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Develops and evaluates interventions and assessments using technology to support the academic success of Latinx students and other students whose home language is not English.

Researches instructional strategies and assistive technology adaptations for students with learning disabilities, specifically in Mathematics.

Examines instructional practices for improving reading outcomes, particularly for at-risk students

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. Some of my representative publications are listed below. For a full list of my published research and other work, please see the links above for my CV or my Google Scholar page. (*indicates student co-author) Clemens, N.H., & Fuchs, D. (2021). Commercially-developed tests of reading comprehension: Gold 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 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. Scientific Studies of Reading. Clemens, N.H., * Lee, K., *Henri, M., Simmons, L., Kwok, O., & Al Otaiba, S. (2021). Growth in sublexical fluency during early reading instruction and its relation to decoding acquisition. Journal of School Psychology. Capin, P., Roberts, G., Clemens, N.H., & Vaughn, S.R. (in press). When Treatment Adherence Matters More: Interactions Among Treatment Adherence, Instructional Quality, and Student Characteristics on Reading Outcomes. Reading Research Quarterly. Barnes, M.A., Clemens, N.H., Fall, A.M., Roberts, G., Klein, A., Starkey, P.,…& Flynn, K. (in press). Cognitive Predictors of Difficulties in Math and Reading in Pre-Kindergarten Children at High Risk for Learning Disabilities. Journal of Educational Psychology. Clemens, N.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, L., 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 year: An application of dominance analysis. 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 effects for struggling readers. Journal of Special Education, 52, 174-187. Oslund, E.L., Clemens, N.H., Simmons, D.C., & Simmons, L.E. (2018). A multicomponent model of adolescent reading comprehension: Comparing struggling and adequate comprehenders. Reading and Writing, 31, 355-379. 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., Davis, J., & 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.

Explores how family background, culture, and school contextual factors influence decisions and trajectories within special education.

Focuses on the instructional design and efficacy testing of early STEM interventions for at-risk learners, including English learners and students marginalized and underserved communities.

Engages in training and supervision of clinicians to support individuals with challenging behavior and difficulty transitioning between activities, particularly for students with autism spectrum disorders.

Assessment and treatment of problem behavior displayed by individuals with ASD/DD, methods for increasing behavioral variability in individuals with ASD/DD, and methods for preventing clinical relapse pertaining to challenging behavio

Works with culturally diverse individuals with Autism Spectrum Disorders to assess and treat challenging behavior.

Studies how to optimize early interventions for young children with challenging behavior and communication delays including those with autism.

Assesses and supports individuals with intellectual disabilities and develops social skill/communication interventions for children with ASD.

Focuses on adults with disabilities and their participation in higher education, study skills, instruction, and interaction with the criminal justice system.

Focuses on embedding high-level cognitive skills training into academic instructions for children with severe learning disabilities that address the cognitive impairments underlying those disabilities.

Develops and tests interventions for students with mathematics difficulties, emphasizing word-problem solving, mathematics writing, data-based decision making, and the vocabulary within math.

Cohort coordinator for the Department of Special Education's undergraduate teaching program.

Examines how law and policy shape special education service delivery, how racialized minority and ethnic students are (mis)identified for special education placements, and how special education is provided in the juvenile justice system.

All of my work focuses on developing and testing for efficacy literacy practices for struggling readers. This includes: * infusing literacy practices into elementary and middle school content area classes; * empowering parents to provide reading support to their own children; * providing intervention to struggling readers; * translating research to practice for teachers; * designing effective professional development; * translating research into usable products for parents.

Oversees the undergraduate program for Special Education, including internships, student teaching, coursework, as well as teaching at the graduate level.

Focuses on effective interventions for students with and at-risk for reading disabilities, with a focus on intensifying intervention through data-based instruction and attention to motivational processes

Investigates effective interventions for a diverse group of students with reading difficulties and students who are English language learners.