HR job title
- Senior Administrative Coordinator I
- Contact Info
Simmons, Leslie Senior Administrative Coordinator I
Positions
- Senior Administrative Coordinator I, Educational Psychology, School of Education and Human Development
- Overview
- Publications
- Contact
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Overview
Publications
selected publications
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academic article
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Clemens, N. H., Hsiao, Y., Lee, K., Martinez-Lincoln, A., Moore, C., Toste, J., & Simmons, L.
(2021).
The Differential Importance of Component Skills on Reading Comprehension Test Performance Among Struggling Adolescent Readers. 54(3), 155-169.
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Fogarty, M., Coyne, M. D., Simmons, L. E., Simmons, D. C., Henri, M., Kwok, O., ... Wang, H.
(2020).
Effects of Technology-Mediated Vocabulary Intervention for Third-Grade Students with Reading Difficulties. Journal of Research on Educational Effectiveness.
13(2), 271-297.
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Clemens, N. H., Lee, K., Henri, M., Simmons, L. E., Kwok, O., & Al Otaiba, S.
(2020).
Growth on sublexical fluency progress monitoring measures in early kindergarten and relations to word reading acquisition. Journal of School Psychology.
79, 43-62.
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Clemens, N. H., Hsiao, Y., Simmons, L. E., Kwok, O., Greene, E. A., Soohoo, M. M., ... Al Otaiba, S.
(2019).
Predictive Validity of Kindergarten Progress Monitoring Measures Across the School Year: Application of Dominance Analysis. Assessment for Effective Intervention.
44(4), 241-255.
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De La Cruz, V. M., Al Otaiba, S., Hsiao, Y., Clemens, N. H., Jones, F. G., Rivas, B. K., ... Simmons, L. E.
(2019).
The Prevalence and Stability of Challenging Behaviors and Concurrent Early Literacy Growth among Kindergartners at Reading Risk. The Elementary School Journal.
120(2), 220-242.
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Oslund, E. L., Clemens, N. H., Simmons, D. C., & Simmons, L. E.
(2018).
The direct and indirect effects of word reading and vocabulary on adolescents' reading comprehension: Comparing struggling and adequate comprehenders. 31(2), 355-379.
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Clemens, N. H., Simmons, D., Simmons, L. E., Wang, H., & Kwok, O.
(2017).
The Prevalence of Reading Fluency and Vocabulary Difficulties Among Adolescents Struggling With Reading Comprehension. Journal of Psychoeducational Assessment.
35(8), 785-798.
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Oslund, E. L., Hagan-Burke, S., Simmons, D. C., Clemens, N. H., Simmons, L. E., Taylor, A. B., Kwok, O., & Coyne, M. D.
(2017).
Predictive Validity of Curriculum-Embedded Measures on Outcomes of Kindergarteners Identified as At Risk for Reading Difficulty. 50(6), 712-723.
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Fogarty, M., Clemens, N., Simmons, D., Anderson, L., Davis, J., Smith, A., ... Oslund, E.
(2017).
Impact of a Technology-Mediated Reading Intervention on Adolescents' Reading Comprehension. Journal of Research on Educational Effectiveness.
10(2), 326-353.
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Oslund, E. L., Clemens, N. H., Simmons, D. C., Smith, S. L., & Simmons, L. E.
(2016).
How vocabulary knowledge of middle-school students from low socioeconomic backgrounds influences comprehension processes and outcomes. Learning and Individual Differences.
45, 159-165.
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Simmons, D. C., Kim, M., Kwok, O., Coyne, M. D., Simmons, L. E., Oslund, E., ... Rawlinson, D.
(2015).
Examining the effects of linking student performance and progression in a tier 2 kindergarten reading intervention. Journal of Learning Disabilities.
48(3), 255-270.
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Clemens, N. H., Davis, J. L., Simmons, L. E., Oslund, E. L., & Simmons, D. C.
(2015).
Interpreting Secondary Students' Performance on a Timed, Multiple-Choice Reading Comprehension Assessment: The Prevalence and Impact of Non-Attempted Items. Journal of Psychoeducational Assessment.
33(2), 154-165.
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Oslund, E. L., Simmons, D. C., Hagan-Burke, S., Kwok, O., Simmons, L. E., Taylor, A. B., & Coyne, M. D.
(2015).
Can Curriculum-Embedded Measures Predict the Later Reading Achievement of Kindergarteners at Risk of Reading Disability?. Learning Disability Quarterly.
38(1), 3-14.
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Simmons, D., Fogarty, M., Oslund, E. L., Simmons, L., Hairrell, A., Davis, J., ... Fall, A.
(2014).
Integrating Content Knowledge-Building and Student-Regulated Comprehension Practices in Secondary English Language Arts Classes. 7(4), 309-330.
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Fogarty, M., Oslund, E., Simmons, D., Davis, J., Simmons, L., Anderson, L., Clemens, N., & Roberts, G.
(2014).
Examining the Effectiveness of a Multicomponent Reading Comprehension Intervention in Middle Schools: A Focus on Treatment Fidelity. Educational Psychology Review.
26(3), 425-449.
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Simmons, D. C., Taylor, A. B., Oslund, E. L., Simmons, L. E., Coyne, M. D., Little, M. E., ... Kim, M.
(2014).
Predictors of at-risk kindergarteners' later reading difficulty: examining learner-by-intervention interactions. Reading and writing.
27(3), 451-479.
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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(1), 49-61.
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Gonzalez, J. E., Pollard-Durodola, S., Simmons, D. C., Taylor, A. B., Davis, M. J., Fogarty, M., & Simmons, L.
(2014).
Enhancing preschool children's vocabulary: Effects of teacher talk before, during and after shared reading. Early Childhood Research Quarterly.
29(2), 214-226.
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Hagan-Burke, S., Coyne, M. D., Kwok, O., Simmons, D. C., Kim, M., Simmons, L. E., ... McSparran Ruby, M.
(2013).
The effects and interactions of student, teacher, and setting variables on reading outcomes for kindergartners receiving supplemental reading intervention. Journal of Learning Disabilities.
46(3), 260-277.
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Coyne, M. D., Simmons, D. C., Hagan-Burke, S., Simmons, L. E., Kwok, O., Kim, M., ... Rawlinson, D. M.
(2013).
Adjusting Beginning Reading Intervention Based on Student Performance: An Experimental Evaluation. Exceptional Children.
80(1), 25-44.
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Coyne, M. D., Little, M., Rawlinson, D., Simmons, D., Kwok, O., Kim, M., ... Civetelli, C.
(2013).
Replicating the Impact of a Supplemental Beginning Reading Intervention: The Role of Instructional Context. Journal of Research on Educational Effectiveness.
6(1), 1-23.
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Little, M. E., Rawlinson, D., Simmons, D. C., Kim, M., Kwok, O., Hagan-Burke, S., ... Coyne, M. D.
(2012).
A Comparison of Responsive Interventions on Kindergarteners' Early Reading Achievement. Learning Disabilities Research and Practice.
27(4), 189-202.
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Oslund, E. L., Hagan-Burke, S., Taylor, A. B., Simmons, D. C., Simmons, L., Kwok, O., Johnson, C., & Coyne, M. D.
(2012).
PREDICTING KINDERGARTENERS' RESPONSE TO EARLY READING INTERVENTION: AN EXAMINATION OF PROGRESS-MONITORING MEASURES. Reading Psychology.
33(1-2), 78-103.
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Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D. C., Taylor, A. B., Davis, M. J., Simmons, L., & Nava-Walichowski, M.
(2012).
An Examination of Preschool Teachers' Shared Book Reading Practices in Spanish: Before and After Instructional Guidance. Bilingual Research Journal.
35(1), 5-31.
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Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D. C., Davis, M. J., Simmons, L., & Nava-Walichowski, M.
(2011).
Using Knowledge Networks to Develop Preschoolers' Content Vocabulary. 65(4), 265-274.
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Simmons, D. C., Coyne, M. D., Hagan-Burke, S., Kwok, O., Simmons, L., Johnson, C., ... Crevecoeur, Y. C.
(2011).
Effects of Supplemental Reading Interventions in Authentic Contexts: A Comparison of Kindergarteners' Response. Exceptional Children.
77(2), 207-228.
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Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D. C., Kwok, O., Taylor, A. B., Davis, M. J., Kim, M., & Simmons, L.
(2011).
The Effects of an Intensive Shared Book-Reading Intervention for Preschool Children at Risk for Vocabulary Delay. Exceptional Children.
77(2), 161-183.
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Gonzalez, J. E., Pollard-Durodola, S., Simmons, D. C., Taylor, A. B., Davis, M. J., Kim, M., & Simmons, L.
(2010).
Developing Low-Income Preschoolers' Social Studies and Science Vocabulary Knowledge Through Content-Focused Shared Book Reading. Journal of Research on Educational Effectiveness.
4(1), 25-52.
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Clemens, N. H., Hsiao, Y., Lee, K., Martinez-Lincoln, A., Moore, C., Toste, J., & Simmons, L.
(2021).
The Differential Importance of Component Skills on Reading Comprehension Test Performance Among Struggling Adolescent Readers. 54(3), 155-169.
Contact
first name
- Leslie
has last name
- Simmons
Other
- lsimmons@tamu.edu