Nathan H Clemens
Biographic Data
| ID | 5972199 |
|---|---|
| NAME | Nathan H Clemens |
| GIVEN NAMES | Nathan H |
| FAMILY NAME | Clemens |
| SIGNATURE | CLEMENS N H |
| AFFILIATIONS | The University of Texas at Austin |
| ORCID | 0000-0002-8361-1303 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Investigating the additive effects of opportunities to spell words on word reading for students with significant reading difficulties
Integrating spelling with word reading instruction is commonly recommended. However, few studies have determined the unique effect of spelling activities on word reading skills for students with reading difficulties. Considering the limited time available for intervention and the fact that several words can be read in the time it takes to spell one, additional research is needed to optimize intervention time. We randomly assigned 68 students with…
A Pilot Study Examining Elements to Improve Generalized Word Reading Skills for Students With Significant Word Reading Difficulties
Students in grades 2 through 4 with significant word reading difficulties were randomly assigned to one of two 10-week interventions. In the Dual Treatment condition, decoding instruction emphasized regularity in spelling-sound correspondence, sound-by-sound decoding, and separately taught high-frequency words on a whole-word basis. In the Integrated condition, decoding instruction interleaved regularity and variability in spelling-sound correspo…
Graph Out Loud
Data-based instruction (DBI) is a process in which teachers use progress data to make ongoing instructional decisions for students with learning disabilities. Curriculum-based measurement (CBM) is a common form of progress monitoring, and CBM data are placed on a graph to guide decision-making. Despite the central role that graph interpretation plays in the successful implementation of DBI, relatively little attention has been devoted to investig…
Testing variations in sublexical units to improve word reading for students with word reading disabilities
Further exploration of the predictive validity of growth on early reading curriculum-based measures among students at risk for reading difficulties
Reading Interventions for Students in Grades 3–12 With Significant Word Reading Difficulties
Most students with reading difficulties struggle to read words. We examined intervention effects for students with significant word reading difficulties (SWRD; standard score of 80 on at least one pretest measure of word reading), which includes individuals with or at risk for dyslexia. We investigated: (a) What are the effects of reading interventions for students in Grades 3–12 with SWRD? and (b) What intervention features (i.e., instructional …
The critical role of instructional response in defining and identifying students with dyslexia
The relations of kindergarten early literacy skill trajectories on common progress monitoring measures to subsequent word reading skills for students at risk for reading difficulties
Understandings and Misunderstandings About Dyslexia
The purpose of this special issue was to provide a forum for contemporary research and thoughtful discourse about dyslexia. Scholars from several disciplines contributed articles that advance our understanding of dyslexia with regard to early identification, genetic and neural bases, assessment, instruction and intervention and educators' perspectives. In this article, we introduce the special issue, discuss current evidence and highlight persist…
A cost-effectiveness analysis of four approaches to universal screening for reading risk in upper elementary and middle school
Commercially Developed Tests of Reading Comprehension
Many seem to believe that researcher‐made tests are unnecessary, if not inappropriate, for evaluating reading comprehension interventions. We suggest that this view reflects a zeitgeist in which researcher‐made (proximal) tests that align with the researchers’ interventions are closely scrutinized and often devalued, whereas commercially developed (distal) tests, typically unaligned with the researchers’ interventions, escape such examination and…
When Treatment Adherence Matters
In this study, we examined the extent to which teachers’ treatment adherence, instructional quality, and the interaction of these variables influenced eighth‐grade students’ content knowledge and reading comprehension. We examined treatment fidelity for students ( n = 775) in classes randomly assigned to receive an evidence‐based content area reading program called Promoting Adolescents’ Comprehension of Text. Results indicate that teachers’ inst…
The Differential Importance of Component Skills on Reading Comprehension Test Performance Among Struggling Adolescent Readers
Reading comprehension tests vary in format and characteristics, which may influence the extent to which component skills are involved in test performance. With students in Grades 6 to 8 with reading difficulties, dominance analyses examined the differential importance of component reading and language skills (word- and text-reading fluency, vocabulary, listening comprehension, and working memory) on several standardized tests of reading comprehen…
The influence of student engagement on the effects of an inferential reading comprehension intervention for struggling middle school readers
Growth on sublexical fluency progress monitoring measures in early kindergarten and relations to word reading acquisition
Cognitive predictors of difficulties in math and reading in pre-kindergarten children at high risk for learning disabilities
Cognitive skill differences that are apparent early in pre-kindergarten (pre-K) might provide predictive insights into risk for learning difficulties at school entry, particularly around early markers of risk for comorbid difficulties in early math and literacy. Domain-specific abilities (approximate number system or ANS acuity, phonological awareness) and domain-general abilities (working memory, vigilance, executive attention, and nonverbal IQ)…
Commercially Developed Tests of Reading Comprehension
Many seem to believe that researcher‐made tests are unnecessary, if not inappropriate, for evaluating reading comprehension interventions. We suggest that this view reflects a zeitgeist in which researcher‐made (proximal) tests that align with the researchers’ interventions are closely scrutinized and often devalued, whereas commercially developed (distal) tests, typically unaligned with the researchers’ interventions, escape such examination and…
Understandings and Misunderstandings About Dyslexia
