Directory » DEBORAH SIMMONS
DEBORAH SIMMONS
(Emeritus)
Professor Emerita
Research Interests
Curriculum analysis and development
Models and methods of literacy acquisition and development
Prevention and remediation of academic learning problems in students with learning disabilities and at risk for school failure
Education
Ph.D., Special Education, Reading, Purdue University (1986)
M.Ed., Special Education, Middle Tennessee State University (1981)
B.S., Speech and Language Pathology, Middle Tennessee State University (1973)
COURSES TAUGHT
EPSY685. Directed Studies
2006A
SPED619. CRITCL RESRCH PRACT SPED
2012C
SPED630. Rdng/atrisk/ld Stu K-12
2008C,2007C
SPED630.
2005A
SPED682. Seminar In Sped
2007C
SPED683.
2005B
SPED685.
2005B
SPED685. Directed Studies
2009B,2007C
SPED685. DIRECTED STUDIES
2014C
FORMER DOCTORAL STUDENTS
Leah Anderson (Spring 2015)
Stacey Smith (Spring 2013)
Eric Oslund (Summer 2012)
Melissa Fogarty (Summer 2012)
Angela Hairrell (Summer 2008)
SELECTED PUBLICATIONS
Books and Monographs
Baker, S. K., Kame[8217]enui, E. J., Simmons, D. C., Simonsen, B., & Santoro, L. E. (2010). Characteristics of students with diverse learning and curricular needs. In M. D. Coyne, E. J. Kame[8217]enui, & D. W. Carnine (Eds.), Effective teaching strategies that accommodate diverse learners (4th ed.). Upper Saddle River, NJ: Pearson
Hairrell, A., Edmonds, M., Vaughn, S., & Simmons, D. (2010). Independent silent reading for struggling readers: Pitfalls and potential. In E. Hiebert & D. R. Reutzel (Eds.), Revisiting silent reading: New directions for teachers and researchers. Newark, DE: International Reading Association
Simmons, D. C., Kame'enui, E. J., Coyne, M., Chard, D., & Hairrell, A. (2010). Effective strategies for teaching beginning reading. In M. Coyne, E. Kame'enui, & D. Carnine (Eds.), Effective teaching strategies that accommodate diverse learners. Upper Saddle River, NJ: Pearson Education
Kameenui, E. J., Carnine, D. W, Dixon, R., Simmons, D. C., & Coyne, M. (2005). Effective teaching strategies that accommodate diverse learners (Korean language ed.). Sigma Press.
Journal Articles
Oslund, E. L., Hagan-Burke, S., Simmons, D. C., Clemens, N. H., Simmons, L. E., Taylor, A. B., Kwok, O., & Coyne, M. D. (in press). The predictive validity of curriculum-embedded measures on outcomes of kindergarteners identified as at-risk of reading difficulty. Journal of Learning Disabilities
Clemens, N. H., Davis, J. L., Simmons, L. E., Oslund, E. L., & Simmons, D. C. (2015). Interpreting secondary students[48]19 performance on a timed, multiple-choice reading comprehension assessment: The prevalence and impact of non-attempted items. Journal of Psychoeducational Assessment, 33, 154-165. doi:10.1177/0734282914547493
Oslund, E. L., Clemens, N. H., Simmons, D. C., Smith, S., & Simmons, L. E. (in press). How vocabulary knowledge of middle-school students from low socioeconomic backgrounds influences comprehension processes and outcomes. Learning and Individual Differences
Oslund, E.L., Simmons, D.C, Hagan-Burke, S., Simmons, L.E., Coyne, M.D., Kwok, O., & Taylor, A. (2015). Can curriculum-embedded measures predict the later reading achievement of kindergarteners at risk of reading disability? Learning Disability Quarterly, 38, 3-14. [5-yr IF: 1.440]
Simmons, D. C., *Kim, M., Kwok, O., Coyne, M. D., Simmons, L. E., Oslund, E., Fogarty, M., Hagan-Burke, S., Little, M. 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, 255-270
Clemens, N. H., Oslund, E. L., Simmons, L. E., & Simmons, D. C. (2014). Assessing spelling in kindergarten: Further comparison of scoring metrics and their relation to reading skills. Journal of School Psychology, 52, 49-61. doi:10.1016/j.jsp.2013.12.005
Fogarty, M., Oslund, E., Simmons, D., *Davis, J., Simmons, L., *Anderson, L., Clemens, N.H., Vaughn, S., & Roberts, G. (2014). Examining the effectiveness of a multicomponent reading comprehension intervention in middle schools: A focus on treatment fidelity. Educational Psychology Review, 7, 309-330
Oslund, E., Simmons, D., Hagan-Burke, S., Clemens, N.H., Simmons, L., Coyne, M., Taylor, A., & Kwok, O. (2014). The predictive validity of curriculum-embedded measures in kindergarten. Manuscript accepted for publication, Journal of Learning Disabilities.
