1998 - Palmer O. Johnson Memorial Award, American Educational Research Association
The scientist’s investigation covers issues in Reading, Mathematics education, Primary education, Fluency and Pedagogy. Her Reading study combines topics in areas such as Developmental psychology, Learning disability, Vocabulary and Comprehension. Her study looks at the relationship between Mathematics education and topics such as Reading comprehension, which overlap with Social studies.
Deborah C. Simmons performs integrative Primary education and Psychological intervention research in her work. Deborah C. Simmons combines subjects such as Context, Cognitive psychology and DIBELS with her study of Fluency. Her work in Teaching method addresses issues such as Peer tutor, which are connected to fields such as Independent reading and Classwide Peer Tutoring.
Deborah C. Simmons mostly deals with Reading, Mathematics education, Pedagogy, Reading comprehension and Developmental psychology. Her Reading research incorporates themes from At-risk students, Vocabulary, Learning disability and Fluency. The various areas that she examines in her Mathematics education study include Curriculum development and Curriculum.
Her study in Reading comprehension is interdisciplinary in nature, drawing from both Cognitive psychology, Narrative, Language arts, Comprehension and Social studies. Her Developmental psychology study incorporates themes from Response to intervention, Mastery learning, Dyslexia, Phonemic awareness and Spelling. Her work in Academic achievement addresses subjects such as Peer tutor, which are connected to disciplines such as Classwide Peer Tutoring.
Her primary areas of investigation include Reading, Reading comprehension, Vocabulary, Mathematics education and Developmental psychology. In her papers, she integrates diverse fields, such as Reading, Tier 2 network and Structural equation modeling. Her work deals with themes such as Cognitive psychology and Comprehension, which intersect with Vocabulary.
Her Cognitive psychology research integrates issues from Word recognition and Fluency. The Mathematics education study combines topics in areas such as Item response theory and Pedagogy. Her work in the fields of Developmental psychology, such as Academic achievement, overlaps with other areas such as Group testing.
Deborah C. Simmons mainly focuses on Reading comprehension, Vocabulary, Path analysis, Literacy and Vocabulary development. Her Path analysis study overlaps with Socioeconomic status, Poverty, Developmental psychology, Direct effects and Comprehension. Her Literacy study combines topics in areas such as Cognitive psychology, Word recognition, Word reading, Psycholinguistics and Social studies.
Her Social studies study is within the categories of Mathematics education and Pedagogy. Vocabulary development is the subject of her research, which falls under Reading.
This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.
Direct instruction reading
Edward j. Kameenui;Deborah C. Simmons;David Chard;Shirley Dickson.
Peer-Assisted Learning Strategies: Making Classrooms More Responsive to Diversity:
Douglas Fuchs;Lynn S. Fuchs;Patricia G. Mathes;Deborah C. Simmons.
American Educational Research Journal (1997)
The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes.
Roland H. Good;Deborah C. Simmons;Edward J. Kame'enui.
Scientific Studies of Reading (2001)
Teaching Vocabulary During Shared Storybook Readings: An Examination of Differential Effects
Michael D. Coyne;Deborah C. Simmons;Edward J. Kame'enui;Michael Stoolmiller.
Effective Academic Interventions in the United States: Evaluating and Enhancing the Acquisition of Early Reading Skills
Roland H. Good;Deborah C. Simmons;Sylvia B. Smith.
School Psychology Review (1998)
Indexing Response to Intervention A Longitudinal Study of Reading Risk From Kindergarten Through Third Grade
Deborah C. Simmons;Michael D. Coyne;Oi-man Kwok;Sarah McDonagh.
Journal of Learning Disabilities (2008)
Effects of Explicit Teaching and Peer Tutoring on the Reading Achievement of Learning-Disabled and Low-Performing Students in Regular Classrooms
Deborah C. Simmons;Lynn S. Fuchs;Douglas Fuchs;Patricia Mathes.
Elementary School Journal (1995)
What Reading Research Tells Us About Children With Diverse Learning Needs : Bases and Basics
Deborah C. Simmons;Edward J. Kameenui.
Beginning Reading Intervention as Inoculation or Insulin First-Grade Reading Performance of Strong Responders to Kindergarten Intervention
Michael D. Coyne;Edward J. Kame'enui;Deborah C. Simmons;Beth A. Harn.
Journal of Learning Disabilities (2004)
Improving reading comprehension and social studies knowledge in middle school
Sharon Vaughn;Elizabeth Swanson;Gregory J Roberts;Jeanne Wanzek.
Reading Research Quarterly (2013)
If you think any of the details on this page are incorrect, let us know.
We appreciate your kind effort to assist us to improve this page, it would be helpful providing us with as much detail as possible in the text box below: