VITA Deborah C. Simmons PERSONAL INFORMATIONdb.cehd.tamu.edu/Vitaes/dsimmons.pdf · Models and methods of literacy acquisition and development Curriculum analysis and development

VITA Deborah C. Simmons

PERSONAL INFORMATION Present Position: Professor of Special Education Department of Educational Psychology College of Education and Human Development Texas A&M University College Station, TX 77843-4225 Phone: (979) 845-8050 Fax: (979) 862-1256 Email: [email protected] EDUCATION B.S., 1973 Middle Tennessee State University Speech and Language Pathology (Honors) M.Ed., 1981 Middle Tennessee State University Special Education Ph.D., 1986 Purdue University Special Education; Reading (cognate area) HONORS 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

mailto:[email protected]

PROFESSIONAL EXPERIENCE July, 2004 – Present Professor Department of Educational Psychology College of Education and Human Development Texas A&M University September, 1997-December, 2004 Associate Director Institute for the Development of Educational Achievement (IDEA) College of Education University of Oregon September, 2003-June, 2004 Professor Special Education Area College of Education University of Oregon January, 2002-December, 2003 Co-Director Oregon Reading First Center College of Education University of Oregon January, 2002-September, 2003 Co-Director, Center To Improve Reading Competence (Project CIRCUITS) College of Education University of Oregon September, 1997-August, 2003 Associate Professor Special Education Area College of Education University of Oregon August, 1992-August, 1997 Assistant Professor Department of Special Education and Community Resources College of Education University of Oregon November, 1992-August, 1994 Assistant Dean College of Education University of Oregon

Deborah C. Simmons 3

August, 1992-December, 2001 Research Associate - National Center to Improve the Tools of Educators College of Education University of Oregon 1991-1992 Director of Field Experiences (Undergraduate and Graduate) Department of Special Education Peabody College of Vanderbilt University 1990-1992 Kennedy Center Investigator, Kennedy Center for Education and Research in Human Development 1988-1992 Research Assistant Professor, Peabody College of Vanderbilt University 1987-1988 Assistant Professor, Bowling Green State University 1987 Visiting Instructor; Student Teacher Supervisor Purdue University 1983-1986 Graduate Instructor, Research Fellow, Research Assistant, Practicum Coordinator, Graduate Student; Purdue University 1974-1983 Speech and Language Specialist (Grades K-9) Murfreesboro, TN 1973-1974 Speech and Language Specialist (Grades K-6), Jacksonville Public Schools, FL SELECTED HONORARY POSITIONS August, 2001-January, 2003 Member, Assessment Group Reading First Initiative U. S. Department of Education Office of Elementary and Secondary Education 2003 Distinguished Guest Faculty Applied Behavior Analysis Program Ohio State University Columbus, Ohio


November, 2001-December, 2002 Member, Reading First Leadership Team Reading First Initiative U. S. Department of Education Office of Elementary and Secondary Education May, 1997-December, 2002 Consultant and Member, Reading Design Team Voyager Expanded Learning Dallas, Texas 1997-99 Research Advisory Team American Initiative on Reading and Writing, Read*Write*Now & America Read Challenge U.S. Department of Education AREAS OF RESEARCH and PROFESSIONAL INTEREST School-wide models to accelerate and sustain reading achievement in the primary grades Development and evaluation of integrated academic interventions for diverse learners in general and special education contexts 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. INVITED GOVERNMENT DOCUMENTS

Simmons, D. C., Kame’enui, E. J., & Cornachione, C. (2000). A practical guide to reading assessments. Washington, DC: U.S. Department of Education.

Kame’enui, E. J., & Simmons, D. C. (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. (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.


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. Prepared for U. S. Department of Education, Office of Special Education. 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 Submitted and in Preparation Simmons, D., Kame’enui, E., Harn, B., Coyne, M., Edwards, L., & Thomas, C. (submitted for publication). The effects of instructional emphasis and specificity on early reading and vocabulary development of kindergarten children. Articles Published or In Press Knutson, J., Simmons, D. C., Good, R., & McDonagh, S. (in press). Specially designed assessment and instruction for children who have not responded adequately to reading intervention. Assessment for Effective Intervention. Coyne, M. D., Simmons, D. C., Kame’enui, E. J., Stoolmiller, M. (in press). Teaching vocabulary during shared storybook readings: An examination of differential effects. Exceptionality. 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. 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.


