D. Compton

Laura A. Barquero, D. Compton, Jennifer K Gilbert, 2018, Learning disabilities research & practice : a publication of the Division for Learning Disabilities, Council for Exceptional Children.

Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less From a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction

Amy M. Elleman, Devin M. Kearns, L. Fuchs, 2018, Exceptional children.

Modeling Complex Word Reading: Examining Influences at the Level of the Word and Child on Mono- and Polymorphemic Word Reading

Laura M. Steacy, Ashley A. Edwards, Laura M Steacy, 2022, Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading.

Pathways to Third-Grade Calculation Versus Word-Reading Competence: Are They More Alike or Different?

L. Fuchs, D. Fuchs, C. Hamlett, 2016, Child development.

Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction.

Pamela M. Seethaler, L. Fuchs, D. Fuchs, 2020, Journal of educational psychology.

Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities: Does Language of Administration Matter?

Pamela M. Seethaler, L. Fuchs, D. Fuchs, 2019, Journal of learning disabilities.

Modeling the Relationship between Growth in Rapid Naming Speed and Growth in Decoding Skill in First-Grade Children.

D. Compton, 2003 .

Exploring the role of knowledge in predicting reading and listening comprehension in fifth grade students

Amy M. Elleman, Laura M. Steacy, D. Compton, 2022, Learning and Individual Differences.

Development of First-Graders’ Word Reading Skills

Laura M. Steacy, D. Compton, Eunsoo Cho, 2017, Journal of learning disabilities.

The Relationships Among Phonological Processing, Orthographic Processing, and Lexical Development in Children with Reading Disabilities

D. Compton, 2002 .

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

Pamela M. Seethaler, L. Fuchs, D. Fuchs, 2013, Journal of educational psychology.

Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction.

Pamela M. Seethaler, L. Fuchs, D. Fuchs, 2020, Journal of educational psychology.

Using an item-specific predictor to test the dimensionality of the orthographic choice task

Devin M. Kearns, R. Olson, D. Compton, 2020, Annals of Dyslexia.

The Role of Statistical Learning in Word Reading and Spelling Development: More Questions Than Answers

Amy M. Elleman, Laura M. Steacy, D. Compton, 2018, Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading.

Set for Variability as a Critical Predictor of Word Reading: Potential Implications for Early Identification and Treatment of Dyslexia.

Laura M. Steacy, Ashley A. Edwards, Laura M Steacy, 2022, Reading research quarterly.

Past perspectives and new opportunities for the explanatory item response model

Laura M. Steacy, D. Compton, Y. Petscher, 2019, Annals of Dyslexia.

Relations Among Motivation, Executive Functions, and Reading Comprehension: Do They Differ for Students With and Without Reading Difficulties?

D. Compton, Eunsoo Cho, Unhee Ju, 2022, Scientific Studies of Reading.

Early Prediction of Reading Risk in Fourth Grade: A Combined Latent Class Analysis and Classification Tree Approach

Laura M. Steacy, Ashley A. Edwards, Laura M Steacy, 2022, Scientific Studies of Reading.

The Effect of Facilitative Versus Inhibitory Word Training Corpora on Word Reading Accuracy Growth in Children With Dyslexia

Laura M. Steacy, Ashley A. Edwards, J. Rueckl, 2020 .

Performance variations across reading comprehension assessments: Examining the unique contributions of text, activity, and reader

D. Compton, Jennifer K Gilbert, Esther R. Lindström, 2019, Reading and Writing.

Smart RTI: A Next-Generation Approach to Multilevel Prevention

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

Inclusion Versus Specialized Intervention for Very-Low-Performing Students

Lynn S. Fuchs, Donald L. Compton, Russell Gersten, 2015 .

Predicting Reading Growth with Event-Related Potentials: Thinking Differently about Indexing "Responsiveness"

Susan M. Williams, L. Fuchs, D. Fuchs, 2010, Learning and individual differences.

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.

Accelerating Chronically Unresponsive Children to Tier 3 Instruction

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

Monitoring Children with Reading Disabilities' Response to Phonics Intervention: Are There Differences between Intervention Aligned and General Skill Progress Monitoring Assessments?

Natalie G. Olinghouse, D. Compton, W. Lambert, 2006 .

Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: findings from the first-grade longitudinal reading study of the National Research Center on Learning Disabilities

Lynn S. Fuchs, Donald L. Compton, Douglas Fuchs, 2008 .