The purpose of this special issue was to provide a forum for contemporary research and thoughtful discourse about dyslexia. Scholars from several disciplines contributed articles that advance our understanding of dyslexia with regard to early identification, genetic and neural bases, assessment, instruction and intervention and educators' perspectives. In this article, we introduce the special issue, discuss current evidence and highlight persist…
When Treatment Adherence Matters
In this study, we examined the extent to which teachers’ treatment adherence, instructional quality, and the interaction of these variables influenced eighth‐grade students’ content knowledge and reading comprehension. We examined treatment fidelity for students ( n = 775) in classes randomly assigned to receive an evidence‐based content area reading program called Promoting Adolescents’ Comprehension of Text. Results indicate that teachers’ inst…
Growth on sublexical fluency progress monitoring measures in early kindergarten and relations to word reading acquisition
Cognitive predictors of difficulties in math and reading in pre-kindergarten children at high risk for learning disabilities
Cognitive skill differences that are apparent early in pre-kindergarten (pre-K) might provide predictive insights into risk for learning difficulties at school entry, particularly around early markers of risk for comorbid difficulties in early math and literacy. Domain-specific abilities (approximate number system or ANS acuity, phonological awareness) and domain-general abilities (working memory, vigilance, executive attention, and nonverbal IQ)…
The Differential Importance of Component Skills on Reading Comprehension Test Performance Among Struggling Adolescent Readers
Reading comprehension tests vary in format and characteristics, which may influence the extent to which component skills are involved in test performance. With students in Grades 6 to 8 with reading difficulties, dominance analyses examined the differential importance of component reading and language skills (word- and text-reading fluency, vocabulary, listening comprehension, and working memory) on several standardized tests of reading comprehen…
The influence of student engagement on the effects of an inferential reading comprehension intervention for struggling middle school readers
A cost-effectiveness analysis of four approaches to universal screening for reading risk in upper elementary and middle school
Commercially Developed Tests of Reading Comprehension
Many seem to believe that researcher‐made tests are unnecessary, if not inappropriate, for evaluating reading comprehension interventions. We suggest that this view reflects a zeitgeist in which researcher‐made (proximal) tests that align with the researchers’ interventions are closely scrutinized and often devalued, whereas commercially developed (distal) tests, typically unaligned with the researchers’ interventions, escape such examination and…
When Treatment Adherence Matters
In this study, we examined the extent to which teachers’ treatment adherence, instructional quality, and the interaction of these variables influenced eighth‐grade students’ content knowledge and reading comprehension. We examined treatment fidelity for students ( n = 775) in classes randomly assigned to receive an evidence‐based content area reading program called Promoting Adolescents’ Comprehension of Text. Results indicate that teachers’ inst…
The relations of kindergarten early literacy skill trajectories on common progress monitoring measures to subsequent word reading skills for students at risk for reading difficulties
Understandings and Misunderstandings About Dyslexia
The purpose of this special issue was to provide a forum for contemporary research and thoughtful discourse about dyslexia. Scholars from several disciplines contributed articles that advance our understanding of dyslexia with regard to early identification, genetic and neural bases, assessment, instruction and intervention and educators' perspectives. In this article, we introduce the special issue, discuss current evidence and highlight persist…
Further exploration of the predictive validity of growth on early reading curriculum-based measures among students at risk for reading difficulties
Reading Interventions for Students in Grades 3–12 With Significant Word Reading Difficulties
Most students with reading difficulties struggle to read words. We examined intervention effects for students with significant word reading difficulties (SWRD; standard score of 80 on at least one pretest measure of word reading), which includes individuals with or at risk for dyslexia. We investigated: (a) What are the effects of reading interventions for students in Grades 3–12 with SWRD? and (b) What intervention features (i.e., instructional …
The critical role of instructional response in defining and identifying students with dyslexia
Graph Out Loud
Data-based instruction (DBI) is a process in which teachers use progress data to make ongoing instructional decisions for students with learning disabilities. Curriculum-based measurement (CBM) is a common form of progress monitoring, and CBM data are placed on a graph to guide decision-making. Despite the central role that graph interpretation plays in the successful implementation of DBI, relatively little attention has been devoted to investig…
Testing variations in sublexical units to improve word reading for students with word reading disabilities
Investigating the additive effects of opportunities to spell words on word reading for students with significant reading difficulties
Integrating spelling with word reading instruction is commonly recommended. However, few studies have determined the unique effect of spelling activities on word reading skills for students with reading difficulties. Considering the limited time available for intervention and the fact that several words can be read in the time it takes to spell one, additional research is needed to optimize intervention time. We randomly assigned 68 students with…
A Pilot Study Examining Elements to Improve Generalized Word Reading Skills for Students With Significant Word Reading Difficulties
Students in grades 2 through 4 with significant word reading difficulties were randomly assigned to one of two 10-week interventions. In the Dual Treatment condition, decoding instruction emphasized regularity in spelling-sound correspondence, sound-by-sound decoding, and separately taught high-frequency words on a whole-word basis. In the Integrated condition, decoding instruction interleaved regularity and variability in spelling-sound correspo…
Reading and Literacy Development (15 works) · Psychology (14 works) · Reading (process) (11 works) · Linguistics (10 works) · Cognitive and developmental aspects of mathematical skills (8 works) · Developmental psychology (8 works) · Mathematics education (8 works) · Cognitive psychology (7 works) · Dyslexia (7 works) · Computer Science (6 works)