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

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., 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. 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. 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 & 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. Simmons, D. C., King, K., Kuykendall, K., Cornachione, C., & Kame’enui, E. J. (2000). Implementation of a school-wide 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), 101-127. Simmons, D. C (1999). Reading and Writing Quarterly - Special Issue: A Profile on Writing Assessment, 15, 1-4. 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. 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., Mathes, P., & Simmons, D. C. (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34, 174- 206. Wilson, R., Majsterek, D., & Simmons, D. C. (1996). A comparison of the effects of teacher-directed and computer-assigned instruction on students with learning disabilities performance of multiplication facts. Journal of Learning Disabilities, 29, 383-390.


Simmons, D. C., Fuchs, L., & Fuchs, D. (1995). Effects of explicit teaching and peer-mediated instruction on the reading achievement of mainstreamed learning disabled and low-performing students. The Elementary School Journal, 95, 387-408. Simmons, D. C., & Baker, J. M. (1995). Reading instruction in the mainstream: A call for instructional reform. Journal of Reading and Writing Quarterly, 11, 19-36. Simmons, D. C., Fuchs, D., Fuchs, L., Pate, J., & 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. Integrating narrative reading and writing instruction for all learners. (1994). 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., Kame’enui, E. & Simmons, D. C. (1994). Beginning reading: Educational tools for diverse learners. School Psychology Review, 23, 372-391. Fuchs, L. S., Fuchs, D., Bishop, N., & Simmons, D. C. (1993). Contextual variables affecting instructional adaptation for difficult-to-teach students. School Psychology Review, 22, 725-741. Council for Learning Disabilities: Rosenberg, M., Bott, D., Majsterek, D., Chiang, B., Simmons, D., Gartland, D., Wesson, D., Graham, S., Smith-Myles, B., Miller, M., Swanson, H. L., Bender, W., Rivera, D., & Wilson, R. (1993). Minimum standards for the description of participants in learning disabilities research. Journal of Learning Disabilities, 26, 210-213. [Reprinted from Learning Disabilities Quarterly, 15, pp. 6-11, 1992]. Mathes, P., & Simmons, D. C. (1992). Using assisted-reading techniques to facilitate reading fluency. Reading Research and Instruction, 31, 70-77. Council for Learning Disabilities: Rosenberg, M., Bott, D., Majsterek, D., Chiang, B., Simmons, D., Gartland, D., Wesson, D., Graham, S., Smith-Myles, B., Miller, M., Swanson, H. L., Bender, W., Rivera, D., & Wilson, R. (1992). Minimum standards for the description of participants in learning disabilities research. Learning Disabilities Quarterly, 15, 6-11. Simmons, D. C. (1992). Educational concerns of dyslexia. Journal of Learning Disabilities, 25, 66-70. Simmons, D. C., Fuchs, D., & Fuchs, L. (1991). Instructional and curricular requisites of mainstreamed students with learning disabilities. Journal of Learning Disabilities, 24, 354-360. Griffin, C., Simmons, D. C., & Kame’enui, E. J. (1991). Investigating the effectiveness of graphic organizer instruction on students' with learning disabilities comprehension and recall of science content. Reading, Writing, and Learning Disabilities, 7, 355-376. Simmons, D. C., & Kame’enui, E. J. (1990). The effect of task alternatives on the


vocabulary knowledge of students with and without learning disabilities. Journal of Learning Disabilities, 23, 291-297. Simmons, D. C., Griffin, C., & Kame’enui, E. J. (1988). Effects of teacher-constructed pre and post graphic organizer instruction on sixth-grade students' comprehension and recall of science content area text. Journal of Educational Research, 82, 15-21. Simmons, D. C., & Kame’enui, E. J. (1988). Ten and twelve-year old 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 learning disabled students' metacognitive awareness and strategic comprehension behavior. Learning Disability Quarterly, 11, 380-395. Kame’enui, E. J., Simmons, D. C., & Darch, C. B. (1987). Learning disabled 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. Books 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. Simmons, D. C., Kame’enui, E. J., & Cornachione, C. (2001). A practical guide to reading assessments. Washington, DC: U.S. Department of Education. 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 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. S., 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. Sugai, G., Kame’enui, E. J., Horner, R., & Simmons, D. C. (in press). Effective instructional and behavioral support systems: A schoolwide approach to discipline and early literacy. In T. Hehir (Ed.), Five goals for special education in preparing today's children for tomorrow's world. 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. 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, N.J.: 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. Manuscripts - Unpublished Lloyd, J. W., Gersten, R., Fuchs, L., Williams, J., Vaughn, S., Swanson, L., Osborne, S., Thurlow, M., Simmons D., & Carnine, D. (1997). Designing quality research in special education: Group experimental designs. Unpublished manuscript. Invited Articles - Non Peer Reviewed


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. 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 III, R. H., 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. 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. 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.


