VITADeborah C. Simmons

December, 2011

PERSONAL INFORMATION

Present Position: Professor of Special EducationDepartment of Educational PsychologyCollege of Education and Human DevelopmentTexas A&M UniversityCollege Station, TX 77843-4225Phone: (979) 845-8050 Fax: (979) 862-1256Email: dsimmons@coe.tamu.edu

EDUCATION

B.S., 1973 Middle Tennessee State UniversitySpeech and Language Pathology (Honors)

M.Ed., 1981 Middle Tennessee State UniversitySpecial Education

Ph.D., 1986 Purdue UniversitySpecial Education; Reading (cognate area)

HONORS

Received the Outstanding Faculty Mentoring Award, College of Education and Human Development, Texas A&M University, October, 2008.

Received the Jeanette Fleischner Award for outstanding contribution to the field of Learning Disabilities from the Division for Learning Disabilities of the Council for Exceptional Children, September, 2002.

Received the National Association of School Psychology award for the best manuscript in a NASP journal in 1998 for 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, 45-56. Reprinted in Educational and Child Psychology, 27, 56-70.

Received the Palmer O. Johnson Memorial award for the best paper in an American Educational Research Association publication in 1997 for Fuchs, D., Fuchs, L., Mathes, P., & Simmons, D. C. (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34, 174-206

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PROFESSIONAL EXPERIENCE

September, 2006 – Present Joint Appointment in Department of Teaching Learning and CultureCollege of Education and Human Development Texas A&M University

July, 2004 – Present ProfessorDepartment of Educational Psychology College of Education and Human DevelopmentTexas A&M University

September, 1997 - December, 2003Associate DirectorInstitute for the Development of Educational Achievement (IDEA)College of Education University of Oregon

September, 2003 - June, 2004 ProfessorSpecial Education Area College of Education University of Oregon

January, 2002 - September, 2003Co-Director, Center to Improve Reading Competence (Project CIRCUITS)College of EducationUniversity of Oregon

September, 1997 - August, 2003Associate ProfessorSpecial Education AreaCollege of Education University of Oregon

August, 1992 - August, 1997Assistant ProfessorDepartment of Special Education and Community ResourcesCollege of Education University of Oregon

November, 1992 - August, 1994Assistant Dean College of Education University of Oregon

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August, 1992 - December, 2001Research Associate - National Center to Improve the Tools of EducatorsCollege of EducationUniversity of Oregon

1991-1992Director of Field Experiences (Undergraduate and Graduate)Department of Special EducationPeabody College of Vanderbilt University

1990 - 1992Kennedy Center Investigator, Kennedy Center for Education and Research in Human Development

1988 - 1992Research Assistant Professor, Peabody College of Vanderbilt University

1987 - 1988Assistant Professor, Bowling Green State University

1987Visiting Instructor; Student Teacher SupervisorPurdue University

1983 - 1986 Graduate Instructor, Research Fellow, Research Assistant, Practicum Coordinator, Graduate Student; Purdue University

1974 - 1983Speech and Language Specialist (Grades K-9) Murfreesboro, TN

1973 - 1974Speech and Language Specialist (Grades K-6), Jacksonville Public Schools, FL

AREAS OF RESEARCH and PROFESSIONAL INTEREST

Prevention and remediation of academic learning problems in students with learning disabilities and at-risk for school failure

Models and methods of literacy acquisition and development

Curriculum analysis and development

STATE CURRICULUM DEVELOPMENT

Simmons, D. C., & Kame'enui, E. J. (1998). Reading/Language Arts Curriculum Framework K-12. Sacramento, CA: California Department of Education.

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PUBLICATIONS

Articles Published in Peer-Reviewed Journals

Special Issue Editor

Kame’enui, E. J., & Simmons, D. C. (2001). Guest-edited special issue: The Role of Fluency in Reading Competence, Assessment, and Instruction: Fluency at the Intersection of Accuracy and Speed, Scientific Studies of Reading, 5(3).

Simmons, D. C. (1998). Reading and Writing Quarterly - Special Issue: A Profile on Writing Assessment 15(1). Contributing authors Dickson, S. V., Espin, C. A., Gleason, M. M., Isaacson, S., and Simmons, D. C.

• A profile on writing assessment and instruction• Criterion-related validity of curriculum-based measures in writing for secondary school

students• Instructionally relevant writing assessment• Integrating reading and writing to teach compare-contrast text structure: A research-based

methodology• The role of evidence in argumentative writing

Articles Published or In Press

* indicates publications written while a Texas A&M graduate student

*Oslund, E. L., Hagan-Burke, S., Taylor, A. B., Simmons, D. C., Simmons, L. E., Kwok, O., *Johnson, C., & Coyne, M. D. (in press).  Predicting kindergarteners’ response to early reading intervention: An examination of progress-monitoring measures.  Reading Psychology.

Hagan-Burke, S., Coyne, M. D., Kwok, O., Simmons, D. C., *Kim, M., *Skidmore, S. T., Simmons, L. E., *Johnson, C., & Ruby, M. F. (in press). The effects and interactions of student, teacher, and setting variables on reading outcomes for kindergarteners receiving supplemental reading intervention. Journal of Learning Disabilities.

Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D.C., Simmons, L., & Nava-Walichowski, M. (2011). Using knowledge networks to develop preschoolers’content vocabulary. The Reading Teacher, 65, 259-269.

*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.

*Hairrell, A., Rupley, W., & Simmons, D. (2011). The state of vocabulary research. Literacy Research and Instruction, 50, 253-271. doi:10.1080/19388071.2010.514036

Hagan-Burke, S., Kwok, O., *Zou, Y., *Johnson, C., Simmons, D., &, Coyne, M. D. (2011). An examination of problem behaviors and reading outcomes in kindergarten students. Journal of Special Education, 45, 131-148. doi:10.1177/0022466909359425

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*Hairrell, A., Rupley, W. H., Edmonds, M., *Larsen, R., Simmons, D., Willson, V., Byrns, G., & Vaughn, S. (2011). Examining the impact of teacher quality on fourth-grade students’ comprehension and content-area achievement. Reading and Writing Quarterly, 27, 239-260.

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. doi:10.1177/1053451210395385

Simmons, D. C., Coyne, M. D., Hagan-Burke, S., Kwok, O., Simmons, L., *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, 161-184.

Gonzalez, J. E., Pollard-Durodola, S., Simmons, D. C., Taylor, A. B.,* Davis, M. J., *Kim, M., & Simmons, L. (2011). Developing low-income preschoolers’ social studies and science vocabulary knowledge through content-focused shared book reading. Journal of Research on Educational Effectiveness, 4, 25-52. doi:10.1080/19345747.2010.487927

*Hairrell, A., Simmons, D., Swanson, E., Edmonds, M., Vaughn, S., & Rupley, W. H. (2010). Translating vocabulary research to social studies instruction: Before, during and after text-reading strategies. Intervention in School and Clinic, Advance online publication. Retrieved from http://isc.sagepub.com/content/early/2010/11/22/1053451210389606.full.pdf+html

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. doi:10.1080/19345741003596890

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. doi:10.1080/10573560802683531

Simmons, D. C., Coyne, M. D., Kwok, O., McDonagh, S, Harn, B. A., & Kame’enui, E. J. (2008). Indexing response to intervention: A longitudinal study of reading risk from kindergarten through third grade. Journal of Learning Disabilities, 41, 158-173. doi:10.1177/0022219407313587

Simmons, D. C., Kame’enui, E. J., Harn, B., Coyne, M. D., Stoolmiller, M., Santoro, L. E., Smith, S. B., Beck, C. T., & Kaufman, N. K. (2007). Attributes of effective and efficient kindergarten reading intervention: An examination of instructional time and design specificity. Journal of Learning Disabilities, 40, 331-347. doi:10.1177/00222194070400040401

Kame’enui, E. J., Fuchs, L., Francis, D. J., Good, R., III, O’Connor, R. E., Simmons, D. C., Tindal, G., & Torgesen, J. K. (2006). The adequacy of tools for assessing reading competence: A framework and review. Educational Researcher, 35(4), 3-11. doi:10.3102/0013189X035004003

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Santoro, L, E., Coyne, M. D., & Simmons, D. C. (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. doi:10.1111/j.1540-5826.2006.00212.x

Knutson, J. S., Simmons, D. C., Good, R., III, & McDonagh, S. H. (2004). Specially designed assessment and instruction for children who have not responded adequately to reading intervention. Assessment for Effective Intervention 29, 47-58. doi:10.1177/073724770402900407

Coyne, M. D., Simmons, D. C., Kame’enui, E. J., Stoolmiller, M. (2004). Teaching vocabulary during shared storybook readings: An examination of differential effects. Exceptionality, 12, 145-162. doi:10.1177/073724770402900407

Coyne, M. D., Kame'enui, 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. doi:10.1177/00222194040370030801

Coyne, M. D., Kame'enui, E. J., Simmons, D. C., & Harn, B. A. (2004). Beginning reading intervention as inoculation or insulin: First-grade reading performance of strong responders to kindergarten intervention. Journal of Learning Disabilities, 37, 90-104. doi:10.1177/00222194040370020101

Kame’enui, E. J., & Simmons, D. C. (2001). Introduction to this special issue: The DNA of reading fluency. Scientific Studies of Reading, 5, 203-210. doi:10.1207/S1532799XSSR0503_1

Kame’enui, E. J., & Simmons, D. C. (2001). A primer on phonemic awareness: Why it's a good idea. Basic Education, 46(3), 3-6.

Good, R. H., III, Simmons, D. C., & Kame’enui, 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. doi:10.1207/S1532799XSSR0503_4

Coyne, M. D., Kame’enui, E. J., & Simmons, D. C. (2001). Prevention and intervention in beginning reading: Two complex systems. Learning Disabilities Research & Practice, 16, 62-73. doi:10.1111/0938-8982.00008

Smith, S. B., Simmons, D. C., Gleason, M. M., Kame’enui, 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.

Kame’enui, 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. doi:10.1007/s11881-000-0016-4

Simmons, D. C., Kuykendall, K., King, K., Cornachione, C., & Kame’enui, E. J. (2000). Implementation of a schoolwide reading improvement model: “No one ever told us it would be this hard!” Learning Disabilities Research and Practice, 15, 92-100.

Kame’enui, 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), 100-127. doi:10.1080/1030011990230204

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Simmons, D. C. (1999). Introduction to theme: A profile on writing assessment and instruction [Special issue]. Reading and Writing Quarterly, 15, 1-4. doi:10.1080/105735699278260

Simmons, D. C., Kame’enui, E. J., & Chard, D. J. (1998). General education teachers’ assumptions about learning and students with learning disabilities: Design-of-instruction analysis. Learning Disability Quarterly, 21, 6-21. doi:10.2307/1511369

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.

Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34, 174- 206. doi:10.3102/00028312034001174

Wilson, R., Majsterek, D., & Simmons, D. C. (1996). The effects of computer-assisted versus teacher-directed instruction on the multiplication performance of elementary students with learning disabilities. Journal of Learning Disabilities, 29, 382-390. doi:10.1177/002221949602900406

Simmons, D. C., Fuchs, L.S., Fuchs, D., Mathes, P., & Hodge, J. P. (1995). Effects of explicit teaching and peer tutorimg on the reading achievement of learning-disabled and low-performing students in regular classrooms. The Elementary School Journal, 95, 387-408. doi:10.1086/461851

Simmons, D. C., Baker, J., Fuchs, L., Fuchs, D., & Zigmond, N. (1995). Reading instruction in the mainstream: A call for instructional reform. Journal of Reading and Writing Quarterly, 11, 19-36. doi:10.1080/1057356950110103

Simmons, D. C., Fuchs, D., Fuchs, L. S., Hodge, J. P., & Mathes, P. (1994). Importance of instructional complexity and role reciprocity to classwide peer tutoring. Learning Disabilities Research and Practice, 9, 203-212.

Simmons, D. C., Kame’enui, E. J., Dickson, S., Chard, D., Gunn, B., & Baker, S. (1994). Integrating narrative reading comprehension and writing instruction for all learners. In C. Kinzer & D. Leu (Eds.), Multidimensional Aspects of Literacy, Research, Theory, and Practice: Forty-third yearbook of the National Reading Conference, (pp. 572-582). Chicago, IL: National Reading Conference.

