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*
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
- 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
- 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.