Simmons, D. (2014). Instructional engineering principles to frame the future of reading intervention research and practice. Remedial and Special Education. Advanced online publication. doi:10.1177/0741932514555023
Swanson, E., Wanzek, J., McCulley, L., Stillman. S. J., Vaughn, S., Simmons, D. Fogarty, M. & Hairrell, A. (in press). An observation study of reading practices used during middle and high school English language arts and social studies classes. Reading and Writing Quarterly
Coyne, M. D., Little, M., Rawlinson, D., Simmons, D., Kwok, O., Kim, M., Simmons, L., HaganBurke, S., & Civetelli, C. (2013). Replicating the impact of a supplemental beginning reading intervention: The role of instructional context. Journal of Research on Educational Effectiveness, 6, 1-23
Coyne, M.D., Simmons, D.C., Hagan-Burke, S., Simmons, L.E., Kwok, O., Kim, M., Fogarty,M.,Oslund, E.L., Capozzoli-Oldham, A., Ware, S., Little, M.E., & Rawlinson, D.M (2013). Adjusting beginning reading intervention based on student performance: An experimental evaluation. Exceptional Children, 80, 25-44
Hagan-Burke, S., Coyne, M. D., Kwok, O., Simmons, D. C., *Kim, M., Simmons, L. E., *Skidmore, S. T., Hernandez, C. L., & Ruby, M. M. (2013). The effects and interactions of student, teacher, and setting variables on reading outcomes for kindergarteners receiving supplemental reading instruction. Journal of Learning Disabilities. 46, 260-277
Simmons, D. C., *Kim, M., Kwok, O., Coyne, M. D., Simmons, L. E., *Oslund, E., *Fogarty, M., Hagan-Burke, S., Little, M. E., & Rawlinson, D. (2013). Examining the effects of linking student performance and progression in a tier 2 kindergarten reading intervention. Journal of Learning Disabilities. Advanced online publication. doi:10.1177/0022219413497097
Simmons, D. C., Taylor, A. B., *Oslund, E. L., Simmons, L. E., Coyne, M. D., Little, M. E., Rawlinson, D. M., Hagan-Burke, S., Kwok, O., & Kim, M. (2013). Predictors of at-risk kindergarteners[8217] later reading difficulty: Examining learner-by-intervention interactions. Reading and Writing: An Interdisciplinary Journal. Advance online publication. doi:10.1007/s11145-013-9452-5
Vaughn, S., Swanson, E. A., Roberts, G., Wanzek, J., Stillman-Spisak, S. J., Solis, M., & Simmons, D. (2013). Improving reading comprehension and social studies knowledge in middle school. Reading Research Quarterly, 48, 77-93
Little, M. E., Rawlinson, D., Simmons, D. C., Kim, M., Kwok, O., Hagan-Burke, S., Simmons, L. E., *Fogarty, M., *Oslund, E., & Coyne, M. D. (2012). A comparison of responsive interventions on kindergarteners' early reading achievement. Learning Disabilities Research and Practice, 27, 189-202
Oslund, E. L., Hagan-Burke, S., Taylor, A. B., Simmons, D. C., *Simmons, L., Kwok, O., *Johnson, C., & Coyne, M. D. (2012). Predicting kindergarteners[8217] response to early reading intervention: An examination of progress-monitoring measures. Reading Psychology, 33, 78-103
Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D. C., Taylor, A. B., Davis, M. J., Simmons, L. E., & Nava-Walichowski, M. (2012). An examination of preschool teachers[8217] shared book reading practices in Spanish: Before and after instructional guidance. Bilingual Research Journal, 35, 5-31
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
Hagan-Burke, S., Kwok, O., *Zou, Y., *Johnson, C., Simmons, D. C., & Coyne, M. D. An examination of problem behaviors and reading outcomes in kindergarten students. Journal of Special Education, 45, 131-148
Hairrell A., Rupley, W. H., Edmonds M., Larsen R., Simmons D., Willson V., Byran, G., & Vaughn S., (2011). Examining the Impact of Teacher Quality on Fourth-Grade Students' Comprehension and Content-Area Achievement. Reading & Writing Quarterly 27, (3), 239-260
Hairrell, A., Rupley, W. H., & Simmons, D. (2011). The State of Vocabulary Research. Literacy Research and Instruction, 50 (4), 253-271