Have We Forsaken Reading Theory in the Name of “Quick Fix” Interventions for Children With Reading Disability?

Donald L. Compton, Amanda C. Miller, Amy M. Elleman, 2014 .

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

Amy M. Elleman, L. Fuchs, D. Fuchs, 2012 .

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.

Tracking children who fly below the radar: Latent transition modeling of students with late-emerging reading disability

Amy M. Elleman, L. Fuchs, D. Fuchs, 2008 .

Identifying Robust Variations Associated With Reading Comprehension Skill: The Search for Pressure Points

P. David Pearson, D. Compton, 2016 .

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.

Beyond Comprehension Strategy Instruction: What's Next?

Amy M. Elleman, D. Compton, 2017, Language, speech, and hearing services in schools.

Vocabulary Word Instruction for Students Who Read Braille

Mackenzie E. Savaiano, Deborah D. Hatton, D. Hatton, 2016 .

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.

A longitudinal study on predictors of early calculation development among young children at risk for learning difficulties.

L. Fuchs, D. Fuchs, C. Hamlett, 2016, Journal of experimental child psychology.

Prevalence and Nature of Late-Emerging Poor Readers.

J Bruce Tomblin, J. Tomblin, D. Compton, 2012, Journal of educational psychology.

The Cognitive and Academic Profiles of Reading and Mathematics Learning Disabilities

L. Fuchs, D. Fuchs, C. Hamlett, 2012, Journal of learning disabilities.

Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data Structures

Donald L. Compton, Yaacov Petscher, Jennifer Gilbert, 2016, Front. Psychol..

Mathematics Screening and Progress Monitoring at First Grade: Implications for Responsiveness to Intervention

Lynn S. Fuchs, Donald L. Compton, Douglas Fuchs, 2007 .

Unpacking the unique relationship between set for variability and word reading development: Examining word- and child-level predictors of performance.

Laura M. Steacy, Ashley A. Edwards, Devin M. Kearns, 2021, Journal of Educational Psychology.

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.

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.

Does Spanish knowledge contribute to accurate English word spelling in adult bilinguals?

Laura M. Steacy, Ashley A. Edwards, D. Compton, 2023, Bilingualism: Language and Cognition.

The Role of Set for Variability in Irregular Word Reading: Word and Child Predictors in Typically Developing Readers and Students At-Risk for Reading Disabilities

Laura M. Steacy, J. Rueckl, K. Pugh, 2019, Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading.

A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers

Amy M. Elleman, Devin M. Kearns, L. Fuchs, 2018, Journal of learning disabilities.

First-Grade Cognitive Abilities as Long-Term Predictors of Reading Comprehension and Disability Status

L. Fuchs, D. Fuchs, C. Hamlett, 2012, Journal of learning disabilities.

Multisyllabic Word Reading as a Moderator of Morphological Awareness and Reading Comprehension

Amanda P. Goodwin, Devin M. Kearns, D. Compton, 2014, Journal of learning disabilities.

Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension Among At-Risk Readers

Devin M. Kearns, L. Fuchs, D. Fuchs, 2014, Journal of research on educational effectiveness.

Frontiers in Systems Neuroscience Systems Neuroscience

A. Anderson, J. Gore, L. Fuchs, 2022 .

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.

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.

Dynamic assessment as a screening tool for early identification of reading disabilities: a latent change score approach

D. Compton, Eunsoo Cho, C. K. Josol, 2020, Reading and Writing.

Dynamic assessment as a screening tool for early identification of reading disabilities: a latent change score approach

D. Compton, Eunsoo Cho, C. K. Josol, 2019, Reading and Writing.

Examining the Predictive Validity of a Dynamic Assessment of Decoding to Forecast Response to Tier 2 Intervention

L. Fuchs, D. Fuchs, D. Compton, 2014, Journal of learning disabilities.

Understanding Unresponsiveness to Tier 2 Reading Intervention

Jessica R. Toste, Laura A. Barquero, L. Fuchs, 2014 .

Dynamic Assessment and Its Implications for RTI Models

R. Wagner, D. Compton, 2011, Journal of learning disabilities.

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.

Dynamic Assessment as Responsiveness to Intervention; a Scripted Protocol to Identify Young At-Risk Readers

Lynn S. Fuchs, Donald L. Compton, Douglas Fuchs, 2007 .

