List of works - Donald L Compton

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

article

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

scientific article published on 26 August 2016

Accelerating chronically unresponsive children to tier 3 instruction: what level of data is necessary to ensure selection accuracy?

scientific article

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

scientific article

Beyond Comprehension Strategy Instruction: What's Next?

scientific article published on 09 April 2017

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

scientific article published on April 2017

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

scientific article

Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledge

scientific article

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

scientific article published on 15 May 2018

Development of First-Graders' Word Reading Skills: For Whom Can Dynamic Assessment Tell Us More?

scientific article published on 28 August 2015

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

scientific article published on November 1, 2010

Does Calculation or Word-Problem Instruction Provide A Stronger Route to Pre-Algebraic Knowledge?

scientific article

Does early reading failure decrease children's reading motivation?

scientific article published in September 2008

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

scientific article

Dynamic Assessment and Its Implications for RTI Models ⬇️

scientific article published on July 1, 2011

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

scientific article published on 23 January 2020

Dynamic Assessment of Algebraic Learning in Predicting Third Graders' Development of Mathematical Problem Solving

scientific article

Early Screening for Risk of Reading Disabilities: Recommendations for a Four-Step Screening System

scientific article published on December 2012

Early prediction of reading disability using machine learning.

scientific article

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

scientific article

Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners

scientific article published on July 2015

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

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

scientific article published on 04 December 2012

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

scientific article published on 07 November 2018

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

scientific article

Exploring dynamic assessment as a means of identifying children at risk of developing comprehension difficulties.

scientific article

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

scientific article published on May 1, 2012

Functional correlates of children's responsiveness to intervention

scientific article

How should "unresponsiveness" to secondary intervention be operationalized? It is all about the nudge

scientific article

Identifying Reading Disabilities by Responsiveness-to-Instruction: Specifying Measures and Criteria

Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills

scientific article published on 07 June 2020

Influences of Neural Pathway Integrity on Children's Response to Reading Instruction

scientific article

Intervention effects for students with comorbid forms of learning disability: understanding the needs of nonresponders

scientific article published on 11 December 2012

Introduction to Special Issue. Models for Innovation: Advancing Approaches to Higher-Risk and Higher-Impact Learning Disabilities Science

scientific article published on 02 May 2019

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

scientific article published on 04 July 2020

Is Word-Problem Solving a Form of Text Comprehension?

scientific article published in January 2015

Linking Behavioral and Computational Approaches to Better Understand Variant Vowel Pronunciations in Developing Readers

scientific article published on 08 May 2019

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

article published in 2007

Modeling Polymorphemic Word Recognition: Exploring Differences Among Children With Early-Emerging and Late-Emerging Word Reading Difficulty

scientific article published on 20 October 2014

Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade: Informing Developmental Trajectories of Children With Dyslexia

scientific article published on 22 November 2020

Multisyllabic word reading as a moderator of morphological awareness and reading comprehension

scientific article

Past perspectives and new opportunities for the explanatory item response model

scientific article published on 29 July 2020

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

scientific article published on 23 December 2015

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

scientific article

Predicting first graders' development of calculation versus word-problem performance: The role of dynamic assessment ⬇️

scientific article published on February 1, 2012

Prevalence and Nature of Late-Emerging Poor Readers

scientific article published on February 2012

Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process ⬇️

scientific article published on May 1, 2010

Smart RTI: A Next-Generation Approach to Multilevel Prevention ⬇️

scientific article published on January 1, 2012

Sources of Individual Differences in Emerging Competence With Numeration Understanding Versus Multidigit Calculation Skill

scientific article

The Cognitive and Academic Profiles of Reading and Mathematics Learning Disabilities ⬇️

scientific article published on March 28, 2011

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

scientific article published on June 17, 2011

The Contributions of Numerosity and Domain‐General Abilities to School Readiness ⬇️

scientific article published on September 1, 2010

The Prevention, Identification, and Cognitive Determinants of Math Difficulty

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

scientific article published on 02 December 2018

The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems

The early prevention of mathematics difficulty: its power and limitations

scientific article

Two-stage screening for math problem-solving difficulty using dynamic assessment of algebraic learning

scientific article

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

scientific article published on 13 May 2019

Upside-Down Response to Intervention: A Quasi-Experimental Study

scientific article published on 24 July 2018

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

scientific article published on 29 October 2018

Using Word Identification Fluency to Monitor First-Grade Reading Development

scientific article

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

scientific article published on 25 July 2020

Word and person effects on decoding accuracy: A new look at an old question ⬇️

scientific article published on May 1, 2011

List of works by Donald L Compton

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

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

Accelerating chronically unresponsive children to tier 3 instruction: what level of data is necessary to ensure selection accuracy?

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

Beyond Comprehension Strategy Instruction: What's Next?

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

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

Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledge

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

Development of First-Graders' Word Reading Skills: For Whom Can Dynamic Assessment Tell Us More?

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

Does Calculation or Word-Problem Instruction Provide A Stronger Route to Pre-Algebraic Knowledge?

Does early reading failure decrease children's reading motivation?

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

Dynamic Assessment and Its Implications for RTI Models ⬇️

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

Dynamic Assessment of Algebraic Learning in Predicting Third Graders' Development of Mathematical Problem Solving

Early Screening for Risk of Reading Disabilities: Recommendations for a Four-Step Screening System

Early prediction of reading disability using machine learning.

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

Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners

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

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

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

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

Exploring dynamic assessment as a means of identifying children at risk of developing comprehension difficulties.

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

Functional correlates of children's responsiveness to intervention

How should "unresponsiveness" to secondary intervention be operationalized? It is all about the nudge

Identifying Reading Disabilities by Responsiveness-to-Instruction: Specifying Measures and Criteria

Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills

Influences of Neural Pathway Integrity on Children's Response to Reading Instruction

Intervention effects for students with comorbid forms of learning disability: understanding the needs of nonresponders

Introduction to Special Issue. Models for Innovation: Advancing Approaches to Higher-Risk and Higher-Impact Learning Disabilities Science

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

Is Word-Problem Solving a Form of Text Comprehension?

Linking Behavioral and Computational Approaches to Better Understand Variant Vowel Pronunciations in Developing Readers

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

Modeling Polymorphemic Word Recognition: Exploring Differences Among Children With Early-Emerging and Late-Emerging Word Reading Difficulty

Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade: Informing Developmental Trajectories of Children With Dyslexia

Multisyllabic word reading as a moderator of morphological awareness and reading comprehension

Past perspectives and new opportunities for the explanatory item response model

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

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

Predicting first graders' development of calculation versus word-problem performance: The role of dynamic assessment ⬇️

Prevalence and Nature of Late-Emerging Poor Readers

Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process ⬇️

Smart RTI: A Next-Generation Approach to Multilevel Prevention ⬇️

Sources of Individual Differences in Emerging Competence With Numeration Understanding Versus Multidigit Calculation Skill

The Cognitive and Academic Profiles of Reading and Mathematics Learning Disabilities ⬇️

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

The Contributions of Numerosity and Domain‐General Abilities to School Readiness ⬇️

The Prevention, Identification, and Cognitive Determinants of Math Difficulty

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

The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems

The early prevention of mathematics difficulty: its power and limitations

Two-stage screening for math problem-solving difficulty using dynamic assessment of algebraic learning

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

Upside-Down Response to Intervention: A Quasi-Experimental Study

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

Using Word Identification Fluency to Monitor First-Grade Reading Development

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

Word and person effects on decoding accuracy: A new look at an old question ⬇️