Publications by authors named "Donald Compton"

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Modeling item-level variance of polysyllabic word reading in developing readers: Exploring semantically related child, word, and child-by-word predictors.
Madison G Kellenberger, Laura M Steacy, Matthew J Cooper Borkenhagen, Jordan Dozier, Donald L Compton

J Exp Child Psychol· October 2024

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Spelling-to-pronunciation transparency ratings for the 20,000 most frequently written English words.
Ashley A Edwards, Valeria M Rigobon, Laura M Steacy, Donald L Compton

Behav Res Methods· April 2024

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Modeling Item-Level Spelling Variance in Adults: Providing Further Insights into Lexical Quality.
Valeria M Rigobon, Nuria Gutiérrez, Ashley A Edwards, Nancy Marencin, Matt Cooper Borkenhagen, Donald L Compton

Sci Stud Read· July 2023

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Unpacking the Unique Relationship Between Set for Variability and Word Reading Development: Examining Word- and Child-Level Predictors of Performance.
Ashley A Edwards, Laura M Steacy, Noam Seigelman, Valeria M Rigobon, Devin M Kearns, Donald L Compton

J Educ Psychol· August 2022

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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, Valeria M Rigobon, Nuria Gutierrez, Nancy C Marencin, Donald L Compton

Read Res Q· August 2022

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Quantifying the regularities between orthography and semantics and their impact on group- and individual-level behavior.
Noam Siegelman, Jay G Rueckl, Jason Chor Ming Lo, Devin M Kearns, Robin D Morris, Donald L Compton

J Exp Psychol Learn Mem Cogn· June 2022

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Modeling Complex Word Reading: Examining Influences at the Level of the Word and Child on Mono- and Polymorphemic Word Reading.
Laura M Steacy, Valeria M Rigobon, Ashley A Edwards, Daniel R Abes, Nancy C Marencin, Donald L Compton

Sci Stud Read· May 2022

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Dynamic Assessment for Identifying Spanish-Speaking English Learners' Risk for Mathematics Disabilities: Does Language of Administration Matter?
Eunsoo Cho, Lynn S Fuchs, Pamela M Seethaler, Douglas Fuchs, Donald L Compton

J Learn Disabil· October 2021

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Is "Response/No Response" Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile Analysis.
Peng Peng, Douglas Fuchs, Lynn S Fuchs, Eunsoo Cho, Amy M Elleman, Donald L Compton

J Learn Disabil· October 2021

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Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade: Informing Developmental Trajectories of Children With Dyslexia.
Laura M Steacy, Ashley A Edwards, Jay G Rueckl, Yaacov Petscher, Donald L Compton

Child Dev· May 2021

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Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction.
Lynn S Fuchs, Pamela M Seethaler, Sonya K Sterba, Caitlin Craddock, Douglas Fuchs, Donald L Compton

J Educ Psychol· January 2021

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Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills.
Noam Siegelman, Jay G Rueckl, Laura M Steacy, Stephen J Frost, Mark van den Bunt, Donald L Compton

J Mem Lang· October 2020

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How the Science of Reading Informs 21st-Century Education.
Yaacov Petscher, Sonia Q Cabell, Hugh W Catts, Donald L Compton, Barbara R Foorman

Read Res Q· September 2020

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Using an item-specific predictor to test the dimensionality of the orthographic choice task.
Donald L Compton, Jennifer K Gilbert, Devin M Kearns, Richard K Olson

Ann Dyslexia· July 2020

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Past perspectives and new opportunities for the explanatory item response model.
Yaacov Petscher, Donald L Compton, Laura Steacy, Hannah Kinnon

Ann Dyslexia· July 2020

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Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice.
Elena L Grigorenko, Donald L Compton, Lynn S Fuchs, Richard K Wagner, Erik G Willcutt

Am Psychol· January 2020

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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, Lesly Wade-Woolley, Jay G Rueckl, Ken Pugh, James D Elliott, Donald L Compton

Sci Stud Read· June 2019

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Introduction to Special Issue. Models for Innovation: Advancing Approaches to Higher-Risk and Higher-Impact Learning Disabilities Science.
Lynn S Fuchs, Donald L Compton

New Dir Child Adolesc Dev· May 2019

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Linking Behavioral and Computational Approaches to Better Understand Variant Vowel Pronunciations in Developing Readers.
Donald L Compton, Laura M Steacy, Yaacov Petscher, Jay G Rueckl, Nicole Landi

New Dir Child Adolesc Dev· May 2019

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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

J Exp Child Psychol· February 2019

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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.
Douglas Fuchs, Devin M Kearns, Lynn S Fuchs, Amy M Elleman, Jennifer K Gilbert, Donald L Compton

Except Child· January 2019

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The Role of Statistical Learning in Word Reading and Spelling Development: More Questions than Answers.
Amy M Elleman, Laura M Steacy, Donald L Compton

Sci Stud Read· December 2018

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Upside-Down Response to Intervention: A Quasi-Experimental Study.
Bobette Bouton, Laura A Barquero, John R McConnell, Donald L Compton, Jennifer K Gilbert

Learn Disabil Res Pract· November 2018

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Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers.
Laura M Steacy, Donald L Compton, Yaacov Petscher, James D Elliott, Kathryn Smith

Sci Stud Read· May 2018

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