Baker, S. K., Kame’enui, E. J., Simmons, D. C. & Stahl, S. A. (1994). Beginning reading: Educational tools for diverse learners. School Psychology Review, 23, 372-391.

Fuchs, L. S., Fuchs, D., Phillips, N. B., & Simmons, D. C. (1993). Contextual variables affecting instructional adaptation for difficult-to-teach students. School Psychology Review, 22, 725-741.

Mathes, P.G., Simmons, D. C., & Davis, B. I. (1992). Assisted reading techniques for developing reading fluency. Reading Research and Instruction, 31, 70-77.

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Simmons, D. C. (1992). Perspectives on dyslexia: Commentary on educational concerns. Journal of Learning Disabilities, 25, 66-70. doi:10.1177/002221949202500110

Simmons, D. C., Fuchs, D., & Fuchs, L. S. (1991). Instructional and curricular requisites of mainstreamed students with learning disabilities. Journal of Learning Disabilities, 24, 354-359. doi:10.1177/002221949102400604

Griffin, C. C., Simmons, D. C., & Kame’enui, E. J. (1991). Investigating the effectiveness of graphic organizer instruction on the comprehension and recall of science content by students' with learning disabilities. Reading, Writing, and Learning Disabilities, 7, 355-376. doi:10.1080/0748763910070407

Simmons, D. C., & Kame’enui, E. J. (1990). The effect of task alternatives on vocabulary knowledge: A comparison of students with and without learning disabilities. Journal of Learning Disabilities, 23, 291-297. doi:10.1177/002221949002300508

Simmons, D. C., Griffin, C. C., & Kame’enui, E. J. (1988). Effects of teacher-constructed pre- and post --graphic organizer instruction on sixth-grade science students' comprehension and recall. The Journal of Educational Research, 82, 15-21.

Simmons, D. C., & Kame’enui, E. J. (1988). Learning disabled and normal achievers' vocabulary knowledge: A quantitative and qualitative analysis. In J. R. Readence and S. Baldwin (Eds.), Dialogues in literacy research: Thirty-seventh yearbook of the National Reading Conference, (pp. 133-140). Chicago, IL: National Reading Conference.

Simmons, D. C., Kame’enui, E. J., & Darch, C. B. (1988). The effect of textual proximity on fourth- and fifth-grade LD students' metacognitive awareness and strategic comprehension behavior. Learning Disability Quarterly, 11, 380-395. doi:10.2307/1510784

Kame’enui, E. J., Simmons, D. C., & Darch, C. B. (1987). LD children's comprehension of selected textual features: Effects of proximity of information. Learning Disability Quarterly, 10, 237-248.

Simmons, D. C., & Kame’enui, E. J. (1986). Articulating learning disabilities for the public: A case of professional riddles. Learning Disability Quarterly, 9, 304-314.

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Books

Kame’enui, 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.

Simmons, D. C., & Kame’enui, E.J. (2002). Strategies for teaching students with dyslexia. Austin, TX: Texas Center for Reading and Language Arts.

Kame’enui, E. J., Carnine, D. W, Simmons, D. C., Dixon, R., & Coyne, M. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

Kame’enui, E. J., & Simmons, D. C. (1999). Toward successful inclusion of students with disabilities: The architecture of instruction. Vol. 1 of 3. Reston, VA: Council for Exceptional Children.

Simmons, D. C., & Kame’enui, E. J. (1998). What reading research tells us about children with diverse learning needs: Bases and basics. Mahwah, N.J: Lawrence Erlbaum Publishers.

Kame’enui, E. J., & Simmons, D. (1997). Activities for reading and writing fun. Booklet prepared for America Reads Challenge: Read*Write*Now!, U. S. Department of Education, Office of the Under Secretary Planning and Evaluation Service.

Kame’enui, E. J., & Simmons, D. C. (1990). Designing instructional strategies: The prevention of academic learning problems. Columbus, OH: Merrill.

Invited Book Chapters

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. D. Coyne, E. J. Kame’enui, & D. W. Carnine (Eds.), Effective teaching strategies that accommodate diverse learners (4th ed.). Upper Saddle River, NJ: Pearson Education.

Baker, S. K., Kame’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’enui, & D. W. Carnine (Eds.), Effective teaching strategies that accommodate diverse learners (4th ed.). Upper Saddle River, NJ: Pearson.

Simmons, D. C., Pollard-Durodola, S. D., Gonzalez, J. E., Davis, M. & Simmons, L. (2008). 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.

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.

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Harn, B. Kame’enui, 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.

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.

Coyne, M. D., Simmons, D. C., & Kame'enui, 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. C., Kame'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 (pp. 221-266). Baltimore: Paul H. Brookes.

Simmons, D. C., Kame’enui, 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 (Eds.), Preventing and remediating reading difficulties: Bringing science to scale (pp. 197-228). Timonium, MD: York Press.

Kame’enui, E. J., & Simmons, D. C. (2002). From an "exploded view" of beginning reading towards a schoolwide beginning reading model: Getting to scale in complex host environments. In R. Bradley, L. Danielson, & D. P. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 163-172). Mahaw, NJ: Lawrence Erlbaum Associates.

Simmons, D. C., Kame’enui, E. J., Good, R. H., Harn, B. A., Cole, C., & Braun, D. (2002). Building, implementing, and sustaining a beginning reading improvement model school by school and lessons learned. In M. Shinn, G. Stoner, & H. M. Walker (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp. 537-569). Bethesda, MD: National Association of School Psychologists.

Kame’enui, E. J., Simmons, D. C., Good, R. H., & Harn, B. A. (2001). The use of fluency-based measures in early identification and evaluation of intervention efficacy in schools. In M. Wolf (Ed.), Time, fluency, and dyslexia. New York: York Press.

Good, R., III, Simmons, D. C., & Smith, S. (2000). Effective academic interventions in the United States: Evaluating and enhancing the acquisition of early reading skills. In Reading Research Anthology (2nd ed). Emeryville, CA: CORE, Inc.

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Wilson, R., Majsterek, D., & Simmons, D. C. (1997). A comparison of the effects of teacher-directed and computer-assigned instruction on students with learning disabilities performance of multiplication facts. In Technology for students with learning disabilities: Educational applications. Austin, TX: Pro-Ed. Reprinted from Journal of Learning Disabilities, 29, 383-390.

Kame’enui, E. J., Simmons, D. C., Baker, S., Chard, D., Dickson, S., Gunn, B., Smith, S. B., Sprick, M., & Lin, S.-J. (1997). Effective strategies for teaching beginning reading. In E. J. Kame’enui, & D. W. Carnine (Eds.), Effective teaching strategies that accommodate diverse learners (pp. 45-70). Columbus, OH: Merrill.

Baker, S. K., Kame’enui, E. J., & Simmons, D. C. (1997). Characteristics of students with diverse learning and curricular needs. In E. J. Kame’enui, & D. W. Carnine (Eds.), Effective teaching strategies that accommodate diverse learners (pp. 19-44). Columbus, OH: Merrill.

Kame’enui, E. J., Simmons, D. C., Chard, D., & Dickson, S. (1997). Direct instruction reading. In S. Stahl & D. Hayes (Eds.), Models of reading instruction, (pp. 59-84). Mahwah, NJ: Lawrence Erlbaum Associates.

Simmons, D. C., & Kame’enui, E. J.(1996). A focus on curriculum design: When children fail. In E. Meyen, G. Vergason, & R. Whelan (Eds.), Strategies for teaching children in inclusive settings. Denver: Love Publishing. [Reprinted from Focus on Exceptional Children, 28(7), 1-16, by Simmons, D. C., & Kame’enui, E. J., 1996].

Simmons, D. C., Fuchs, D., & Fuchs, L. (1992). Instructional and curricular requisites of mainstreamed students with learning disabilities. In D. Carnine & E. Kame’enui (Eds.), Higher order thinking: Designing curriculum for mainstreamed students. Austin: Pro-Ed.

Simmons, D. C. (1991). An introduction to individuals with learning disabilities. In S. E. Schwartz (Ed.), Exceptional people: A guide for understanding, (pp. 205-230). New York: McGraw-Hill.

Simmons, D. C., Fuchs, L., & Fuchs, D. (1991). Peer-mediated reading instruction in mainstream classrooms. In L. Korinek & J. Engelhard (Eds.), Best practices: Challenges for the nineties, (pp. 1-7). Williamsburg, VA: Council for Learning Disabilities.

Kame’enui, E. J., & Simmons, D. C. (1991). The GIST of special education: Designing the generic instructional set (GIST). In L. Korinek & J. Engelhard (Eds.), Best practices: Challenges for the nineties, (pp. 40-44). Williamsburg, VA: Council for Learning Disabilities.

Simmons, D. C., & Griffin, C. (1990). Research on decoding instruction. In D. Carnine, J. Silbert, & E. Kame’enui (Eds.), Direct instruction reading, (2nd ed.), (pp. 262-272). Columbus, OH: Merrill.

Simmons, D. C., & Griffin, C. (1990). Research on beginning reading instruction. In D. Carnine, J. Silbert, & E. Kame’enui (Eds.), Direct instruction reading, (2nd ed.), (pp. 180-185). Columbus, OH: Merrill.

Invited Articles - Non Peer Reviewed

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Kame’enui, E. J., & Simmons, D. C. (2001). A primer on phonemic awareness: Why it's a good idea. Basic Education [on-line], Available: http://www.c-b-e.org/be/iss0111/a0toc.htm.

Good, R. H., Kaminski, R. A., Simmons, D., & Kame'enui, E. (2001). Using Dynamic Indicators of Basic Literacy Skills (DIBELS) in an outcomes-driven model: Steps to reading outcomes. Oregon School Study Council (OSSC) Bulletin, 44(1), 2-24.

Simmons, D. C., Kame’enui, E. J., Good R. H., III, Harn, B. A., Cole, C., & Braun, D. (2000). Building, implementing, and sustaining a beginning reading model: School by school and lessons learned. Oregon School Study Council Bulletin, 43(3), 3-30.

Kame'enui, E. J., & Simmons, D. C. (1998). Beyond effective practice to schools as host environments: Building and sustaining a school-wide intervention model in reading. Oregon School Study Council Bulletin, 41(3), 3-24.

Carnine, D., Kame’enui, E., & Simmons, D. (1996). Building an infrastructure to support the design of high quality technology, media, and materials for all students: Lessons learned and brutal realities. Learning Disabilities Forum, 21(4), 4-9.

Simmons, D. C., & Kame’enui, E. J. (1996). A focus on curriculum design: When children fail. Focus on Exceptional Children, 28(7), 1-16.

Smith, S., Simmons, D. C., & Chard. D. (1996). First things first: Instructional priorities and beginning reading. LD Forum, 20(4), 10-15.

Dickson, S., Kame’enui, E. J., & Simmons, D. C. (1995). Instruction in expository text structure: A focus on compare/contrast. LD Forum, 20(2), 8-15.

Simmons, D. C., Chard, D., & Kame’enui, E. J. (1995). Translating research into basal reading programs? LD Forum, 20(1), 9-13.

Baker, S., Simmons, D. C., & Kame’enui, E. J. (1994). Making information more memorable for students with learning disabilities through the design of instructional tools. LD Forum, 19(3), 14-18.

Simmons, D. C., Gunn, B., Smith, S., & Kame’enui, E. J. (1994). Phonological awareness: Applications of instructional design. LD Forum, 19(2), 7-10.

Dickson, S., Chard, D., & Simmons, D. C. (1993). An integrated reading/writing curriculum: A focus on scaffolding. LD Forum, 18(4), 12-16.

Simmons, D. C., Kame’enui, E. J., & Carnine, D. (1993). Investigating the quality of instructional tools: A national research agenda. LD Forum, 18(1), 11-14.

Simmons, D. C., Fuchs, L., & Fuchs, D. (1992). A framework for higher education/ local-school collaboration. LD Forum, 17(2), 9-1.

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Simmons, D. C., & Kame’enui, E. J. (1992). Improving the quality of instruction: Applications and expectations. LD Forum, 17(4), 23-26.

Simmons, D. C., & Kame’enui, E. J. (1991). Knowing what you teach: A first step in instructional design. LD Forum, 17(1), 22-25.

Simmons, D. C., & Kame’enui, E. J. (1991). Design of instruction: What it is and what it isn't. LD Forum, 16(4), 29-32.

Simmons, D. C., & Kame’enui, E. J. (1991). Academic learning problems and instructional design: Translating research into practice. In R. Wilson, LD Forum: Narrowing The Gap Between Research and Practice, 16(1), pp. 2-5.