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 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). A consumer's guide to evaluating a core reading program grades K-3: A critical elements analysis. Eugene, OR: National Center to Improve the Tools of Educators, University of Oregon. At website [http://reading.uoregon.edu/big_ideas/pa_programs.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/instruction/index.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. FUNDED GRANTS 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. Kame’enui, E., Simmons, D. C., & Baker, S. in Collaboration with Oregon Department of Education. Oregon Reading First. Reading First, Title I, Part B, U. S. Department of Education, October, 2002 - 2006, $50,000,000.


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, 2007, $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. 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 Comparative and Descriptive Investigation. Department of Education Grant, Purdue University. $6,600. PRESENTATIONS Invited

Simmons, D.C., & Harn, B.A., Reading assessment for Reading First. Washington, D.C., August 13, 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., and 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.

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. Professional development for reading first: Purposes and plan. Invited presentation at the Reading First Grant-Writing Workshop: Oregon Department of Education, Portland, OR, January 7, 2003.

Simmons, D. C. District and school assurances: Comprehensive reading programs, supplemental materials, and intervention programs in Reading First. Invited presentation at the Reading First Grant-Writing Workshop: Oregon Department of Education, Portland, OR, January 7, 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 III, R. H. 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.

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 III, R. 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.

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 III, R. H., & 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, B.C, April, 2000.

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

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, D.C., 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 Angles 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.

• 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.

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, D.C., 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, D. C., 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

Simmons, D. C., Kame’enui, 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, New York, 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, New York, 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.

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. 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.

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. (in press). Integrating reading comprehension and writing: Applications of curriculum design principles. Paper presented at the Oregon Conference, Eugene OR, February 5, 1993.

Pate, J., & Simmons, D. C. (1992). 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. (1992). 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.

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, D.C., 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.

Simmons, D. C. Managing classroom behavior via direct instruction. Paper presented at the Indiana Association for Children and Adults with Learning Disabilities, Indianapolis, Indiana, 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, Indiana, 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. 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. 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. Schoolwide literacy assessment and intervention planning. District of Columbia Public Schools. August 13, 2004. PUBLIC, GOVERNMENTAL, CONSULTATION SERVICE Arizona Reading First, Arizona Department of Education, 2002-present. Colorado Reading First, Colorado Department of Education, 2002-present. Georgia Reading First, Georgia Department of Education, 2003-present. South Carolina State Improvement Grant, 2003-present. Maryland Reading First, Maryland Department of Education, 2003-present.

Heartland Area Education District Agency 11, Johnston, Iowa. Consultant to Research Projects at Auburn University; Peabody College, Vanderbilt University, 1988; Clemson University, 1997-present.


LEGISLATIVE TESTIMONY Invited testimony on schoolwide beginning reading model, House Interim Committee on Health and Human Services, Oregon State Legislature, November 30, 2000. Testimony on reading research before the House Education Committee, Oregon State Legislature, April 19, 2001. UNIVERSITY TEACHING

Courses Taught

University of Oregon SPED 607 Historical and Contemporary Issues in Special Education EDLD 607 Schoolwide Systems for Educational Leaders SPED 607 Seminar for Doctoral Orientation SPED 607 Seminar on Reading Fluency SPED 607 Seminar on Early Reading Intervention SPED 660 Design of Instruction SPED 407/507 Introduction to Learning Disabilities SPED 411/511 Psychology of the Exceptional Individual SPED 607 Pedagogical Practice in Special Education: Doctoral Seminar EDST 410/510 Language and Literacy DELTA 510 Curriculum and Instruction Summer Institute Peabody College of Vanderbilt University Educational Procedures for Students with Mild/Moderate Disabilities Practicum: Observation of Exceptional Learners Advanced Instructional Procedures Practicum: Advanced Instructional Procedures Professional Seminar for Student Teaching Field Work in Special Education Teaching Introduction to Exceptionalities Bowling Green State University Theories and Characteristics of Students with Learning Disabilities Language Arts for the Mildly Handicapped Applied Classroom Management Purdue University

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

Retarded Foundations in the Education of Exceptional Children: Learning Disabled Foundations in the Education of Exceptional Children: Educable Mentally Retarded


Practicum in the Treatment of Exceptional Children with Varying Disabilities Teaching Direct Instruction Reading Teaching Direct Instruction Mathematics

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.” Doctoral Advisees (Continuing)

Kristen MacConnell Kimberly Sherman

Dissertation Committee Member University of Oregon

Ambre Re Millard, School Psychology in progress Sarah McDonagh, Special Education 2003

Carrie Ebmeyer, School Psychology 2003 Angela Whalen, School Psychology 2002 Sister Mary Karen Oudeans, Special Education 2000 Chris Parker, School Psychology 2000 Dae-Sik Lee, Special Education 2000 Sister Mary Karen Oudeans, Special Education 2000


