-Name and Sound Fluency in Kindergarten and Implications for Subsequent Reading Fluency"), 2017
Audrey Rogers Myers Centennial Professorship in Education, The University of Texas at Austin, 2017
Mollie Villeret Davis Professorship in Learning Disabilities, The University of Texas at Austin, 2016
Dr. Deanna & Thomas Yates Faculty Fellowship, Texas A&M University, 2015
Lightner Witmer Award for excellence in early-career scholarship, American Psychological Association, Division 16, 2015
Distinguished Achievement Award for Teaching, College-Level Association of Former Students, Texas A&M University, 2015
Reviewer of the Year, Assessment for Effective Intervention, 2015
Early Career Scholar, School Psychology Research Collaboration Conference, Society for the Study of School Psychology, 2011
Outstanding Dissertation Award, American Psychological Association, Division 16, 2010

Representative Publications

Clemens, N. H., Oslund, E., Fogarty, M., Kowk, O., Davis, J., & Simmons, D. (2018). Skill moderators of the effects of a reading comprehension intervention. Exceptional Children. Advance online publication.

Clemens, N. H., Soohoo, M., Wiley, C. P., Hsiao, Y., Estrella, I., Allee-Smith, P. J., & Yoon, M. (2018). Advancing stage 2 research on measures for monitoring kindergarten reading progress. Journal of Learning Disabilities, 51, 85–104.

Clemens, N. H., Lai, M., Burke, M., & Wu, J. (2017). Interrelations of growth in letter-name and sound fluency in kindergarten and implications for subsequent reading fluency. School Psychology Review, 46, 272–287.

Forgarty, M., Clemens, N. H., Simmons, D., Simmons, L., Anderson, L., Oslund, E., . . . Smith, A. (2017). The impact of a technology-mediated intervention on adolescents’ reading comprehension. Journal of Research in Educational Effectiveness, 10, 326–353.

Clemens, N. H., Simmons, D., Simmons, L., Wang, H., & Kwok, O. (2017). The prevalence of reading fluency and vocabulary difficulties among adolescents struggling with reading comprehension. Journal of Psychoeducational Assessment, 35, 785–798.

Clemens, N. H., Hagan-Burke, S., Luo, W., Cerda, C. A., Blakely, A., Frosch, J., . . . Jones, M. (2015). The predictive validity of a computer-adaptive assessment of kindergarten and first-grade reading skills. School Psychology Review, 44, 76–97.

Clemens, N. H., Oslund, E. L., Simmons, L. E., & Simmons, D. (2014). Assessing spelling in kindergarten: Further comparison of scoring metrics and their relation to reading skills. Journal of School Psychology, 52, 49–61.

Clemens, N. H., Shapiro, E. S., Wu, J. Y., Taylor, A., & Caskie, G. L. (2014). Monitoring early first grade reading progress: A comparison of two measures. Journal of Learning Disabilities, 47, 254–270.