Majsterek, D., Simmons, D., & Wilson, R. (1990). Remediation of basic fact deficits. In J. Englerd and E. Polloway (Eds.), Learning disabilities: Best practices for the nineties, (pp. 39-42). Williamsburg, VA: Council for Learning Disabilities.

Simmons, D. C., & Kame’enui, E. J. (1989). Direct instruction of decoding skills and strategies. In R. Wilson (Ed.), Narrowing the gap between research and practice, Learning Disability Forum, 15(1), 35-38.

Simmons, D. C. (1985). Review of The successful classroom: Management strategies for regular and special education teachers. The Review of Education, 11, 311-313.

Simmons, D. C. (1984). Review of Structuring your classroom for academic success. ADI News, 3, 16.

Conference Proceedings, Research Reports, and Training Manuals

Kame’enui, E. J., Simmons, D. C., & Coyne, M. D. (1999). Urban Schools as host environments: Toward a schoolwide reading improvement model. In Chicago conference commemorative booklet (pp. 12-16). Baltimore, MD: International Dyslexia Association.

Kame’enui, E. J., & Simmons, D. C. (1998). The early learning experience and the tyranny of time: What is the role of reading instruction in kindergarten? In Proceedings of the Green Conference on Achieving Universal Literacy. Dallas: University of Texas at Dallas.

Simmons, D. C., Kame’enui, E. J., Lee, D. -S., Wallin, J., & Carnine, D. W. (1998). Evaluation of research on educational approaches (EREA). Eugene, OR: University of Oregon, National Center to Improve the Tools of Educators.

Smith, S., Thomas, C., & Simmons, D. C. (1996). Intensifying early interventions in phonological awareness through attention to instructional design. Oregon Conference Monograph 1996, Eugene, OR.

Baker, S. K., Simmons, D. C., & Kame’enui, E. J. (1995). Vocabulary acquisition: Synthesis of the research. (Tech. Rep. No. 13). Eugene: University of Oregon, National Center to Improve the Tools of Educators.

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Baker, S. K., Simmons, D. C., & Kame’enui, E. J. (1995). Vocabulary acquisition: Curricular and instructional implications for diverse learners. (Tech. Rep. No. 14). Eugene: University of Oregon, National Center to Improve the Tools of Educators.

Chard, D. J., Simmons, D. C., & Kame’enui, E. J. (1995). Understanding the primary role of word recognition in the reading process: Synthesis of research on beginning reading. (Tech. Rep. No. 15). Eugene: University of Oregon, National Center to Improve the Tools of Educators.

Chard, D. J., Simmons, D. C., & Kame’enui, E. J. (1995). Word recognition: Curricular and instructional implications for diverse learners. (Tech. Rep. No. 16). Eugene: University of Oregon, National Center to Improve the Tools of Educators.

Dickson, S. V., Simmons, D. C., & Kame’enui, E. J. (1995). Text organization and its relation to reading comprehension: A synthesis of the research. (Tech. Rep. No. 17). Eugene: University of Oregon, National Center to Improve the Tools of Educators.

Dickson, S. V., Simmons, D. C., & Kame’enui, E. J. (1995). Text organization: Curricular and instructional implications for diverse learners. (Tech. Rep. No. 18). Eugene: University of Oregon, National Center to Improve the Tools of Educators.

Gunn, B. K., Simmons, D. C., & Kame’enui, E. J. (1995). Emergent literacy: Synthesis of the research. (Tech. Rep. No. 19). Eugene: University of Oregon, National Center to Improve the Tools of Educators.

Gunn, B. K., Simmons, D. C., & Kame’enui, E. J. (1995). Emergent literacy: Curricular and instructional implications for diverse learners. (Tech. Rep. No. 20). Eugene: University of Oregon, National Center to Improve the Tools of Educators.

Smith, S. B., Simmons, D. C., & Kame’enui, E. J. (1995). Synthesis of research on phonological awareness: Principles and implications for reading acquisition. (Tech. Rep. No. 21). Eugene: University of Oregon, National Center to Improve the Tools of Educators.

Smith, S. B., Simmons, D. C., & Kame’enui, E. J. (1995). Phonological awareness: Curricular and instructional implications for diverse learners. (Tech. Rep. No. 22). Eugene: University of Oregon, National Center to Improve the Tools of Educators.

Simmons, D. C., Kame’enui, E. J., Dickson, S., Chard, D., Gunn, B., & Baker, S. (1995) Integrating narrative reading comprehension and writing instruction for all learners. Bloomington, IN: ERIC Clearinghouse on Reading, English, and Communication Skills, Smith Research Center. (ERIC Document Reproduction Service No. ED 365 943)

Simmons, D. C., Chard, D., Dickson, S., Gunn, B., Landsom, D., & Kame’enui, E. J. (1993). Integrating reading comprehension and writing: Applications of curriculum design principles. Oregon Conference Monograph 1993, 5, 26-35.

Deborah C. Simmons 15

Simmons, D. C., Fuchs, L., & Fuchs, D. (1990). The effects of explicit teaching and peer-mediated instruction on the reading achievement of students with learning disabilities and other nonhandicapped low-performing readers. The RAL Report, 7(2), 4.

Simmons, D. C., Fuchs, D., Fuchs, L., Mathes, P., & Pate, J. (1990). Classwide peer tutoring procedures for mainstream classes with LD and low-performing readers. Unpublished training manual.

Simmons, D. C., Fuchs, D., & Fuchs, L. (1989). Enhancing mainstream instruction for special needs learners: A merger of resources. The Oregon Conference '89 Monograph (Section II, 2-5). Eugene, Oregon: University of Oregon, College of Education.

Simmons, D. C., Fuchs, L., Fuchs, D., Pate, J., & Mathes, P. (1988). Procedures for using effective teaching techniques in mainstream classrooms. Unpublished training manual.

EDUCATIONAL CURRICULA

Reading Street (2007). Glenview, IL: Scott Foresman. Member of authorship team.

Sidewalks (2007, 2011 update). Glenview, IL: Scott Foresman. Member of authorship team.

Arguelles, M., Edmonds, M., Vaughn, S., & Simmons, D. (2004). Guidelines to analyze professional development: Content and process. Central Regional Reading First Technical Assistance Center, Austin, TX.

Simmons, D. C., Kame'enui, E. J., Thomas-Beck, C., Fein, H., & Brewer, N. (2003). A consumer's guide to evaluating supplemental and intervention program grades K-3: A critical elements analysis. Eugene, OR.

Simmons, D. C., & Kame’enui, E. J. (2002). Early reading intervention program. Glenview, IL: Scott Foresman.

Simmons, D. C., & Kame'enui, E. J. (2000, 2006). A consumer's guide to analyzing a core reading program grades K-3: A critical elements analysis. Eugene, OR: National Center to Improve the Tools of Educators, University of Oregon. Retrieved from http://reading.uoregon.edu/resources/downloads/resources.php

Simmons, D. C., & Kame’enui, E. J. (1999). Curriculum maps: Mapping instruction to achieve instructional priorities in beginning reading, kindergarten-Grade 3. Unpublished manuscript. At website http://reading.uoregon.edu/resources/maps.php, curriculum maps for individual grades and subjects can be found.

Kame’enui, E. J., & Simmons, D. C. (1998). Compact for literacy: Standards and learning objectives for grades K-3. Booklet prepared for U. S. Department of Education, Office of Planning and Evaluation Service.

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FUNDED GRANTS

Vaughn, S., Fletcher, J., Denton, C., Barnes, M., Francis, D., Simmons, D., et al. (2010). Understanding Malleable Cognitive Processes and Integrated Comprehension Interventions for Grades 7-12. Institute of Education Sciences. TAMU budget approximately $450,000 per year for 5 years.

Parker, R., Hagan-Burke, S., & Simmons, D. C. (2007). Project ISSE: Intervention Scientists in Special Education. Resubmitted to Preparation of Leadership Personnel, Office of Special Education and Rehabilitation (84.325D). Funded for 4 years, total award - $798,000.

Simmons, D. C., Coyne, M., & Little, M. (2005). The Early Reading Intervention: Examination of Curriculum Efficacy, Durability, Replicability, and Intensity. U. S. Department of Education, Institute of Education Sciences, CFDA: 84.324E. Funded for 4 years, total award – $2,,899,589.

Gonzalez, J. E., Simmons, D. C., & Pollard-Durodola, S. (2005). Project WORLD: Words of Oral Language and Language Development. U. S. Department of Education, Institute of Education Sciences, CFDA: 84.305. Funded for 3 years, total award - $1,300,000.

Simmons, D. C., Vaughn, S., & Rupley, W. H. (2005). Enhancing the Quality of Expository Text Instruction and Comprehension through Content and Case-Situated Professional Development. U. S. Department of Education, Institute of Education Sciences, CFDA: 84.305. Funded for 3 years, total award - $1,498,530.

Simmons, D. C., Merrell, K., Chard, D., & Good, R. (2003). Project Integrate. Submitted to Preparation of Leadership Personnel (84.029D). Office of Special Education and Rehabilitation, CDFA: 84.029D. Funded for 4 years, total award - $799,996.

Simmons, D., & Kame’enui, E. in Collaboration with Oregon Department of Education. (2002). Early Reading Intervention. PacifiCorps, $293,163.

Kame’enui, E., & Simmons, D. C. (2002). The Bethel Reading Project. Washington Mutual Foundation, $50,000.

Kame’enui, E. J., & Simmons, D. C. (2001). Project CIRCUITS: Center for Improving Reading

Competence Using Intensive Treatments Schoolwide. U.S. Department of Education, January, 2001 - December, 2006, $4,999,995.

Kame’enui, E. J., & Simmons, D. C. (2001). Technical Assistance to Goals 2000 and Dynamic Indicators of Basic Early Literacy Skills (DIBELS). January 01, 2001 - June 30, 2001 - $139,219.

Simmons, D. C., & Kame’enui, E. J. (2000). Project ALTER: Accelerating Literacy Trajectory in Early Readers. January 1, 2001 - September 30, 2003 - $539,997.

Kame’enui, E. J., & Simmons, D. C. (1999). Oregon Department of Education Follow-up to Institute on Beginning Reading. September 21, 1999 - September 30, 1999 - $151,250.

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Kame’enui, E. J., & Simmons, D. C. (1999). Oregon Department of Education Reading Plan. June 14, 1999 - June 30, 1999 - $75,009.

Kame’enui, E. J., & Simmons, D. C. (1999). Oregon Department of Education Reading Plan. March 10, 1999 - July 10, 1999 - $76,234.

Simmons, D. C., & Kame’enui, E. J. (1998). Accelerating Children’s Competence in Early Reading and Literacy-Schoolwide: Project ACCEL-S. Office of Special Education Programs (84.324M). October 01, 1998 - September 30, 2002 - $599,972.

Simmons, D. C., & Kame’enui, E. J. (1998). Project Optimize: Optimizing and Sustaining Early Reading and Vocabulary Growth for Students with Developmental Delay or At Risk of Reading Disability. Office of Special Education Programs (84.324C). October 01, 1998 - September 30, 2003 - $899,970.

Simmons, D. C., & Kame’enui, E. J. (1998). Reading/Language Arts and English-as-a-Second Language Curriculum Framework Contract. California Department of Education. March 6, 1998 - December 31, 1998 - $14,266.

Carnine, D., Dixon, B., & Simmons, D. C. (1997). Synthesis of K-12 Mathematics Research. California State Board of Higher Education. Funded, $62,000.

Kame’enui, E. J. & Simmons, D. C. (1995). Project BRIDGES: Bridging Learning and Leadership through Anchored Apprenticeships. Submitted to Preparation of Leadership Personnel (84.029D). Office of Special Education and Rehabilitation, CDFA: 84.029D. November 21, 1995. Funded for 4 years, total award - $562,104.

Smith, S., & Simmons, D. C. (1995). Project Phonological Awareness: Efficiency and Efficacy in Phonological Awareness Instruction for Prereaders At-Risk of Reading Failure. Office of Special Education and Rehabilitation, Advancing and Improving the Research Knowledge Base (84.023B), $14,900.

Kame’enui, E. J., Baker, S., & Simmons, D. C. (1995). Project BRIDGE: Translating research into practice. Office of Special Education and Rehabilitation, (84.023G). Funded, $192,000 per year for 4 years.