*Hairrell, A., Simmons, D., Rupley, W., & Vaughn, S. (2011). An investigation of fourth-grade teachers' use of vocabulary instruction in social studies. Journal of Reading Education, 36 (3), 19-25
Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D.C., Simmons, L., & Nava-Walichowski, M. (2011). Using knowledge networks to develop preschoolers[8217]content vocabulary. The Reading Teacher, 65, 4, 259-269
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
Swanson, E., Edmonds, M. S., Hairrell, A., Vaughn, S., & Simmons, D. C. (2011). Applying a cohesive set of comprehension strategies to content-area instruction. Intervention in School and Clinic. Advance online publication
Hairrell, A., Rupley, W. H., Edmonds, M., Larsen, R., Simmons, D., Willson, V., Byrns, G., & Vaughn, S. (2010). Examining the impact of teacher quality on fourth-grade students' comprehension and content-area achievement. Reading and Writing Quarterly
Hairrell*, A., Simmons, D., Swanson, E., Edmonds, M., Vaughn, S., and Rupley, W. H. (2010). Translating vocabulary research to social studies instruction: Before, during and after text-reading strategies. Intervention in School and Clinic, 46(4), 1-7
Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D. C., Kwok, O., Taylor, A. B., Davis, M. J., Kim, M., & Simmons, L. (2010) The effects of an intensive shared book reading intervention for preschool children at-risk for vocabulary delay. Exceptional Children, 77, 161-183
Simmons, D., Hairrell*, A., Edmonds, M., Vaughn, S., Larsen*, R., Willson, V., Rupley, W., & Byrns, G. (2010). A comparison of multiple-strategy methods: Effects on fourth-grade students' general and content-specific reading comprehension and vocabulary development. Journal of Research on Educational Effectiveness, 3, 121-156
Pollard-Durodola, S. D., & Simmons, D. C. (2009). The role of explicit instruction and instructional design in promoting phonemic awareness development and transfer from Spanish to English. Reading and Writing Quarterly, 25, 139-161.
Simmons, D., Coyne, M., Kwok, O., McDonagh, S, Harn, B., & Kame'enui, E. (2008). Indexing response to intervention: A longitudinal study of reading risk from kindergarten through third grade. Journal of Learning Disabilities, 41, 143-158.
Simmons, D., Kameenui, E., Harn, B., Coyne, M., Edwards, L., & Thomas, C. (2007). The effects of instructional emphasis and specificity on early reading and vocabulary development of kindergarten children. Journal of Learning Disabilities, 40, 331-347.
Kameenui, E., Fuchs, L., Francis, D., Good III, R., O'Connor, R., Simmons, D., Tindal, G., & Torgesen, J. (2006). The adequacy of tools for assessing reading competence: A framework and review. Educational Researcher, 35(4), 3-11.
Santoro, L,, Coyne, M., & Simmons, D. (2006). The reading-spelling connection: Developing and evaluating a beginning spelling intervention for children at risk of reading disability. Learning Disabilities Research and Practice, 21, 122-133.
Coyne, M. D., Kameenui, E. J., & Simmons, D. C. (2004). Improving beginning reading instruction and intervention for students with LD: Reconciling "all" with "each". Journal of Learning Disabilities, 37, 231-239.
Coyne, M. D., Simmons, D. C., Kameenui, E. J., Stoolmiller, M. (2004). Teaching vocabulary during shared storybook readings: An examination of differential effects. Exceptionality, 12, 145-162.
Coyne, M., Simmons, D., Kameenui, E., & Harn, B. (2004). Beginning reading intervention as inoculation or insulin: An examination of the first grade reading performance of strong responders to kindergarten intervention. Journal of Learning Disabilities, 37, 90-104.
Knutson, J., Simmons, D. C., Good, R., & McDonagh, S. (2004). Specially designed assessment and instruction for children who have not responded adequately to reading intervention. Assessment for Effective Intervention 29, 47-58.
