Rush S University of Texas at Austin Review Koofers

I work to ameliorate interventions for students with dyslexia and other forms of pregnant reading difficulty, better understand assessment and assessment practices that best inform instruction, and meliorate educators' ability to make information-based decisions. Some of my representative publications are listed below. For a total list of my published research and other work, delight see the links above for my CV or my Google Scholar page. (*indicates student co-writer) Clemens, N.H., & Fuchs, D. (2021). Commercially-developed tests of reading comprehension: Golden standard or fools' gold? Reading Research Quarterly, Advance online publication. Austin, C., Vaughn, S.R., Clemens, N.H., Pustejovsky, J., & Boucher, A. (in press). Relative furnishings of instruction linking word reading and word meaning compared to word reading instruction alone on the accuracy, fluency, and word pregnant cognition of 4th-5th grade students with dyslexia. Scientific Studies of Reading. Clemens, North.H., * Lee, One thousand., *Henri, M., Simmons, L., Kwok, O., & Al Otaiba, S. (2021). Growth in sublexical fluency during early reading instruction and its relation to decoding acquisition. Periodical of Schoolhouse Psychology. Capin, P., Roberts, Thou., Clemens, N.H., & Vaughn, Due south.R. (in press). When Treatment Adherence Matters More: Interactions Amidst Handling Adherence, Instructional Quality, and Pupil Characteristics on Reading Outcomes. Reading Research Quarterly. Barnes, M.A., Clemens, N.H., Fall, A.M., Roberts, G., Klein, A., Starkey, P.,…& Flynn, Grand. (in press). Cognitive Predictors of Difficulties in Math and Reading in Pre-Kindergarten Children at High Risk for Learning Disabilities. Periodical of Educational Psychology. Clemens, Northward.H., Oslund, E., Fogarty, M., Kowk, O., Davis, J., & Simmons, D. (2019). Skill moderators of the effects of a reading comprehension intervention. Exceptional Children, 85, 197-211. Clemens, N.H., Hsaio, Y., Simmons, 50., Kwok, O., *Greene, E., *Soohoo, M., *Henri, M., Luo, W., *Prickett, C., Rivas, B., & Al Otaiba, S. (2019). The predictive validity of kindergarten progress monitoring measures across the school twelvemonth: An application of authorization assay. Assessment for Effective Intervention, 44, 241-255. Filderman, M. J., Toste, J. R., Didion, L. A., Peng, P., & Clemens, N. H. (2018). Data-based decision making in reading interventions: A synthesis and meta-analysis of the furnishings for struggling readers. Journal of Special Instruction, 52, 174-187. Oslund, E.Fifty., Clemens, N.H., Simmons, D.C., & Simmons, 50.E. (2018). A multicomponent model of adolescent reading comprehension: Comparing struggling and adequate comprehenders. Reading and Writing, 31, 355-379. Clemens, North.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-proper noun and sound fluency in kindergarten and implications for subsequent reading fluency. Schoolhouse Psychology Review, 46, 272-287. Forgarty, 1000., Clemens, North.H., Simmons, D., Simmons, Fifty., Anderson, Fifty., Oslund, E., Davis, J., & Smith, A. (2017). The bear upon of a applied science-mediated intervention on adolescents' reading comprehension. Journal of Enquiry 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. Periodical of Psychoeducational Assessment, 35, 785-798.

Nathan Clemens