Simmons, D. C., Baker, S., & Kame’enui, E. J. (1995). Project Vocabulary: Understanding Early Growth and Remediation Effects for Students with Disabilities or At Risk of Reading Failure. Office of Special Education and Rehabilitation, Field-Initiated Research Competition (84.923C). Funded, $175,541 per year for three years.

Simmons, D. C., & Kame’enui, E. J. (1985-87). The Componential Analysis of Analogical Reasoning Abilities of Learning Disabled and Normal Achieving Elementary-Aged Children: A Comparative and Descriptive Investigation. Office Of Special Education and Rehabilitation, Student Initiated Research, Part B. $7,207. Grant No. G008530243.

Kame’enui, E. J., & Simmons D. C. (1985-86). The Componential Analysis of Analogical Reasoning Abilities of Learning Disabled and Normal Achieving Elementary-Aged Children: A

Deborah C. Simmons 18

Comparative and Descriptive Investigation. Department of Education Grant, Purdue University. $6,600.

PRESENTATIONS

Invited

Simmons, D. C. The fundamental of IES grants and the little big things you need to know about grant writing. Southwest Education Research Association Conference, San Antonio, TX, February 3, 2011.

Simmons, D. C. Response to Tier 2 Intervention: What Matters, What Doesn’t: Sixth Annual Research in Reading Conference, Austin, TX, May 27, 2009.

Coyne, M. D., Simmons, D. C., & Kwok O. Response to Intervention. Invited paper presented at the Association for Positive Behavior Support International Conference, Boston, MA, March, 2007.

Simmons, D. Response to Intervention: A Schoolwide Goal. Invited presentation for the Brazos Valley Chapter of the International Dyslexia Association. College Station, TX, November, 11, 2007.

Simmons, D. C. Twenty things you don’t want to hear on your grant application. Educational Research Exchange. Texas A&M University, College Station, TX, January 26, 2007.

Simmons, D. AAA curriculum design and delivery: Developing interventions that align, advance, and assimilate into the content and contexts of schools. Annual conference of the Institute of Education Sciences, Washington, DC, June 15, 2006.

Simmons, D. C., Coyne, M. D., & Baker, S. Lesson learned about designing and delivering intervention research. Invited paper presented at the U.S. Department of Education Institute of Education Sciences’ Research Conference, Washington, DC, June, 2006.

Simmons, D. C. & McDonagh, S. What research says about RTI as an early intervention and as a method of LD identification. Invited presentation for the Annual Conference of the Council for Exceptional Children, Salt Lake City, UT, April 6, 2006.

Simmons, D. C. Response to intervention in the real world. Invited presentation for the Houston Branch of the International Dyslexia Association. Houston, TX, February 11, 2006.

Simmons, D. C. A consumer’s guide to evaluating core, supplemental and intervention reading programs grades K-3. Invited presentation for the Central Region Reading First Technical Assistance Center. Austin, TX, May 16-17, 2005.

Simmons, D. C. Texas Reading First Professional Development Review of Core Reading Programs. Invited presentation for the Center of Academic and Reading Skills. Houston, TX, May 12, 2005.

Simmons, D. C. Reaching each and all. Invited presentation for the 2005 state conference of Michigan’s Integrated Behavior and Learning Support Initiative. Lansing, MI, April 22, 2005.

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Simmons, D. C. A prevention model for districtwide reading reform: Transferring content into contexts. Invited presentation for the College of Human Development and Education Faculty Research Symposium. College Station, TX, February 11, 2005.

Simmons, D. C. Enhancing phonological awareness instruction. Invited presentation for Tennessee Reading First. Nashville, TN, January 6, 2005.

Simmons, D. C. Assessment and intervention for children who fail to respond to instruction. Invited presentation for Literacy Studies Group. College Station, TX, December 8, 2004.

Simmons, D. C. The analysis (selection) of scientifically based reading programs: The why, the what, and the how. Invited presentation for Colorado Reading First. Denver, CO, November 11, 2004.

Simmons, D. C. Interpreting student performance data and designing core, strategic, and intensive (CSI) interventions. Invited presentation for Project Central. Orlando, FL, September 15, 2004.

Simmons, D. C., & Harn, B. A. A prevention model for districtwide reading reform: Transferring content into contexts. Invited presentation at the annual conference of the Council for Exceptional Children. New Orleans, LA, April, 2004.

Simmons, D. C. The promise of prevention: What we can learn from Linus, Alice in Wonderland, & Michelangelo. Invited Presentation. Corvallis, OR, March 17, 2004.

Simmons, D. C., and Beck, C. T. Arizona Reading First: Professional development for the review of supplemental and intervention programs. Invited Presentation. Scottsdale, AZ, January 30, 2004.

Simmons, D. C. Prevention and intervention of reading problems in young children. Invited Presentation. Scottsdale, AZ, January 30, 2004.

Simmons, D. C. Arizona Reading Initiative: A focus on assessment and intervention. Invited presentation for the Arizona Department of Education. Phoenix, AZ, December 12, 2003.

Simmons, D. C. Premises, practices, and principles, and practices of early reading intervention. Invited presentation at the Division of Learning Disabilities Conference. Nashville, TN, November 8, 2003.

Simmons, D. C. Seven elements of highly effective schools. Invited presentation at the annual conference of Project Balance, St. Augustine, FL, September 19, 2003.

Simmons, D. C., and Kame’enui, E. J. Infusing scientifically based research into practice: Scaling up/fidelity of implementation. Invited presentation at OSEP Project Director's Conference. Washington, DC, July 10, 2003.

Simmons, D. C., Kame’enui, E. J., & Stoolmiller, M. Sampling, designing, analyzing and interpreting longitudinal research. Invited presentation at OSEP Project Director's Conference. Washington, DC, July 10, 2003.

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Simmons, D. C., Kame’enui, E. J., & Stoolmiller, M. Altering trajectories in early reading. Invited presentation at the annual conference of the Council for Exceptional Children, April, 2003.

Simmons, D. C. Early intervention: Principles and practices that work. Presentation at The Oregon Conference 2003, January 31, 2003.

Simmons, D. C. High-quality professional development in scientifically based reading instruction. Invited presentation at the Reading First Conference: Characteristics of Effective Professional Development in Reading First, Chicago, December 6, 2002.

Simmons, D. C. Invited participation the Office for Civil Rights Conference: No Child Left Behind: Providing Educational Opportunity for American Indian and Alaska Native Students, Washington, D. C., October 22-23, 2002.

Simmons, D. C. Scientifically research-based early reading intervention. Invited presentation at the Florida Reading Association Conference, Kissimmee, FL, October 18, 2002.

Kame’enui, E. J., & Simmons, D. C. Institute on Beginning Reading, Hawaii Department of Education and Institute for the Development of Educational Achievement, University of Oregon, Honolulu, HI, September 16-20, 2002. Conducted daily professional development sessions involving 28 schools and approximately 700 teachers, administrators, and state level personnel.

Simmons, D. C., Fuchs, L., & O’Connor, R. Getting to scale in professional development of reading assessment. Invited presentation for Developing a Framework for Reading First Assessment, U.S. Department of Education, San Francisco, CA, September 13, 2002.

Simmons, D. C. Reading First: Instructional programs and implications for special education. Invited presentation at OSEP Project Director's Conference. Washington, DC, July 12, 2002.

Kame’enui, E. J., & Simmons, D. C. The seven essential elements of a beginning reading model for preventing reading failure. Presentations at the Special Education Summer Academy, Mobile, AL, July 16, 2002.

Simmons, D. C. Effective Instruction. Reading Research Symposium, U. S. Department of Education, Washington DC, March 15, 2002.

Kame’enui, E. J., Simmons, D. C., & Good, R. H., III. The seven essential elements of a schoolwide beginning reading model: The general and particulars of preventing reading difficulties in complex host environments known as schools. Consortium on Reading Excellence (CORE) Leadership Summit: Staying the course: Spotlight on schools that work, Seattle, WA, February 3, 2002.

Simmons, D. C., & Kame’enui, E. J. Fluency at the intersection of accuracy and speed: Organizing the code. International Dyslexia Association, Albuquerque, NM, October 24, 2001.

Simmons, D. C., & Kame’enui, E. J. Science and the alphabetic writing system: Ten steps to preventing reading failure; The nuts and bolts of building and sustaining a schoolwide reading improvement model; Schools as complex host environments: All reading in 540 days. British Columbia International Dyslexia Association, Vancouver, BC, October 19, 2001.

Deborah C. Simmons 21

Reading Success for Each and All: Seven Elements of a Schoolwide Beginning Model. Invited presentations, United States Department of Education Improving American Schools (IAS) Conference, Mobile, Alabama [10/17/01]; Reno, Nevada [11/13/01]; San Antonio, Texas [12 17/01]. Co-presenters: Deborah Simmons, Roland Good, University of Oregon; Drew Braun, Carl Cole, & Rhonda Wolter, Bethel School District, Eugene, Oregon.

Simmons, D. C. K-3 school reform: Building and sustaining a schoolwide reading improvement model. Presentation for the Stanislaus County Office of Education, Modesto, CA, May 2001.

Kame’enui, E. J., & Simmons, D. C. Science, the alphabetic writing system, and the prevention of reading failure: Ode to Feynman. Presentation to the California State Board of Education, Sacramento, CA, May 2001.

Simmons, D. C. Failure is not an option: Building and sustaining a beginning reading initiative in your school (Grades K-2). Presentation for Oregon Reading Summit, 2001 Portland, OR, April 13, 2001.

Kame’enui, E. J., & Simmons, D. C. Schools as complex host environments: All reading in 540 days, Idaho Title I Conference “Soaring to Success,” Boise, ID, April 4, 2001.

Simmons, D. C., Kame’enui, E. J., & Harn, B. A. Project OPTIMIZE: A summary of critical features and effects. Presentation at The Oregon Conference 2001, March 1, 2001.

Kame’enui, E. J., & Simmons, D. C. Institute on Beginning Reading, Hawaii Department of Education and Institute for the Development of Educational Achievement, University of Oregon, Honolulu, HI, February 12-15, 2001.

Kame’enui, E. J., & Simmons, D. C. Institute on Beginning Reading, Orange County Department of Education and Institute for the Development of Educational Achievement, University of Oregon, Costa Mesa, California, February 7, 2001.

Simmons, D. C, Kame’enui, E. J., & Good, R., III. The effects of instructional emphasis and specificity on the early reading development of kindergarten children in prevention-based reading programs. Presentation at the Pacific Coast Research Conference, La Jolla, CA, February, 2001.

Kame’enui, E. J., & Simmons, D. C. Establishing and sustaining a schoolwide beginning reading model: Failure is not an option, Presenter and Coordinator of the Hawaii Reading Summit for the Hawaii Department of Education, Honolulu, HI, November 28, 2000.

Simmons, D. C. Schoolwide reading improvement: Reviewing student performance data and designing instructional intervention. Presentation at Heartland Education Agency, Des Moines, IA, November, 2000.

Kame’enui, E. J., & Simmons, D. C. The nuts and bolts of building and sustaining a schoolwide reading improvement model. Presentation at the Oregon Branch of The International Dyslexia Association: Literacy 2000 Conference, Portland, OR, September, 2000.

Kame’enui, E. J., & Simmons, D. C. Science and the alphabetic writing system: Ten steps to preventing reading failure. Keynote address at the Oregon Branch of The International Dyslexia Association: Literacy 2000 Conference, Portland, OR, September, 2000.

Deborah C. Simmons 22

Kame’enui, E. J., & Simmons, D. C. Schools as complex host environments: All reading in 540 days. Presentation at Oregon Branch of The International Dyslexia Association: Literacy 2000 Conference, Portland, OR, September, 2000.

Kame’enui, E. J., & Simmons, D. C. Institute on Beginning Reading, Orange County Department of Education and Institute for the Development of Educational Achievement, University of Oregon, Costa Mesa, California, July 24-27, 2000.

Kame’enui, E. J., & Simmons, D. C. Institute on Beginning Reading, Alabama Department of Education, Southeast Regional Resource Center (SERRC), and Institute for the Development of Educational Achievement, University of Oregon, Mobile, Alabama, July 18-21, 2000.

Kame’enui, E. J., & Simmons, D. C. Building and sustaining a reading initiative: Toward a schoolwide model. Invited presentation at the Alabama Department of Education 2000 Summer MEGA Conference, Mobile, AL, July 19, 2000.