How Should “Unresponsiveness” to Secondary Intervention Be Operationalized?

D. Compton, 2006, Journal of learning disabilities.

Putting transfer back on trial: Modeling individual differences in the transfer of decoding-skill gains to other aspects of reading acquisition

Donald L. Compton, Amy M. Elleman, Natalie G. Olinghouse, 2005 .

Examining Child and Word Characteristics in Vocabulary Learning of Struggling Readers

Donald L. Compton, Amy M. Elleman, Laura M. Steacy, 2017 .

Using Word Identification Fluency to Monitor First-Grade Reading Development

L. Fuchs, D. Compton, Rebecca O. Zumeta, 2012, Exceptional children.

Comparing the Relationships Among Two Different Versions of Alphanumeric Rapid Automatized Naming and Word Level Reading Skills

Donald L. Compton, Richard K. Olson, John C. DeFries, 2002 .

Exploring the Relationship between Text–Leveling Systems and Reading Accuracy and Fluency in Second–Grade Students who Are Average and Poor Decoders

Donald L. Compton, Michelle K. Hosp, D. Compton, 2004 .

Reading Comprehension for Braille Readers: An Empirical Framework for Research

Donald L. Compton, Mackenzie E. Savaiano, Deborah D. Hatton, 2014 .

Early Screening for Risk of Reading Disabilities

L. Fuchs, D. Fuchs, D. Compton, 2012, Assessment for effective intervention : official journal of the Council for Educational Diagnostic Services.

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.

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

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

The Early Prevention of Mathematics Difficulty

Lynn S. Fuchs, Donald L. Compton, Douglas Fuchs, 2012, Journal of learning disabilities.

Efficacy of a First-Grade Responsiveness-to-Intervention Prevention Model for Struggling Readers.

Laura A. Barquero, L. Fuchs, D. Fuchs, 2013 .

Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice.

L. Fuchs, E. Grigorenko, E. Willcutt, 2020, The American psychologist.

Is “Response/No Response” Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile Analysis

Amy M. Elleman, Devin M. Kearns, L. Fuchs, 2020, Journal of learning disabilities.

Modeling the Growth of Decoding Skills in First-Grade Children

Donald L. Compton, D. Compton, 2000 .

Focusing Our View of Dyslexia Through a Multifactorial Lens: A Commentary

D. Compton, 2020 .

Classification of Double Deficit Groups Across Time: An Analysis of Group Stability From Kindergarten to Second Grade

Laura M. Steacy, J. Kirby, D. Compton, 2014 .

Opening the “black box” of learning to read: Inductive learning mechanisms supporting word acquisition development with a focus on children who struggle to read

Donald L. Compton, Amy M. Elleman, Laura M. Steacy, 2017 .

How the Science of Reading Informs 21st-Century Education.

Laura M. Steacy, Sonia Q. Cabell, C. Schatschneider, 2020, Reading research quarterly.

The Cognitive and Academic Profiles of Reading and Mathematics Learning Disabilities

L. Fuchs, D. Fuchs, C. Hamlett, 2012, Journal of learning disabilities.

Examining the Relationship Between Word Reading and Nonword Reading Development Within an Orthographic Learning Framework

Laura M. Steacy, Ashley A. Edwards, Laura M Steacy, 2023, The Elementary School Journal.

Modeling Item-Level Spelling Variance in Adults: Providing Further Insights into Lexical Quality

Laura M. Steacy, Ashley A. Edwards, D. Compton, 2023, Scientific Studies of Reading.

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

Pamela M. Seethaler, L. Fuchs, D. Fuchs, 2010, Developmental psychology.

Spelling-to-pronunciation transparency ratings for the 20,000 most frequently written English words.

Laura M. Steacy, Ashley A. Edwards, D. Compton, 2023, Behavior research methods.

The Representation of Roots in the Spelling of Children With Specific Language Impairment

Amanda P. Goodwin, Devin M. Kearns, K. Cain, 2014, Journal of learning disabilities.

Early Prediction of Reading Disability using Machine Learning

Lynn S. Fuchs, Donald L. Compton, Huseyin Atakan Varol, 2009, AMIA.

Children at Risk for Reading Failure; Constructing an Early Screening Measure

D. Compton, Endia J. Lindo, G. N. Davis, 2007 .