Faculty for the Department of Special Education
I focus on the development of evidence based reading and science interventions and assessments for English learners at risk for learning difficulties. Most of my research has been conducted with Spanish-speaking students living in the US and attending bilingual programs or English only programs. However, I have also conducted research in Spanish speaking countries such as Mexico, Spain, and Chile. I have also developed and tested interventions using technology. My collaborative work with Finnish researchers on developing a video game to teach decoding to Spanish-speaking bilingual students in the US, and on testing a computer program to teach science concepts to Finnish first graders received an award from the American Education Research Association Technology, Instruction, Cognition, and Learning Special Interest Group in 2019.
Researches instructional strategies and assistive technology adaptations for students with learning disabilities, specifically in Mathematics.
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 recent and 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., * Lee, K., *Henri, M., Simmons, L., Kwok, O., & Al Otaiba, S. (in press). Growth in sublexical fluency during early reading instruction and its relation to decoding acquisition. Journal of School Psychology. 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 trajectory outcomes within special education.
Focuses on the instructional design and efficacy testing of early mathematics and science interventions for at-risk learners.
Focuses primarily on the assessment and treatment of severe challenging behavior displayed by individuals with autism and other developmental disabilities.
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, and the vocabulary within math.
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.
Researches factors that influence language acquisition for children with autism by analyzing naturalistic language samples and neural measures of speech processing. Uses meta-analysis to examine intervention effects for children with autism. Contributes to investigations that use generalizability theory to examine factors that influence scores of reading and writing.
Investigates issues in social justice and rehabilitation systems in relation to gender, race, and disability, and transition into employment from special education.
Cohort coordinator for the Department of Special Education's undergraduate teaching program.
Explores topics in ethnically diverse students with disabilities, veteran students with resulting trauma issues, and professional development for disabled students.
All of my work focuses on developing and testing literacy practices for struggling readers. This includes: * infusing literacy practices into elementary and middle school content area classes; * 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 motivational process and use of data to improve instructional decision making.
Investigates effective interventions for a diverse group of students with reading difficulties and students who are English language learners.