Kame’enui, E. J., Simmons, D. C., Good, R. H., III, & Harn, B. A. The use of fluency-based measures in early identification and evaluation of intervention efficacy in schools. Paper presented at The National Dyslexia Research Foundation: The Extraordinary Brain Series, Crete, June, 2000.

Simmons, D. C. Early Intervention in Reading: Premises, Practices, and Promises. Paper presented at the Early Intervention for School Success (EISS) Convention, Sacramento, CA, May 6, 2000.

Kame’enui, E. J., & Simmons, D. C. The role of scientific evidence in preventing reading failure. Presentation at the Minnesota Educational Policy Seminar, MN, May, 2000.

Kame’enui, E. J., & Simmons, D. C. The California Reading/Language Arts Framework: The big picture, the architectural details and a schoolwide model. Presentation at The Elementary Principals Organization (EPO) Meeting, Los Angeles, CA, May, 2000.

Thomas-Beck, C. L., Kame’enui, E. J., & Simmons, D. C. Optimizing and sustaining early reading and vocabulary growth for at-risk kindergarten students. Paper presented at CEC Annual Convention and Expo, Vancouver, BC, April, 2000.

Simmons, D. C. Effective early reading assessment. Paper presented at CEC Annual Convention and Expo, Vancouver, BC, April, 2000.

Kame’enui, E. J., & Simmons, D. C. Principles for improving student performance in beginning reading. Presentation at CASP Convention 2000, Monterey, CA, March 2000.

Kame’enui, E. J., & Simmons, D. C. Building and sustaining a successful reading initiative: Towards a schoolwide model. Presentation/video teleconference at Horizons: Building Local Capacity Conference, Harrisburg, PA, March, 2000.

McConnell, S., Greenwood, C., Kame’enui, E., Simmons, D., & Utley, C. What factors affect implementation and scalability of know-effective interventions. Paper presented at Panel discussion at the Eighth Annual Pacific Coast Research Conference, La Jolla, CA, February, 2000.

Deborah C. Simmons 23

Kame’enui, E. J., & Simmons, D. C. Building a successful reading initiative. Presentation at the California Department of Education Special Education Division, Sacramento, CA, February 7, 2000.

Simmons, D. C. Overview of California Standards and the English/Language Arts Framework.The Los Angeles Unified School District Valley Principals Summit, Woodland Hills, CA, December 2, 1999.

Simmons, D. C. School-wide models in beginning reading: Effective practice and research. Invited presentations, United States Department of Education Improving American Schools (IAS) Conference, Tampa, Florida [10/7/99]; Salt Lake City, Utah [11/9/99]; Chicago, Illinois [12/16/99]. Co-presenters: Deborah Simmons, Roland Good, University of Oregon; Drew Braun, Carl Cole, Cheri Cornachione, & Rhonda Wolter, Bethel School District, Eugene, Oregon.

Simmons, D. C., & Kame’enui, E. J. California Standards and Language Arts Framework. Keynote address at the Los Angeles Times Reading by 9 Conference, Los Angeles, CA, September 18, 1999.

Simmons, D. C. The California Reading/Language Arts Framework: Implications for Research. Presentation at the Office of Special Education Programs Annual Conference, Washington, DC, July 16, 1999.

Kame’enui, E. J., & Simmons, D. C. Six curriculum principles for improving student performance in reading. Invited presentation, Quarterly Research Symposia on Reading, Los Angles County Office of Education in partnership with the Los Angeles Times, Lakewood, CA, May 10, 1999.

Kame’enui, E. J., & Simmons, D. C. Shakespeare, Keats, and beginning reading: The readiness is all. Invited presentation, Quarterly Research Symposia on Reading, Los Angeles County Office of Education in partnership with the Los Angeles Times, Lakewood, CA, May 10, 1999.

Kame’enui, E. J., & Simmons, D. C. Implementation of the reading/language arts framework. Presentation at the Sonoma County Office of Education, Santa Rosa, California, May 11, 1999.

Kame’enui, E. J., & Simmons, D. C. (Institute Directors). Institute on Beginning Reading. Oregon Department of Education and Institute for the Development of Educational Achievement, University of Oregon, June 28-July 1, 1999, Eugene, Oregon.

Simmons, D. C. When one size doesn't fit all: Assessing and addressing the acquisition of early reading skills. Keynote and Workshop Session for the California State Department of Education, Millbrae and Long Beach, CA, April 22-23, 1999.

Simmons, D. C. Strand D: Teaching beginning reading (K-3): Establishing and sustaining an effective school-wide instructional support system. Presentation at the Annual Conference of the Council for Exceptional Children, Charlotte, North Carolina, April 16-17, 1999. Co-leader: Edward J. Kame’enui, University of Oregon.•Kame’enui, E. J. Description of the school-wide instructional support system. Presenter: Deborah C. Simmons, University of Oregon.•Simmons, D. C. The importance and big ideas of beginning reading. Presenters: Edward J. Kame’enui and Lana Edwards, University of Oregon.

Deborah C. Simmons 24

•Cornachione, C. Assessing and monitoring the big ideas in beginning reading. Presenter: Deborah C. Simmons.•Kame’enui, E. J. School based examples. Presenters: Deborah C. Simmons, Lana Edwards, Mike Coyne, University of Oregon.•Hodge, J. H. Effective tools for improving beginner reading performance. Presenter: Pamela M. Stecker, Clemson University.

Simmons, D. C., & Kame’enui, E. J. When one size doesn't fit all: Assessing and addressing the acquisition of early reading skills. Presentation at Oregon Department of Education Reading Summit, Portland, OR, April 7, 1999.

Simmons, D. C., Early reading achievement: Making the connection in the CIA (curriculum, instruction, and assessment) Los Angeles Times, December 1, 1998.

Simmons, D. C., What early reading intervention really looks like in schools: Profiles, practices, and pragmatics. Presentation at the Annual Conference of the Council for Learning Disabilities, Albuquerque, New Mexico, November 6, 1998.

Simmons, D. C., & Kame’enui, E. J. Connecting the framework to a model for reading improvement. California County Superintendents Educational Services Association, Curriculum and Instruction Steering Committee: Standards, Students, and Success, Sacramento, Irvine, and Fresno, September 28-30, 1998.

Simmons, D. C., & Kame’enui, E. J. Connecting the California Standards and the Reading/Language Arts Curriculum Framework K-12 to school practice. Standards, Students, and Success, California County Superintendents Educational Services Association, Curriculum and Instruction Steering Committee: Standards, Students, and Success, Sacramento, Irvine, and Fresno, September 28-30, 1998.

Simmons, D., & Kame’enui, E. A data-based planning and intervention model for reading improvement. Address to the elementary faculty of the Bethel School District. Eugene, Oregon, January 23, 1998.

Simmons, D. Big Ideas in beginning reading. Invited presentation for the Student Council for Exceptional Children Chapter, University of Oregon, January 15, 1998.

Kame’enui, E., & Simmons, D. Alterable variables in beginning reading. Invited presentation at the International Reading Association annual meeting, Atlanta, Georgia, May 3, 1997.

Simmons, D. C. When one size doesn’t fit all. Address to Region IV, Educational Service District, Houston, Texas, February 28, 1997.

Simmons, D. C. Seizing the instructional moments: Implications for beginning reading instruction. Roseburg School District, Roseburg, Oregon, February 13, 1997.

Simmons, D. C., & Kame’enui, E. J. Beginning reading instruction: Instructional implications for parents, teachers, and administrators. Bend-LaPine School District, January 8 and 9, 1997.

Simmons, D. C. The top ten things we should know about curriculum design. Address to Region IV, Educational Service District, Houston, Texas, September 19, 1996.

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Kame’enui, E. J., & Simmons, D. C. What we know about early literacy: Part II. Invited presentation at the annual Office of Special Education Programs, Division of Innovation and Development, Project Directors' Meeting, Washington, DC, July 12, 1996.

Simmons, D. C. What reading research tells us about children with diverse learning needs. Annual conference of the Confederation of Oregon School Administrators, Seaside, Oregon, June 20, 1996.

Kame’enui, E. J., & Simmons, D. C. What we know about beginning reading. Invited presentation at the annual Office of Special Education Programs, Division of Innovation and Development, Project Directors' Meeting, Washington, DC, July 14, 1995.

Simmons, D. C. The classroom as the crucible for instructional curricula. Invited faculty presentation at the Conference on Current Research and Best Practices in Education for Students with Disabilities. Eugene, OR, May 12, 1995.

Simmons, D. C., Gann, L., & Abaggnaro, F. Classwide peer tutoring in general education. Presentation at the State of Tennessee Intermediate Grade Conference, Murfreesboro, TN, July 16, 1991.

Simmons, D. C. Best practices in reading and written expression: Peer-mediated instruction in reading. Symposium presentation at the annual meeting of the Council For Learning Disabilities, Austin, TX, October 6, 1990.

Simmons, D. C. Perspectives on dyslexia: Educational concerns and challenges. Paper presented at the Research Conference on Dyslexia, Murfreesboro, TN, April 7, 1990.

Simmons, D. C. Learning disabilities: Conceptions, characteristics, and causes. Seminar conducted for the Kappa Delta Pi honorary education society, West Lafayette, Indiana, November 9, 1985.

National, State, and Local*Presentation involved Texas A&M student presenters

Pollard-Durodola, S., Gonzalez, J., Simmons, D., Simmons, L. (accepted; to be presented April 2012). A design experiment and reading research: The development of a preschool intervention to accelerate content vocabulary in at-risk children. American Educational Research Association, Vancouver, Canada.

*Fogarty, M. S., Hagan-Burke, S., Simmons, D.C., Rawlinson, D.M., *Kim, M., Simmons, L.E., Coyne, M. (2011, October). Using dimensions of implementation fidelity to predict kindergarten reading outcomes. Paper presented at the International Conference for the Council for Learning Disabilities. Austin, TX. (nonpresenter role)

*Oslund, E. L., Coyne, M. D., Simmons, D. C., Simmons, L. E., Kwok, O., Hagan-Burke, S., Taylor, A. B., Ware, S., Cappozzi-Oldham, A., Little, M. E., Rawlison, D. M. (2011, October). Predicting kindergarten response to reading intervention using progress-monitoring measures. Poster presented at the meeting of the Council for Learning Disabilities, Austin, TX.  (nonpresenter role)

Hairrell, A., *Smith, S., Davis, J., & Simmons, D. (October, 2011). Examining the effects of multi-component intervention on middle school student engagement and reading outcomes. Presentation at the International Conference for the Council for Learning Disabilities. Austin, TX. (nonpresenter role).

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Simmons, D.C., Hairrell, A., Swanson, E., & Vaughn, S. (February, 2011). Integrating prioritized comprehension and vocabulary strategies in social studies: Effects on fourth-grade reading outcomes. Presentation at the Pacific Coast Research Conference. Coronado, CA.

Hagan-Burke, S., Kowk, O., Simmons, L., Simmons, D. C., & Coyne, M.D. (2011, April). Reading

interventions for kindergarteners with problem behaviors: Findings from an experimental study. Presentation at the 8th International Convention of the Association for Positive Behavior Support, Denver, CO. (nonpresenter role)

Simmons, D. C., & Coyne, M. The Impact of Modifying Early Reading Intervention Based on Kindergarteners’ Response to Intervention. (February, 2011). Poster session at the Pacific Coast Research Conference. Coronado, CA.

*Oslund, E., Coyne, M., Simmons, D.C., & Simmons, L. (February, 2011). Predicting Kindergarteners’

Response to Early Reading Intervention: An Examination of Progress Monitoring Measures. Poster presentation at the Pacific Coast Research Conference, Coronado, CA.

Pollard-Durodola, S., Gonzalez, J. E., Simmons, D. C., Taylor, A. B., Davis, M. J., Simmons, L., & Nava-Walichowski, M. (June, 2010). Analyzing the impact of curriculum implementation, professional development, and instructional cues on bilingual preschool teachers’ shared book reading practices.  Interactive paper presented at the annual conference for The Society for the Scientific Study of Reading, East Berlin, Germany. (nonpresenter role)

Gonzalez, J. E., Pollard-Durodola, S., Simmons, D. C., Taylor, A. B., Davis, M. J., & Simmons, L. (2010). Developing Low-income preschoolers’ social studies and science vocabulary knowledge through content-focused shared book reading. Paper presented at the annual conference for The Society for the Scientific Study of Reading, East Berlin, Germany. (nonpresenter role)

Simmons, D., Coyne, M., Hagan-Burke, S., Kwok, O., Kim, M., Simmons, L., Little, M., & Rawlinson, D. (2010, June). The impact of modifying early reading intervention based on kindergartener’s response. Poster presented at the annual conference of the Institute of Education Sciences, Washington, DC.