Coyne, M.D., Kameenui, E.J., & Simmons, D.C. (2001). Prevention and intervention in beginning reading: Two complex systems. Learning Disabilities Research and Practice, 16, 62-73.
Good, R.H., Simmons, D.C., & Kameenui, E.J. (2001). The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. Scientific Studies of Reading, 5, 257-288.
Kameenui, E.J., & Simmons, D.C. (2001). A primer on phonemic awareness: Why it's a good idea. Basic Education, 46(3), 3-6.
Kameenui, E.J., & Simmons, D.C. (2001). Introduction to special issue: The DNA of reading fluency. Scientific Studies of Reading, 5, 203-210.
Smith, S.B., Simmons, D.C., Gleason, M.M., Kameenui, E.J., Baker, S.K., Sprick, M., Gunn, B., Thomas, C.L., Chard, D.J., Plasencia-Peinado, J., & Peinado, R. (2001). An analysis of phonological awareness instruction in four kindergarten basal reading programs. Reading and Writing Quarterly, 17, 25-51.
Kameenui, E.J., Simmons, D.C. & Coyne, M.D. (2000). Schools as host environments: Toward a schoolwide reading improvement model. Annals of Dyslexia, 50, 33-51.
Kameenui, E.J., & Simmons, D.C. (1999). Beyond effective practices to schools as host environments: Building and sustaining a school-wide intervention model in beginning reading for all children. Australasian Journal of Special Education, 23(2&3), 101-127.
Simmons, D.C. (1999). Special Issue: A Profile on Writing Assessment. Reading and Writing Quarterly, 15, 1-4.
Good, R., III, Simmons, D.C., & Smith, S. (1998). Effective academic interventions in the United States: Evaluating and enhancing the acquisition of early reading skills. School Psychology Review, 27(1), 45-56. Reprinted in Educational and Child Psychology, 27(1), 56-70.
Simmons, D.C., Kameenui, E.J., & Chard, D.J. (1998). General education teachers' assumptions about learning and students with learning disabilities: Design-of-instruction analysis. Learning Disabilities Quarterly, 21, 6-21.
Book Chapters
Pollard-Durodola, S.D., Gonzalez, J. E., Simmons, D. C., & Simmons, L., (2013 In Press) Accelerating Content Vocabulary via Shared Book Reading. Baltimore, MD: Brookes Publishing
Chard, D., Harn, B., Sugai, G., Horner, R., Simmons, D., & Kameenui, E. (2008). Core features of multi-tiered systems of reading and behavioral support. In C. Greenwood, T. Kratochwill, & M. Clements (Eds.), Schoolwide Prevention Models: Lessons Learned in Elementary Schools. New York: NY: Guilford Publications.
Harn, B. Kameenui, E., & Simmons, D.C. (2007). The nature and role of the third tier in a prevention model for kindergarten students. In D. Haager, J. Klingner, & S. Vaughn (Eds.). Evidence-based reading practices for response to intervention. Baltimore, MA: Paul Brookes.
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.
Simmons, D. C., Kameenui, E., Coyne, M., & Chard, D. (2006). Effective strategies for teaching beginning reading. In Coyne, Kame'enui, & Carnine, Effective teaching strategies that accommodate diverse learners. Upper Saddle River, NJ: Pearson Prentice Hall.
Coyne, M. D., Simmons, D. C., & Edwards, L. L. (2005). Beginning reading instruction. In M. Hersen, G. Sugai, & R. Horner (Eds.), Encyclopedia of behavior modification and cognitive behavior therapy: Educational Applications (Vol. 3, pp. 1165-1170). Thousand Oaks, CA: Sage Publications.
Edwards, L. L., Simmons, D. C., & Coyne, M. D. (2005). Beginning reading. In M. Hersen, G. Sugai, & R. Horner (Eds.), Encyclopedia of behavior modification and cognitive behavior therapy: Educational Applications (Vol. 3, pp. 1160-1165). Thousand Oaks, CA: Sage Publications.
Edwards, L.L., Simmons, D.C., & Coyne, M.D. (In press). Early literacy. In G. Sugai & R. Horner (Eds.), Encyclopedia of Behavior Modification and Cognitive Behavior Therapy. Thousand Oaks, CA: Sage.