Chad Hamilton, School Psychology 1999 Kathleen Fleming, School Psychology 1999 Suzanne Bamonto, School Psychology 1999 Patricia Coyne, School Psychology 1999 Kristen Hagans, School Psychology 1999 Kristin Peterson, School Psychology 1999 Vicky Vachon, Special Education 1998 Carrie Thomas, Special Education 1998 Nancy McCullum, Educational Leadership, Technology, and Administration 1998 Jerry Gruba, School Psychology 1997 Dawn Hubbard, School Psychology 1997 Kathy Koehler, School Psychology 1996 Barbara Gunn, Special Education 1996 David Chard, Special Education 1995 David Landsom, Special Education 1995 Marilyn Sprick, Special Education in progress

Peabody College of Vanderbilt University Rose Allinder, 1991 Carl Ferguson, 1998 Keith Whinnery, 1991 Peabody College of Vanderbilt University continued Janie Pate, 1995 Patricia Mathes, 1991 Pam Fernstrom, 1990 Pamela Stecker, 1994 Josie McCamish, 1991 Johnell Bentz, 1991 Marlene White, 1995 INTERNAL SERVICE College/Department Committees Doctoral Committee, Chair (1999-present) Institute for the Development of Educational Achievement 1998-2003 Associate Director College of Education, University of Oregon 1992-1993 Co-coordinator of Summer School Planning 1993-1995 College Coordinators' Council, Chair 1993-1995 Consortium for the Improvement of Professional Education 1993-1995 Instructional Council, Chair 1993-1995 Faculty Personnel Committee 1993-1995 Committee on Multicultural Education


1993-1995 Teaching Practices and Standards Commission - Liaison 1994-1998 Undergraduate Instructional Committee 1994-present Doctoral Committee, Special Education 1995 Communication Disorders and Sciences Review Committee 1996 Search Committee: Communication Disorders and Sciences 1996 Mission Development Committee (DSECR) 1999 Search Committee: EDST/IL Coordinator 2000 Search Committee: SPED Faculty 2001 Search Committee: Teacher Education Position

2002 Search Committee: School Psychology 2003 Search Committee, School Psychology

Peabody College of Vanderbilt University 1989-90 Master's Committee, Member 1990-91 Master's Committee, Member 1990-92 Recruitment and Admissions Committee, Chair 1991-92 Undergraduate Committee, Member Bowling Green State University 1987-88 College Research Committee University Committees University of Oregon 2002-present University Graduate Council 1999-2001 Protection of Human Subjects Committee 1998-present Distinguished Teaching Award Committee Chair, 1999-2000 1995-1998 Student Conduct Committee 1993-1994 Undergraduate Education and Policy Coordinating Council College 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


EXTERNAL SERVICE Invitational Committees Researchers as Resources on Reading Network, 1995-1997. Sponsored by Council for Exceptional Children. 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 International Journal, 2004-present Journal of Learning Disabilities, 1991 - 1995, 2002-present Learning Disabilities Research and Practice, 1997-present Reading and Writing Quarterly, 1997-present Learning Disability Quarterly, 1992 - present Journal of Direct Instruction, 2000-present Exceptional Children, 1995 – present Journal of Special Education, 1989 - 2002 Center for the Improvement of Early Reading Achievement (CIERA), 2001 LD Forum, 1991 - 1997 Guest Reviewer, Journal of Educational Psychology, 1997 Editor of Special Issues of Journals: Reading and Writing Quarterly, submitted September 15, 1996 Scientific Studies of Reading, 2001 Review Activities American Guidance Service, Consultant Test Validation Reviewer: Indiana Department of Education, 1987 Guest Reviewer: Exceptional Children Research Award Reviewer: Research Committee College of Education and Allied Professions Bowling Green State University, 1988 Conference Paper Reviewer: Council for Learning Disabilities, 1989 Department of Education Field Reviewer: Division of Innovation and Development, 1989 - present


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 Board Central and East European Programs for 1995-96 Textbook Review, Brooks/Cole, Inc., August, 1995 - present CURRENT PROFESSIONAL MEMBERSHIPS AND AFFILIATIONS Council for Exceptional Children The Division for Learning Disabilities of Council for Exceptional Children Council for Learning Disabilities - Treasurer, Executive Board Society for the Scientific Study of Reading American Educational Research Association: General and Special Education Division CERTIFICATIONS Elementary Education, Grades 1-8, State of Tennessee Special Education, Grades K-12, State of Tennessee Speech and Hearing Therapy, K-12, State of Tennessee

Documents

VITA Deborah C. Simmons PERSONAL INFORMATIONdb.cehd.tamu.edu/Vitaes/dsimmons.pdf · Models and methods of literacy acquisition and development Curriculum analysis and development