*Hairrell, A., Simmons, D., Vaughn, S., Larsen, R., & Rupley, R. (2010, June). Examining the impact of teacher quality on fourth-grade students’ comprehension and content-area achievement. Poster presented at the annual conference of the Institute of Education Sciences, Washington, DC.

Hagan-Burke, S., Kwok, O., *Zou, Y., Johnson, C., Simmons, D. C., & Simmons, L. E. (2010, April). The influence of reading intervention for children with problem behaviors. Presentation at the annual meeting of the Council for Exceptional Children (CEC), Nashville, TN.

*Oslund, E., Hagan-Burke, S., Taylor, A., Simmons, L., *Fogarty, M., & Simmons, D. (2010, April). Monitoring kindergarteners’ response to intervention: Published program assessments and curriculum-based measures. Poster session presented at the annual conference of the Council for Exceptional Children. Nashville, TN. (nonpresenter role.)

Simmons, D., Coyne, M., *Kim, M., Kwok, O., Little, M., Hagan-Burke, S., Simmons, L., Rawlinson, D., & Taylor, A. (2010, February). Assessing the Effects of Reading Intervention: A Between-Contexts Comparison. Poster session presented at the Pacific Coast Research Conference, La Jolla, CA. (nonpresenter role.)

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Vaughn, S., *Hairrell, A., Edmonds, M., Swanson, E., Simmons, D., *Larsen, R., Rupley, W., & Willson, V. (2009, June). The effects of a parsimonious vocabulary and comprehension intervention on content and reading achievement. Poster session presented at the annual Institute of Education Sciences Conference, Washington, DC.

Simmons, D., Hagan-Burke, S., Coyne, M., Kwok, O., & Simmons, L. (2009, June). The Impact and Interaction of Learner and Instructional Variables on Kindergarten Children’s Reading Growth. Poster session presented at the annual Institute of Education Sciences Conference, Washington, DC.

Hairrell, A., Simmons, D., & Rupley, W. (2009, April). The state of the vocabulary research: A systematic literature review of research from 1998-2007. Paper presented at the annual conference of the American Education Research Association, San Diego, CA. (nonpresenter role)

Simmons, D., Hagan-Burke, S., Kwok, O., Simmons, L., Skidmore, S., Johnson, C., Coyne, M., Civetelli, C., Ware, S., & Cappozzi, A. (2009, April). The Impact & Interaction of Student, Teacher & Instructional Variables on Kindergarteners’ Reading Growth. Poster session presented at the annual meeting of the Council for Exceptional Children, Seattle, WA.

*Hairrell, A., Vaughn, S., Edmonds, M., Swanson, E., Simmons, D., *Larsen, R., Rupley, W., & Willson, V. (2009, March). The effects of a parsimonious vocabulary and comprehension intervention on content and reading achievement. Presented at the Society for Research on Educational Effectiveness, Crystal City, VA.

Gonzalez, J., Pollard-Durodola, S., Simmons, D., Simmons, L., & *Davis, M. Accelerating preschool children’s vocabulary: Effects of a shared book reading intervention. Poster presentation at the annual meeting of the Society for the Scientific Study of Reading, Asheville, NC, July 10, 2008. (nonpresenter role)

Simmons, D., Coyne, M., Hagan-Burke, S., Kwok, O., Simmons, L., *Johnson, C., Lentini, A., Ruby, M., & Crevecouer, Y. An examination of the efficacy of the Early Reading Intervention program in Real School Contexts. Paper presented at the annual meeting of the American Educational Research Association (AERA), March 24, 2008. (Nonpresenter role)

Simmons, D. Multi-tier intervention models for supporting reading development for student at risk for learning disabilities. Discussant for panel presentation at the annual meeting of the American Educational Research Association (AERA), March 24, 2008.

Pollard-Durodola, S., Gonzalez, J., Simmons, D., & Simmons, L. Accelerating preschool children’s vocabulary: Effects of a shared book-reading intervention. Paper presented at the annual meeting of the American Educational Research Association (AERA), March 25, 2008. (Nonpresenter role).

Byrns, G., *Hairrell, A., Simmons, D., & *Kocian, B. Enhancing teachers’ knowledge and use of vocabulary and comprehension strategies: A situated professional development model. Poster presented at the annual meeting of the American Educational Research Association, March 26, 2008.

Coyne, M., Simmons, D., Lentini, A., Hagan-Burke, S., & Kwok, O. The Early Reading Intervention: An examination of efficacy, durability, and replicability. Poster presented at the annual Pacific Coast Research Conference, February, 2008.

Pollard-Durodola, S. D., Simmons, D. C., & Gonzalez, J. E. Using shared-book reading to develop Spanish vocabulary and concept knowledge: Design principles in practice. Paper presented at the meeting of the International Dyslexia Association (IDA), October 31, 2007.

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*Davis, M. J., Haynes, R., Gonzalez, J. E., Simmons, D. C., & Pollard-Durodola, S. Real-time analysis of shared-book reading instruction. Poster presented at the meeting of the National Association of School Psychologists (NASP), New York, NY, August, 2007.

Roux, C., Simmons, D. C., Gonzalez, J. E., & Pollard-Durodola, S. Preschool children who are non-responsive to shared-book reading vocabulary instruction: Precursors and correlates. Poster presented at the meeting of the American Psychological Association, San Francisco, CA, August, 2007.

Pollard-Durodola, S, Gonzalez, J. E., & Simmons, D. C. The effectiveness of thematically designed shared-book reading intervention for preschool children from low-income households. Poster presented at the meeting of the Society for the Scientific Study of Reading, Prague, Czechoslovakia, July, 2007.

Coyne, M. D., Simmons, D. C., Hagan-Burke, S., Kwok, O., Lentini, A., & Johnson C. The early reading intervention: Examination of curriculum efficacy, durability, replicability, and intensity. Poster presented at the U.S. Department of Education Institute of Education Sciences’ Conference, Washington, DC, June, 2007.

*Davis, M. J., Pollard-Durodola, S., Simmons, D. C., Gonzalez, J. E., Kwok, O., Simmons, L., & Haynes, B. A study of shared book reading: What happens between once upon a time and happily ever after. Paper presented at the American Educational Research Association (AERA), Chicago, IL, April, 2007.

Gonzalez, J. E., Pollard-Durodola, S., Simmons, D. C., & Simmons, L. Theoretical foundations of a preschool shared reading program: Project words of oral reading and language development (WORLD). Paper presented at the meeting of the American Educational Research Association (AERA), Chicago, IL, April, 2007.

*Davis, M. J., Haynes, B., Gonzalez, J. E., Simmons, D., & Pollard-Durodola, S. Real-time analysis of shared book reading instruction. Poster presented at the National Association of School Psychologists Annual Conference, New York, NY, March, 2007.

Gonzalez, J. E., Simmons, D. C., Pollard-Durodola, S., & Simmons, L. Words of oral reading and language development (WORLD). Poster presented at the meeting of the National Association of School Psychologists (NASP), New York, NY, March, 2007.

Coyne, M. D., Simmons, D. C., & Kwok, O. Indexing response to intervention: A longitudinal study of reading risk from kindergarten through third grade. Paper presented at the Pacific Coast Research Conference, San Diego, CA, February, 2007.

*Davis, M. J., Pollard-Durodola, S., Simmons, D. C., Gonzalez, J. E., Kwok, O., Simmons, L., & Haynes, B. Shared book reading: What happens between once upon a time and happily ever after? Poster presented at the meeting of Educational Research Exchange Annual Conference, College Station, TX, January, 2007.

Pollard-Durodola, S. D., Gonzalez, J., Simmons, D. C., Simmons L. & *Davis, M. Principles for accelerating the vocabulary development and comprehension of children from low-income

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households: Phase I of project WORLD. Paper presented at the Educational Research Exchange Annual Conference, College Station, TX, January, 2007.

Simmons, D. C., Pollard-Durodola, S., Gonzalez, J. E., *Davis, M., & Simmons, L. The construction of instructional interventions: Principles for accelerating the vocabulary development and comprehension of children in low-income households. Paper presented at the meeting of Pathways to Literacy Achievement for High Poverty Children: A Ready to Learn Agenda Conference, Ann Arbor, MI, September, 2006.

Simmons, D., *Hairrell, A., Vaughn, S., & Rupley, W. Enhancing the quality of social studies instruction and comprehension through content- and case-situated professional development. Poster presentation at the Conference for the Institute of Education Sciences, Washington, DC, June 15, 2006.

Gonzalez, J. E., Simmons, D., Durodola, S., & Simmons, L. Words of oral language and reading development. Poster presentation at the Conference for the Institute of Education Sciences, Washington, DC, June 15, 2006.

Simmons, D. Strand Coordinator: Principles, profiles, and promises of shared bookreading: Developing vocabulary and oral comprehension in young children. Annual Conference of the Council for Exceptional Children, Salt Lake City, Utah, April 5, 2006.

Simmons, D. C., & McDonagh, S. Intensifying instruction for children who fail to respond to intervention: A four-year longitudinal study. Presentation at the 2006 Annual Convention of the International Dyslexia Association.

Gonzalez, J. E., Simmons, D., & Pollard-Durodola, S. Preliminary findings from a meta-analysis on shared-reading. Paper presented at the annual conference of the Council for Exceptional Children (CEC), Salt Lake City, UT, April, 2006.

Pollard-Durodola, S., Simmons, D., & Gonzalez, J. E. Project WORLD: A school-based intervention. Paper presented at the annual conference of the Council for Exceptional Children (CEC), Salt Lake City, UT, April, 2006.

Simmons, D. C., Kame’enui, E., Harn, B., & Chard, D. Closing the gap and beating the odds with instruction: A two-year study of the bottom 25%. Presentation at the 2002 Annual Convention of the Council for Exceptional Children, New York, NY, April 5, 2002.

Harn, B., Simmons, D. C., Coyne, M., & Kame’enui, E. J. Critical elements and effects: Prevention research with kindergarten children at risk for reading difficulties. Presentation at the 2002 Annual Convention of the Council for Exceptional Children, New York, NY, April 4, 2002.

Simmons, D. C., Kame’enui, E. J., & Vaughn, R. Challenging the tyranny of time: Interventions designed to reduce reading difficulties. Presentation at the Ninth Annual Pacific Coast Research Conference, La Jolla, CA, February 2, 2001.

Kame’enui, E. J., & Simmons, D. C. The Science of Reading: Crossing the Pali. Presentation at the Class-Size Reduction Mid-Year Conference, Honolulu, HI, January 16, 2001.

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Simmons, D. C. What early reading intervention really looks like in schools: Profiles, practices, and pragmatics. Paper presented at the 20th International Conference of the Council for Learning Disabilities, Albuquerque, NM, November 6, 1998.

Kame’enui, E. J., & Simmons, D. C. The early learning experience and the tyranny of time: What is the role of reading instruction in kindergarten? Paper presented at the Green Conference on Achieving Universal Literacy, University of Texas at Dallas, April 3, 1998.

Kame’enui, E. J., Carnine, D. W., & Simmons, D. C. Beyond the basics: A national agenda and perspective. University of Oregon Chapter of Phi Delta Kappa and Bethel School District #52, Eugene, OR, March 12, 1998.

Simmons, D., Cornachione, C., King., K., & Kuykendall, K. Effective reading improvement: How it really works. Oregon Conference, Eugene, OR, February 12, 1998.

Good, R. H., Simmons, D. C., Baker, S. K., Cornachione, C., & King, K. A case study in educational reform: Demonstrating effective reading improvement outcomes using a collaborative and integrative approach to assessment, instruction, and curricula. Paper presented at the annual convention of the National Association of School Psychologists, Orlando, FL, April 14, 1998.

Simmons, D. C., Baker, S. K., Kame’enui, E. J., Smith, S., Thomas, C., Vachon, V., Coyne, P., & Darch, C. What kindergarten and first-grade children know about teacher-prioritized vocabulary: A depth-of-instruction analysis. National Reading Conference, Scottsdale, AZ, December 5, 1997.

