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