Coyne, M.D., Simmons, D.C., & Kameenui, E.J. (2003). Vocabulary instruction for young children at-risk of experiencing reading difficulties: Teaching word meanings during shared storybook readings. In J.F. Baumann & E.J. Kame'enui (Eds.), Vocabulary instruction: Research to practice. New York: Guilford.
Good, R.H., Kaminski, R.A., Smith, S., Simmons, D.S., Name'enui, E.J., & Wallin, J. (2003). Reviewing outcomes: Using DIBELS to evaluate kindergarten curricula and interventions. In S.R. Vaughn & K.L. Briggs (Eds.), Reading in the classroom: Systems for observing teaching and learning, 221-266. Baltimore: Paul H. Brookes.
Simmons, D.C., Kameenui, E.J., Stoolmiller, M., Coyne, M.D., & Harn, B. (2003). Accelerating growth and maintaining proficiency: A two-year intervention study of kindergarten and first-grade children at risk for reading difficulties. In B. Foorman (Ed.), Preventing and remediating reading difficulties: Bringing science up to scale, 197-228. Timonium, MD: York Press.
RESEARCH PROJECTS
Project Connect-IT (Connecting Text by Inference and Technology): Development of a Text-Integration Intervention for Middle School Students with Comprehension Difficulties
Project Connect-IT (Connecting Text by Inference and Technology): Development of a Text-Integration Intervention for Middle School Students with Comprehension Difficulties
Framework for Accelerating Strategic Comprehension of Text (FASCT) with 4th and 5th Graders Experiencing Persistent Reading Difficulties
Examining the Efficacy of Differential Levels of Professional Development for Teaching Content Area Reading Strategies
Examining the Efficacy of Differential Levels of Professional Development for Teaching Content Area Strategies
Teaching the Vocabulary of Comprehension: A Technology-Enhanced System to Enhance At-Risk 3rd Graders[8217] Acquisition and Application of Essential Vocabulary
Accelerating the Academic Achievement of Students with Disabilities Research Initiative
Project FOCUS
Understanding Malleable Cognitive Processes and Integrated Comprehension Interventions for Grades 7-12
Examining the Efficacy of Situated Professional Development on Teachers Instructional Quality and Use of Reading Strategies
Teacher Quality Research
Project ISEE: Preparing Intervention Scientists in Special Education
Project LEA: Leer, Escribir, Apprender
Preparing Intervention Scientists in Special Education (ISSE)
Project Early Reading Intervention
Enhancing the Quality of Expository Text Instruction and Comprehension Through Content and Case-Situated Professional Development
Project Prekindergarten Efficacy
A Large-Scale Evaluation of the Effectiveness, Implementation, and Sustained Use of the Early Reading Intervention
Project Words of Oral Reading and Language Development (WORLD)
Project Integrate: Integrating Research, Theory, Practice, and Leadership in Intervention, Prevention, and Cultural and Linguistic Diversity
Project ACCEL - Demonstration Projects for Children and Youth with Disabilities
Project ALTER - Accelerating Literacy Trajectories in Early Readers
Project OPTIMIZE - Optimizing and Sustaining Early Reading and Vocabulary Growth for Students
AWARDS
CEHD Faculty Mentor Award. Receipient. (2013)
Jeanette Fleischner Award. Awarded by Division for Learning Disabilities of the Council for Exceptional Children for outstanding contribution to the field of learning disabilities.. (2002)
NASP Award for Best Journal Manuscript. Published in School Psychology Review, 27, 45-56. Reprinted in Educational and Child Psychology, 27, 56-70.. (1998)
Outstanding Faculty Mentor. College of Education and Human Development. (2008)
Palmer O. Johnson Memorial Award for Best Paper. Published in American Educational Research Journal, 34, 174-206.. (1997)
EDITORSHIPS
Editorial Board Member. Elementary School Journal (2012)
Editorial Board Member. Exceptional Children (1995 - 2012)
Editorial Board Member. Journal of Direct Instruction (2000 - 2012)
Editorial Board Member. Journal of Learning Disabilities (2002 - 2012)
Editorial Board Member. Learning Disabilities Quarterly (1992)
Editorial Board Member. Learning Disabilities Research and Practice (1997 - 2012)
Editorial Board Member. Reading and Writing: An Interdisciplinary Journal (2004)
Editorial Board Member. Reading and Writing Quarterly (1997 - 2012)
LEADERSHIP POSITIONS
AERA's Division C Proposal Submission. Co- Chair. (2010)