Simmons, D. C., Baker, S., & Kame’enui, E. J. Construction and validation of a classroom based index of vocabulary growth. National Reading Conference, Charleston, SC, December 3, 1996.

Simmons, D. C., Smith, S., Thomas, C., & Kame’enui, E. Surgical strikes in beginning reading. Paper presented at the annual conference of the Council for Learning Disabilities, Nashville, Tennessee, November 2, 1996.

Kame’enui, E. J., Simmons, D. C., & Chard, D. Big Ideas and surgical strikes. Paper presented at the annual conference of the Council for Exceptional Children, Orlando, FL, April 2, 1996.

Simmons, D. C., Kame’enui, E. J., & Baker, S. Priorities and principles for beginning reading instruction. Oregon Conference, Eugene, OR, February 2, 1996.

Simmons, D. C., Kame’enui, E. J., & Chard, D. Effective strategies for teaching beginning reading: When evidence isn't enough. Paper presented at the meeting of the Council for Learning Disabilities, October 28, 1995, Chicago, IL.

Simmons, D. C, & Kame’enui, E. J. Phonological awareness: Is there evidence of translation of research into practice? Annual conference of the American Educational Research Association, April 22, 1995.

Simmons, D. C., & Kame’enui, E. J. Enhancing the quality of reading materials for students with diverse learning needs. Annual conference of the Council for Exceptional Children, Indianapolis, IN, April 7, 1995.

Deborah C. Simmons 31

Simmons, D. C., & Kame’enui, E. J. Applying curriculum design principles to basal reading programs: In search of evidence of phonological awareness. Pacific Coast Research Conference, La Jolla, CA, February, 10, 1995.

Simmons, D. C., & Bentz, J. Applications of classwide peer tutoring in general education. Oregon Conference, Eugene, OR, February 3, 1995.

Simmons, D. C. Integrating composition instruction for all learners. International Conference of the Council for Learning Disabilities. San Diego, CA, October 11, 1994.

Simmons, D. C. Big ideas in beginning reading. Session for basal reading publishers sponsored by the National Center to Improve the Tools of Educators held in conjunction with the annual conference of the International Reading Association, Toronto, Canada, May 6, 1994.

Simmons, D. C., & Kame’enui, E. J. Effects of an integrated reading/writing curriculum in an inclusionary classroom: Insights and obstacles. Annual Conference of the American Educational Research Association, New Orleans, Louisiana, April 6, 1994.

Simmons, D. C., Kame’enui, E. J., Baker, S., & Gunn, B. Applying curriculum design principles across text structures. Pacific Coast Research Conference, La Jolla, CA, February, 12, 1994.

Simmons, D. C., & Kame’enui, E. J. Big ideas in beginning reading research. Oregon Conference, Eugene, OR, February 4, 1994.

Simmons, D. C., & Kame’enui, E. J. Methods and approaches for academic instruction. National Reading Conference, Charleston, SC, December 3, 1993.

Simmons, D. C., Kame’enui, E. J., Chard, D., & Dickson, S. Integrating reading comprehension and writing instruction for all learners. National Reading Conference, Charleston, SC, December 1, 1993.

Simmons, D. C., Chard, D., Dickson, S., & Gunn. B. Integrating reading comprehension and writing instruction. Annual Direct Instruction Conference, Eugene, OR, July 16, 1993.

Simmons, D. C., & Kame’enui, E. J. A curriculum-based analysis of the adequacy of instructional materials for students with reading disabilities. Paper presented at the annual conference of the American Educational Research Association, Atlanta, GA, April 14, 1993.

Simmons, D. C., Kame’enui, E. J., & Baker, S. Teacher perceptions of quality tools: A descriptive analysis. Poster session at the annual conference of the American Educational Research Association, Atlanta, GA, April 14, 1993.

Simmons, D. C., White, M., & Hodge, J. Surviving and thriving in special education: Practices of veteran, exemplary teachers. Paper presented at the annual conference of the Council for Exceptional Children, San Antonio, TX, April 8, 1993.

Simmons, D. C., Chard, D., Dickson, S., Gunn, B., Landsom, D., & Kame’enui, E. J. Integrating reading comprehension and writing: Applications of curriculum design principles. Paper presented at the Oregon Conference, Eugene OR, February 5, 1993.

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Pate, J., & Simmons, D. C. Using peers as monitors of reading achievement in mainstream classrooms. Presentation at the annual conference of the Council of Exceptional Children, Baltimore, MD, April 17, 1992.

Majsterek, D., Wilson, R., & Simmons, D. C. Selecting, integrating, and evaluating technology applications for the special education classroom. Presentation at the annual meeting of the Technology and Media Division of the Council for Exceptional Children, Albuquerque, NM, January 10, 1992.

Mathes, P., & Simmons, D. C. Reciprocal peer tutoring: Applications in mainstream and resource reading instruction. Paper presented at the annual meeting of the Council for Learning Disabilities, Minneapolis, MN, October 12, 1991.

Simmons, D. C., & Pate, J. Manageable and meaningful measurement: Peer-mediated applications. Paper presented at the annual meeting of the Council for Learning Disabilities, Minneapolis, MN, October 12, 1991.

Fuchs, D., Fuchs, L., Simmons, D. C., & Bishop, N. Integrating quantitative and qualitative methodologies to develop a model of teacher planning. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL, April 3, 1991.

Simmons, D. C., Fuchs, D., Fuchs, L., Pate, J., & Mathes, P. The effects of component complexity and role reciprocity during Classwide Peer Tutoring. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL, April 3, 1991.

Simmons, D. C., Pate, J., Mathes, P., & Whinnery, K. Procedures for using peer-mediated instruction in mainstream classrooms. Paper presented at the 1991 Southeastern Regional Conference of the Council for Learning Disabilities, Nashville, TN, March 7, 1991.

Simmons, D. C. Programmatic research in mainstream settings: Reading interventions for low-performing and learning disabled students. Peabody College of Vanderbilt University, December, 14, 1990.

Simmons, D. C. Peer-mediated instruction in the regular classroom. Mayor's Advisory Committee for Handicapped Persons Conference, Nashville, TN, October 22, 1990.

Simmons, D. C., & Kame’enui, E. J. The hidden agenda in reading comprehension: Designing lessons that prevent failure. Paper presentation at the annual meeting of the Council for Learning Disabilities, Austin, TX, October 5, 1990.

Simmons, D. C., & Kame’enui, E. J. Getting the GIST of instruction: Designing instructional strategies for the prevention of academic learning problems. Paper presented at the annual meeting of the Council for Exceptional Children, Toronto, Canada, April 25, 1990.

Simmons, D. C., Fuchs, D., & Fuchs, L. The effects of explicit teaching and peer-mediated instruction on the reading achievement of students with learning disabilities and at-risk students. Poster session presented at the annual meeting of the American Educational Research Association, Boston, MA, April 20, 1990.

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Griffin, C., Simmons, D. C., & Kame’enui, E. J. The effect of graphic organizers on content area learning. Paper presented at the annual meeting of the National Reading Conference, Austin, TX, November 29, 1989.

Simmons, D. C. Project MERGER. Review of mainstream interventions. Paper presented at the annual meeting of the State of Tennessee Instructional Supervisors, Nashville, TN, November 16, 1989.

Majsterek, D., Wilson, R., & Simmons, D. C. The effect of drill and practice software on the acquisition of multiplication facts. Poster session presented at the annual meeting of the Council for Learning Disabilities, Denver, CO, October 27, 1989.

Simmons, D. C., & Kame’enui, E. J. Graphic organizer instruction: Teaching science content to students with learning disabilities. Poster session presented at the annual meeting of the Council for Learning Disabilities, Denver, CO, October 27, 1989.

Simmons, D. C., Pate, J., & Mathes, P. Peer-mediated instruction: Applications in the mainstream with students identified as learning disabled. Paper presented at the annual meeting of the Tennessee Council for Exceptional Children Conference, Gatlinburg, TN, September 29, 1989.

Simmons, D. C., Fuchs, D., & Fuchs, L. Enhancing mainstream instruction for special needs learners: A merger of resources. Paper presented at the Oregon Conference, Eugene, OR, February 17, 1989.

Simmons, D. C., & Kame’enui, E. J. The componential analysis of analogical reasoning abilities of learning disabled and normal achieving elementary-aged children. Poster session presented at the annual meeting of the American Educational Research Association, New Orleans, LA, April 9, 1988.

Simmons, D. C., Kame’enui, E. J., & Darch, C. B. The detriangulation of special education: Issues and procedures in the instructional assessment of complex academic tasks. Paper presented at the annual meeting of the Council for Exceptional Children, Washington, DC, March 29, 1988.

Simmons, D. C. Analogical reasoning of students with learning disabilities. Poster presented at annual poster session of the College of Education and Allied Professions, Bowling Green State University, Bowling Green, OH, March 17, 1988.

Simmons, D. C. An analysis of ten and twelve year old learning disabled and normal achievers' vocabulary knowledge: Motorized birds and round pokey things. Paper presented at the National Reading Conference, St. Petersburg, Florida, December 4, 1987.

Griffin, C. C., & Simmons, D. C. Selected reading comprehension techniques for intermediate and secondary mildly handicapped students. Paper presented at the annual meeting of the Indiana Federation of the Council for Exceptional Children, Indianapolis, IN, February 6, 1987.

Simmons, D. C., Griffin, C. C., & Kame’enui, E. J. Effects of pre and post graphic display instruction on sixth-grade students' comprehension and recall of science content area text. Paper presented at the National Reading Conference, Austin, TX, December 3, 1986.

Deborah C. Simmons 34

Simmons, D. C. Managing classroom behavior via direct instruction. Paper presented at the Indiana Association for Children and Adults with Learning Disabilities, Indianapolis, IN, November 8, 1985.

Simmons, D. C. Metacognition: Will I know it when I don't see it? Paper presented at the Indiana Association for Children and Adults with Learning Disabilities, Indianapolis, IN, November 2, 1984.

In-Service Training/Professional Development

Direct Instruction: What, why, who, when, where, and how. Jeffersonville Public Schools, Jeffersonville, IN, February 7, 1986.

Classroom management: It's an instructional issue. Vanguard Public Schools, Freemont, OH, January 18, 1988.

Aligning instruction and management. Northwest Ohio Regional Resource Services, Bowling Green, OH, March 17, 1988.

Effective reading instruction. Project MERGER, Williamson County Schools, Franklin, TN, November 18, 1988.

Classwide peer-mediated instruction. Project MERGER, Vanderbilt University, Nashville, TN, October 16 and 18, 1990.

Classwide peer tutoring for mainstream classrooms. Pottstown Public Schools, Pottstown, PA, June 17, 18, and 19, 1991.

Assessing the instructional environment. Broward County Schools, Ft. Lauderdale, FL, July 30 & 31, 1995.

What children who have learning difficulties can teach us about curriculum and instruction. LeCompton School District, LeCompton, KS, March 7, 1996.

Six principles for effective beginning reading instruction. Conference on Achieving Curriculum Mastery--Creating Academic Success for All, sponsored by Council for Exceptional Children, Houston, TX, June 2-3, 1996.

What we know about effective beginning reading instruction for children with diverse learning needs. Oregon Education Association, Eugene, OR, August 8, 1996.

Curriculum enhancement for students with diverse learning needs. Fowler and Hazelbrook Middle Schools, Tigard-Tualatin School District, OR, August 28, 1996.

Big ideas in beginning reading. Roseburg Educational Service District, OR, August 29, 1996.

Curriculum enhancement for students with diverse learning needs: Part II. Fowler and Hazelbrook Middle Schools, Tigard-Tualatin School District, OR, October 4, 1996.

Deborah C. Simmons 35

What research tells us about beginning reading. Lincoln Elementary School, October 28, 1996.

Curriculum enhancement for students with diverse learning needs: Part II. Fowler and Hazelbrook Middle Schools, Tigard-Tualatin School District, OR, January 24, 1997.

Reading and Literacy, Design of Instruction. Educational Leadership for High-Performance Schools, IDEA/OEA Summer Academy: College of Education, University of Oregon, August 4-8, 1997.

What research tells us about children with reading difficulties: The bases and basics. Bend/LaPine Educational Service District, OR, August 11, 1997.

Staff Development. Fowler Middle School, Tigard-Tualatin School District, OR, August 20, 1997.

What children who have difficulty learning can teach us about beginning reading. Albany School District, OR, August 28, 1997.

