Christopher Jay Lemons
School of Education
University of Pittsburgh
5162 Wesley W. Posvar Hall
Pittsburgh, PA 15260
PHONE: 412-648-7333
EMAIL:
lemons@pitt.eduFull Time Faculty - Assistant Professor
My research interests include reading interventions for students with intellectual disabilities and students nonresponsive to evidence based reading instruction, response to intervention, modeling of individual differences in reading growth, progress
monitoring and assessment.
School Affiliations
- Department: Instruction and Learning - Assistant Professor of Special Education
- Program: Education of Students with Mental and Physical Disabilities - Assistant Professor of Special Education
Education
Recent Publications
Journal Articles
- Lemons, C.J., Key, A.P.F., Fuchs, D., Yoder, P.J., Fuchs, L.S., Compton, D.L., Williams, S.M., & Bouton, B. (in press). Predicting reading growth with event-related potentials: Thinking differently about indexing “responsiveness.” Learning and Individual Differences.
- Lemons, C.J. (in press). Replication of significant correlations in small samples. Evaluation & Research in Education.
- Lemons, C.J. & Fuchs, D. (in press). Modeling response to reading intervention in children with Down syndrome: An examination of predictors of differential growth. Reading Research Quarterly.
- Lemons, C.J. & Fuchs, D. (in press). Phonological awareness of children with Down syndrome: Its role in learning to read and the effectiveness of related interventions. Research in Developmental Disabilities.
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Recent Course Instruction
Spring 2010 (2104)
Fall 2009 (2101)
Summer 2009 (2097)
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Recent Presentations
- Allor, J., & Lemons, C.J. (2010, April). Reading instruction for children with intellectual disabilities: Research and practical implications. Symposium to be co-chaired at the annual meeting of the Council for Exceptional Children, Nashville, TN. (Co-cha
- Fuchs, D., McMaster, K., Saenz, L., & Lemons, C.J. (2010, April). Peer-assisted learning strategies: Multiple perspectives on bringing evidence-based practice to scale. Accepted for presentation at the annual meeting of the Council for Exceptional Childre
- Lemons, C.J. (2010, April). Predictors of response to phonics instruction for children with Down syndrome. Accepted for presentation at the annual meeting of the Council for Exceptional Children, Nashville, TN.
- Mrachko, A.A., & Lemons, C.J. (2010, April). Comparing two approaches to teaching reading for children with Down syndrome. Accepted for presentation at the annual meeting of the Council for Exceptional Children, Nashville, TN.
- Fuchs, D., McMaster, K., Saenz, L., & Lemons, C.J. (2010, February). Bringing evidence-based practice to scale: Effects of teachers’ customization of Peer-Assisted Learning Strategies. Accepted for presentation at the annual meeting of the Pacific Coast R
- Lemons, C.J. (2009, August). Phonics-based reading instruction for children with Down syndrome: A promising practice? Accepted for presentation at the 10th World Down Syndrome Congress, Dublin, Ireland.
- Lemons, C.J. (2009, August). Phonological awareness and the effectiveness of related interventions for children with Down syndrome. Accepted for presentation at the 10th World Down Syndrome Congress, Dublin, Ireland.
- McMaster, K., Fuchs, D., Kearns, D., Lemons, C.J., & Saenz, L (2009, April). Scaling up Peer-assisted Learning Strategies: Findings from 3 years of research. Presented at the annual meeting of the Council for Exceptional Children. Seattle,
- Lemons, C.J. (2009, June). Exploring the effectiveness of phonics-based instruction for children with Down syndrome. Accepted for presentation at the annual meeting of the Society for the Scientific Study of Reading, Boston, MA.
- Lemons, C.J. (2009, June). Reading and children with intellectual disabilities and Down syndrome. Symposium accepted for presentation at the annual meeting of the Society for the Scientific Study of Reading, Boston, MA. (Chair)
- Lemons, C.J. (2009, April). The role of phonological awareness in reading for individuals with Down syndrome. Presented at the annual meeting of the Council for Exceptional Children. Seattle, WA.
- Lemons, C.J. (2009, February). Predictors of response to a phonics-based reading intervention for children with Down syndrome. Poster presented at the annual meeting of the Pacific Coast Research Conference. San Diego, CA.
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Recent Grants
- Elliott, S.N., Kettler, R.J., Zigmond, N., Kloo, A., Lemons, C.J., & Lupp, L.A. (2009-2010). Modified alternate assessment participation screening (MAAPS) consortium. Office of Elementary and Secondary Education, U.S. Department of Education. ($1,815,720). Co-Principal Investigator.
- Lemons, C.J., & Kloo, A.M. (2009-2010). Relationships between achievement and instruction for students in special education (Project RAISSE). Pennslyvania Training and Technical Assistance Network (PaTTAN) ($240,000). Co-Principal Investigator.
- Lemons, C.J. (2009). Evidence-based reading instruction for children with Down syndrome (Down Syndrome
Reading Project Studies 2-4). Central Research Development Fund, University of Pittsburgh ($15,440). Principal
Investigator.
- Lemons, C.J. (2009). A comparison of two approaches to teaching word reading to children with Down syndrome.
Faculty Research Grant, School of Education, University of Pittsburgh ($1,500). Principal Investigator.
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Recent Projects
- MAAPS Project
Modified Alternate Assessment Participation Screening (MAAPS) Consortium - Collaborative project with Pennsylvania DOE, Vanderbilt University, South Carolina DOE, Arizona DOE, and Discovery Education Assessment. Purpose is to develop screening and opportunity to learn measures to be used to assist IEP teams in determining which children should take the modified state assessment. (Co-PI)
- Down Syndrome Reading Project
The focus of this project is to evaluate effective methods of teaching reading for children with Down Syndrome.(PI)
- Project IRIS
The purpose of this project is to provide guidance for improving the reading instruction provided to children with intellectual disabilities and to enhance their participation in the State's alternate assessment. (PI)
- Project RAISSE
The purpose of this project is to explore the relationships between achievement and instruction for children with disabilities in the state of Pennsylvania who take the PSSA. (Co-PI)
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