Directory » LESLIE SIMMONS
715b-4
As a senior administrative coordinator in Educational Psychology at Texas A&M University, I support the activities of our departmental administrative office.
Education
B.A., Fine & Applied Arts, University of Oregon
B.A., Geography, University of Oregon
M.Ed., Curriculum & Instruction, Texas A&M University
SELECTED PUBLICATIONS
Books and Monographs
Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D. C., & Simmons, L. E. (2015). Accelerating language skills and content knowledge through shared book reading. Paul H. Brookes Publishing Company.
Journal Articles
Clemens, N. H., Lee, K., Liu, X., Boucher, A., Al Otaiba, S., & Simmons, L. (2023). 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. Journal of Educational Psychology, 115(8), 1045–1069. https://doi.org/10.1037/edu0000814
Clemens, N. H., Hsiao, Y. 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. Journal of Learning Disabilities, 54(3), 155-169.
Clemens, N. H., Lee, K., Henri, M., Simmons, L. E., Kwok, O. M., & 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. [published with student]
Fogarty, M., Coyne, M. D., Simmons, L. E., Simmons, D. C., Henri, M., Kwok, O. M., ... & 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.
Clemens, N. H., Hsiao, Y. Y., Simmons, L. E., Kwok, O. M., Greene, E. A., Soohoo, M. M., ... & Otaiba, S. A. (2019). Predictive validity of kindergarten progress monitoring measures across the school year: Application of dominance analysis. Assessment for Effective Intervention, 44(4), 241-255. [published with student]
De La Cruz, V. M., Otaiba, S. A., Hsiao, Y. 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.
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. Reading and Writing, 31(2), 355-379.
Clemens, N. H., Simmons, D., Simmons, L. E., Wang, H., & Kwok, O. M. (2017). The prevalence of reading fluency and vocabulary difficulties among adolescents struggling with reading comprehension. Journal of Psychoeducational Assessment, 35(8), 785-798.
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. [published with student]
Oslund, E. L., Hagan-Burke, S., Simmons, D. C., Clemens, N. H., Simmons, L. E., Taylor, A. B., ... & Coyne, M. D. (2017). Predictive validity of curriculum-embedded measures on outcomes of kindergarteners identified as at risk for reading difficulty. Journal of Learning Disabilities, 50(6), 712-723.
Oslund, E., Clemens, N. H., Simmons, D. C., Smith, S., & Simmons, L.E. (2016). How vocabulary knowledge of middle-school students from low socioeconomic backgrounds influences comprehension processes and outcomes. Learning and Individual Differences. [published with student]
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.
Oslund, E. L., Simmons, D. C., Hagan-Burke, S., Kwok, O. M., 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. [published with student]
Pollard-Durodola, S. D., Gonzalez, J., Simmons, D., & Simmons, L. (2015). Accelerating language skills and content knowledge via shared book reading.
Simmons, D. C., Kim, M., Kwok, O. M., Coyne, M. D., Simmons, L. E., Oslund, E., ... & Rawlinson, D. A. (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. [published with student]
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. [published with student]
Fogarty, M., Oslund, E., Simmons, D., Davis, J., Simmons, L., Anderson, L., ... & 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. [published with student]
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. [published with student]
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.
Simmons, D., Fogarty, M., Oslund, E. L., Simmons, L., Hairrell, A., Davis, J., ... & Fall, A. M. (2014). Integrating content knowledge-building and student-regulated comprehension practices in secondary English language arts classes. Journal of Research on Educational Effectiveness, 7(4), 309-330. [published with student]
Coyne, M. D., Little, M., Rawlinson, D. A., Simmons, D., Kwok, O. M., 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. [published with student]
Coyne, M. D., Simmons, D. C., Hagan-Burke, S., Simmons, L. E., Kwok, O. M., Kim, M., ... & Rawlinson, D. A. M. (2013). Adjusting beginning reading intervention based on student performance: An experimental evaluation. Exceptional Children, 80(1), 25-44. [published with student]
Hagan-Burke, S., Coyne, M. D., Kwok, O. M., 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 kindergarteners receiving supplemental reading intervention. Journal of learning disabilities, 46(3), 260-277. [published with student]
Simmons, D., Fogarty, M., Simmons, L., Davis, J., Anderson, L., & Oslund, E. (2013). Examining Positive but Nondifferential Gains in Secondary Students' Reading Comprehension: A Focus on Instructional Practices and Differential Benefit. Society for Research on Educational Effectiveness.
Kim, E., [8224]Kwok, O., & Yoon, M. (2012). Testing factorial invariance in multilevel data: A Monte Carlo study. Structural Equation Modeling, 19, 250- 267
Little, M. E., Rawlinson, D. A., Simmons, D. C., Kim, M., Kwok, O. M., Hagan‐Burke, S., ... & Coyne, M. D. (2012). A comparison of responsive interventions on kindergarteners’ early reading achievement. Learning Disabilities Research & Practice, 27(4), 189-202. [published with student]
Oslund, E. L., Hagan-Burke, S., Taylor, A. B., Simmons, D. C., Simmons, L., Kwok, O. M., ... & Coyne, M. D. (2012). Predicting kindergarteners’ response to early reading intervention: An examination of progress-monitoring measures. Reading Psychology, 33(1-2), 78-103. [published with student]
Pollard-Durodola, S. D., González, 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. [published with student]
Gonzalez, J. E., Pollard-Durodola, S., Simmons, D. C., Taylor, A. B.,* Davis, M. J., *Kim, M., & Simmons, L. (2011). Developing low-income preschoolers[8217] social studies and science vocabulary knowledge through content-focused shared book reading. Journal of Research on Educational Effectiveness, 4, 25-52
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. The Reading Teacher, 65(4), 265-274.
Simmons, D. C., Coyne, M. D., Hagan-Burke, S., Kwok, O., Simmons, L.E, Johnson, C., Zou, Y., Taylor, A. B., McAlenney, A. L., Ruby, M., & Crevecoeur, Y. C. (2011). Effects of supplemental reading interventions in authentic contexts: A comparison of kindergarteners' response. Exceptional Children, 77, 207-228
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, 161-183
Book Chapters
Simmons, D. C., Pollard-Durodola, S. D., Gonzalez, J. E., Davis, M. & Simmons, L. (2007). The construction of shared-reading interventions: Principles for accelerating the vocabulary development and comprehension of low-income households. In. S. B. Neuman (Ed.), Literacy achievement for young children from poverty. Baltimore, MD: Brooks Publishing.
AWARDS
2022 EPSY Outstanding Staff Member
2022 CEHD Extraordinary Service Award