Donald L Compton

发表

Is Word-Problem Solving a Form of Text Comprehension?

Douglas Fuchs, Lynn S Fuchs, Donald L Compton, 2015, Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading.

Predicting First Graders' Development of Calculation versus Word-Problem Performance: The Role of Dynamic Assessment.

Douglas Fuchs, Pamela M. Seethaler, Lynn S Fuchs, 2012, Journal of educational psychology.

Exploring Differential Effects Across Two Decoding Treatments on Item-Level Transfer in Children With Significant Word Reading Difficulties: A New Approach for Testing Intervention Elements

Amy M. Elleman, Laura M. Steacy, Donald L Compton, 2016, Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading.

Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities?

Douglas Fuchs, Christopher Schatschneider, Pamela M. Seethaler, 2010, Developmental psychology.

Accelerating Chronically Unresponsive Children to Tier 3 Instruction

Douglas Fuchs, Lynn S Fuchs, Eunsoo Cho, 2012, Journal of learning disabilities.

Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice.

Douglas Fuchs, Christopher Schatschneider, Lynn S Fuchs, 2013, Journal of educational psychology.

Comparing Students With and Without Reading Difficulties on Reading Comprehension Assessments: A Meta-Analysis

Donald L Compton, D. Compton, Alyson A Collins, 2018, Journal of learning disabilities.

Word and Person Effects on Decoding Accuracy: A New Look at an Old Question.

Devin M Kearns, Devin M. Kearns, Donald L Compton, 2011, Journal of educational psychology.

Does the Value of Dynamic Assessment in Predicting End-of-First-Grade Mathematics Performance Differ as a Function of English Language Proficiency?

Douglas Fuchs, Pamela M. Seethaler, Lynn S Fuchs, 2016, The Elementary School Journal.

Exploring Dynamic Assessment as a Means of Identifying Children At Risk of Developing Comprehension Difficulties

Douglas Fuchs, Amy M. Elleman, Lynn S Fuchs, 2011, Journal of learning disabilities.

The contributions of numerosity and domain-general abilities to school readiness.

Douglas Fuchs, Lynn S Fuchs, Donald L Compton, 2010, Child development.

Examining the role of imageability and regularity in word reading accuracy and learning efficiency among first and second graders at risk for reading disabilities.

Laura M. Steacy, Donald L Compton, Laura M Steacy, 2019, Journal of experimental child psychology.

The Construct and Predictive Validity of a Dynamic Assessment of Young Children Learning to Read: Implications for RTI Frameworks

Douglas Fuchs, Lynn S Fuchs, Donald L Compton, 2011, Journal of learning disabilities.

Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers

Laura M. Steacy, Jay G Rueckl, Yaacov Petscher, 2019, Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading.

Two-Stage Screening for Math Problem-Solving Difficulty Using Dynamic Assessment of Algebraic Learning

Douglas Fuchs, Lynn S Fuchs, Donald L Compton, 2011, Journal of learning disabilities.

Smart RTI: A Next-Generation Approach to Multilevel Prevention

Douglas Fuchs, Lynn S Fuchs, Donald L Compton, 2012, Exceptional children.