Graphic Organizer Instruction. Fowler Middle School, Tigard-Tualatin School District, OR, October 3, 1997.

Principles of effective beginning reading instruction. San Angelo, Texas School District, San Angelo, Texas, June 2-3, 1999.

Building and sustaining a schoolwide intervention model in beginning reading. Humboldt County Office of Education, Eureka, CA, November 12, 1999.

Review of core reading programs. Texas Reading First, TX, May 12-13, 2005.

The big picture: Do you really mean all? South Carolina Institute on Beginning Reading, Columbia, SC, June 7, 2005.

Enhancing comprehension instruction in core reading instruction. South Carolina Institute on Beginning Reading, Columbia, SC, June 8, 2005.

Enhancing vocabulary instruction in core reading instruction. South Carolina Institute on Beginning Reading, Columbia, SC, June 9, 2005.

Three tiers of instruction: What does it take to have all preschoolers ready to learn. Professional development for Early Reading First, Bryan ISD, February 22, 2006.

Deborah C. Simmons 36

UNIVERSITY TEACHING

Courses Taught

Texas A & M University

EPSY 690 Historical and Contemporary Issues in Special Education

SPED 630 Reading Instruction for At-Risk Students

Doctoral Advisees

Angie Hairrell, TLAC, Co-Chair (graduated August, 2008) Stacey Smith, EPSY (2008-present)Melissa Fogarty, EPSY, Co-Chair (2009-present)Eric Oslund, EPSY, Co-Chair (2011-present)

Dissertation Committee Member

Texas A&M University

Susan Jennings, TLAC (current)Tara Elizabeth Payne, SPSY (current)

Lori Graham, TLAC (graduated)Emily Binks, TLAC (graduated) Esmarelda Lopez, EPSY (graduated 2011)Barbara Conway, TLAC ( graduated 2011)

Master’s Committee Member

Ingri Peterson Tutu, EPSY

Joshelyn Adams Helm-Lively, EPSYElizabeth Fitzgerald Allen, EPSYVirginia Mari Anderson Vasquez, EPSY, graduatedSusan Elizabeth Mayes, EPSY, graduatedAlyssa Lea Kubiak-Marburger, EPSYStacy Washington Morgan, EPSY, graduated

Deborah C. Simmons 37

Amy Parsons, TLAC, graduatedTammy Bush, EPSY, graduatedHannah Fountain, EPSY, graduated Megan Hayes, EPSY, graduated

Prior Institutions

University of Oregon

SPED 607 Historical and Contemporary Issues in Special Education EDLD 607 Schoolwide Systems for Educational LeadersSPED 607 Seminar for Doctoral OrientationSPED 607 Seminar on Reading FluencySPED 607 Seminar on Early Reading InterventionSPED 660 Design of InstructionSPED 407/507 Introduction to Learning DisabilitiesSPED 411/511 Psychology of the Exceptional IndividualSPED 607 Pedagogical Practice in Special Education: Doctoral SeminarEDST 410/510 Language and Literacy DELTA 510 Curriculum and Instruction Summer Institute

Peabody College of Vanderbilt University

Educational Procedures for Students with Mild/Moderate DisabilitiesPracticum: Observation of Exceptional LearnersAdvanced Instructional ProceduresPracticum: Advanced Instructional ProceduresProfessional Seminar for Student Teaching Field Work in Special Education TeachingIntroduction to Exceptionalities

Bowling Green State University

Theories and Characteristics of Students with Learning DisabilitiesLanguage Arts for the Mildly HandicappedApplied Classroom Management

Purdue University

Strategies for Teaching Exceptional Children with Varying Exceptionalities: Learning DisabledStrategies for Teaching Exceptional Children with Varying Exceptionalities: Educable Mentally

RetardedFoundations in the Education of Exceptional Children: Learning DisabledFoundations in the Education of Exceptional Children: Educable Mentally RetardedPracticum in the Treatment of Exceptional Children with Varying DisabilitiesTeaching Direct Instruction ReadingTeaching Direct Instruction Mathematics

Deborah C. Simmons 38

Dissertation Committee Chair/Co-Chair

Sylvia Smith, Special Education, July, 1996: “An Examination of the Efficacy and Efficiency of Phonological Awareness Instruction on Prereaders At-risk of Reading Difficulty.”

Lana Edwards, Special Education, July, 2000, "The Role of Spelling and Handwriting in Kindergarten Instruction: An Examination of the Effects of Two Beginning Reading Instructional Interventions on the Reading and Spelling Achievement of Kindergarten Students At-Risk of Reading Disabilities."

Beth Harn, School Psychology, August, 2000, "Examining and Predicting Response to Instruction Based on Kindergarten Children's Early Literacy Profiles." (Co-Chair, Roland Good)

Ben Ditkowsky, Special Education, November, 2001, “Onset Recognition Computerized Assessment System—A Validation of Measuring the Right Skills at the Right Time in the Right Way.” (Co-Chair, Roland Good)

Diane Hill, School Psychology, June, 2003, “An Investigation of the Sufficiency of a Fluency Building and Fluency Building Plus Comprehension Intervention on the Fluency and Comprehension Skills of Low-Fluency Second- and Third-Grade Readers.” (Co-Chair, Roland Good).

Chantal Martel, Special Education, November, 2003, “Assessing French Reading Skills of Elementary French Immersion Students: Utility of DIBELS in French”. (Co-chair, Roland Good).

Nicole Sherman Brewer, Special Education, March 2004, “Literacy Enrichment and Achievement Through Parental Support: The Effects of Parent-Delivered, Home-Based Storybook Reading on the Early Literacy Skills of Kindergarten Children from Low-Income Families Who Are At-risk of Reading Difficulties.”

Jennifer S. Knutson, School Psychology, May, 2005, “The Effect of Corrective Feedback and Individualized Practice Guided by Formative Evaluation on the Reading Performance of Children Who Have Not Made Adequate Progress in Early Reading Instruction.”

University of Oregon Hank Fein, School Psychology 2004Sarah McDonagh, Special Education 2003Carrie Ebmeyer, School Psychology 2003Angela Whalen, School Psychology 2002Sister Mary Karen Oudeans, Special Education 2000Chris Parker, School Psychology 2000Dae-Sik Lee, Special Education 2000Chad Hamilton, School Psychology 1999Kathleen Fleming, School Psychology 1999Suzanne Bamonto, School Psychology 1999Patricia Coyne, School Psychology 1999Kristen Hagans, School Psychology 1999Kristin Peterson, School Psychology 1999

Deborah C. Simmons 39

Vicky Vachon, Special Education 1998Carrie Thomas, Special Education 1998Nancy McCullum, Educational Leadership, Technology, and Administration 1998Jerry Gruba, School Psychology 1997Dawn Hubbard, School Psychology 1997Kathy Koehler, School Psychology 1996Barbara Gunn, Special Education 1996David Chard, Special Education 1995David Landsom, Special Education 1995

Peabody College of Vanderbilt University

Rose Allinder, 1991Carl Ferguson, 1998Keith Whinnery, 1991

Peabody College of Vanderbilt University continued

Janie Pate, 1995Patricia Mathes, 1991Pam Fernstrom, 1990Pamela Stecker, 1994Josie McCamish, 1991Johnell Bentz, 1991Marlene White, 1995

INTERNAL SERVICE

Texas A&M University

2010-2011 Search Committee for Research Development Officer

2008 – Spring, 2009 Research Landmark Committee

Deborah C. Simmons 40

Department of Educational Psychology

2008 – Chair of Special Education Search Committee2006 – Chair of Special Education Search Committee (2) 2005 – Chair of Special Education Search Committee (3) 2004 – Chair of Special Education Search Committee (3)

Special Education Program

2007 – 2010 Special Education Doctoral Committee2005 – Program Coordinator 2004 – Chair of Research and Identity Committee

College/Department Committees – Texas A&M University

2008 – Department Head Search Committee member 2008 – Faculty Grievance Ad hoc Committee

College/Department Committees - Other Universities

University of Oregon

Doctoral Committee, Chair (1999-present)

Institute for the Development of Educational Achievement1998-2003 Associate Director

College of Education, University of Oregon1992-1993 Co-coordinator of Summer School Planning1993-1995 College Coordinators' Council, Chair1993-1995 Consortium for the Improvement of Professional Education1993-1995 Instructional Council, Chair1993-1995 Faculty Personnel Committee1993-1995 Committee on Multicultural Education1993-1995 Teaching Practices and Standards Commission - Liaison1994-1998 Undergraduate Instructional Committee1994-present Doctoral Committee, Special Education1995 Communication Disorders and Sciences Review Committee1996 Search Committee: Communication Disorders and Sciences1996 Mission Development Committee (DSECR)1999 Search Committee: EDST/IL Coordinator2000 Search Committee: SPED Faculty2001 Search Committee: Teacher Education Position2002 Search Committee: School Psychology 2003 Search Committee: School Psychology

Deborah C. Simmons 41

Peabody College of Vanderbilt University1989-90 Master's Committee, Member1990-91 Master's Committee, Member1990-92 Recruitment and Admissions Committee, Chair1991-92 Undergraduate Committee, Member

Bowling Green State University 1987-88 College Research Committee

University Committees

University of Oregon

2002-2004 University Graduate Council

1999-2001 Protection of Human Subjects Committee

1998-2000 Distinguished Teaching Award CommitteeChair, 1999-2000

1995-1998 Student Conduct Committee

1993-1994 Undergraduate Education and Policy Coordinating CouncilCollege of Education Representative

1992-1994 Dean's Representative - OSSHE

Vanderbilt University

1991-1992 Vanderbilt Council on Teacher Education

1991-1992 Metropolitan Council for Teacher Education: University representative

Deborah C. Simmons 42

EXTERNAL SERVICE

Tenure and Promotion Reviews

August, 2010 – Review of file for promotion and tenure (AAU institution) August, 2009 – Review of file for promotion and tenure (AAU institution) Summer, 2008 – Review of file for promotion and tenure (AAU institution)

Grant Reviews

Appointed as standing panel member to the Institute of Education Sciences, April, 2011

Institute of Education Sciences, Grant Reviewer, October, 2010

Institute of Education Sciences, Grant Reviewer, October, 2006.

Office of Special Education Programs, September, 2004, Reading Interventions for Students with Mental Retardation Program

Federal Report Review

Institute of Education Sciences, February, 2007, Reviewer for federally commissioned report: Closing the Reading Gap: Volume II.

State of California Reviewer

California Commission on Teacher Credentialing (CCTC). Review of Reading Instructional Competence Assessment standards for multiple subject and special education teachers in California, February, 2007.

Professional Organizational Activities

Treasurer and Executive Board Member: International Council for Learning Disabilities (1994- 1996)

Editorial Boards and Activities

Editorial Boards:Reading and Writing: An Interdisciplinary Journal, 2004-presentJournal of Learning Disabilities, 1991-1995, 2002-presentLearning Disabilities Research and Practice, 1997-2008Reading and Writing Quarterly, 1997-presentLearning Disability Quarterly, 1992-presentJournal of Direct Instruction, 2000-2002Exceptional Children, 1995–2009Journal of Special Education, 1989-2002Center for the Improvement of Early Reading Achievement (CIERA), 2001LD Forum, 1991–1997Journal of Educational Effectiveness (ad hoc reviewer 2008)

Deborah C. Simmons 43

Editor of Special Issues of Journals:Reading and Writing Quarterly, submitted September 15, 1996Scientific Studies of Reading, 2001

Review ActivitiesAmerican Guidance Service, Consultant

Test Validation Reviewer:Indiana Department of Education, 1987

Guest Reviewer:Exceptional ChildrenAmerican Educational Research JournalJournal of Educational Psychology, 1997

Research Award Reviewer:Research CommitteeCollege of Education and Allied ProfessionsBowling Green State University, 1988

Division C Co-Chair for 2009-2010 AERA Conference

Conference Paper Reviewer:Council for Learning Disabilities, 1989

Department of Education Field Reviewer:Division of Innovation and Development, 1989 - present

Division of Learning Disabilities Publications Committee, 2005

Planning Committee: Regional Conference of the Council for Learning Disabilities, 1991

Reviewer of Proposals for 1995 Annual Conference: Council for Exceptional Children

Outside Evaluator: International Research and Exchanges BoardCentral and East European Programs for 1995-96

Textbook Review, Brooks/Cole, Inc., August, 1995 - present