Donald L. Compton

• Artículos de revistas (26)

• Artículos de revistas

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

    Valeria M. Rigobon, Nuria Gutiérrez, Ashley A. Edwards, Daniel Abes, Laura M. Steacy, Donald L. Compton

    Bilingualism: Language and cognition, ISSN 1366-7289, Vol. 26, Nº 5, 2023, págs. 924-941

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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 Siegelman, Valeria M. Rigobon, Devin M. Kearns, Jay G. Rueckl, Donald L. Compton

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 6, 2022, págs. 1242-1256

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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 F. Craddock, Douglas Fuchs, Donald L. Compton, David C. Geary, Paul Changas

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 113, Nº. 1, 2021, págs. 86-103

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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 Elleman, Jennifer K. Gilbert, Samuel Patton, Peng Peng, Donald L. Compton

    Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 85, Nº. 2, 2019 (Ejemplar dedicado a: Moderation analysis as a method of understanding for whom validated interventions work / coord. por Douglas Fuchs, Lynn S. Fuchs), págs. 229-247

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  • Exploring individual differences in irregular word recognition among children with early-emerging and late-emerging word reading difficulty.

    Laura M. Steacy, Devin M. Kearns, Jennifer K. Gilbert, Donald L. Compton, Eunsoo Cho, Esther R. Lindström, Alyson A. Collins

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 109, Nº. 1, 2017, págs. 51-69

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

    Lynn S. Fuchs, David C. Geary, Douglas Fuchs, Donald L. Compton, Carol L. Hamlett

    Child development, ISSN 0009-3920, Vol. 87, Nº. 2, 2016, págs. 558-567

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  • Vocabulary word instruction for students who read Braille

    Mackenzie E. Savaiano, Donald L. Compton, Deborah D. Hatton, Blair P. Lloyd

    Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 82, Nº. 3, 2016, págs. 337-353

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  • Effects of a multitier support system on calculation, word problem, and prealgebraic performance among at-risk learners

    Sarah R. Powell, Lynn S. Fuchs, Paul T. Cirino, Douglas Fuchs, Donald L. Compton, Paul Changas

    Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 81, Nº. 4, 2015, págs. 443-470

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  • Inclusion versus specialized intervention for very-low-performing students: What does access mean in an era of academic challenge?

    Lynn S. Fuchs, Douglas Fuchs, Donald L. Compton, Joseph H. Wehby, Robin F. Schumacher, Russell Gersten, Nancy C. Jordan

    Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 81, Nº. 2, 2015, págs. 134-157

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  • Does calculation or word-problem instruction provide a stronger route to prealgebraic knowledge?

    Lynn S. Fuchs, Sarah R. Powell, Paul T. Cirino, Robin F. Schumacher, Sarah Marrin, Carol L. Hamlett, Douglas Fuchs, Donald L. Compton, Paul Changas

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 106, Nº. 4, 2014, págs. 990-1006

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  • Sources of individual differences in emerging competence with numeration understanding versus multidigit calculation skill

    Lynn S. Fuchs, David C. Geary, Douglas Fuchs, Donald L. Compton, Carol L. Hamlett

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 106, Nº. 2, 2014, págs. 482-498

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  • Effects of first-grade number knowledge tutoring with contrasting forms of practice

    Lynn S. Fuchs, David C. Geary, Donald L. Compton, Douglas Fuchs, Christopher Schatschneider, Carol L. Hamlett, Jacqueline DeSelms, Pamela M. Seethaler, Julie Wilson, Caitlin F. Craddock, Joan D. Bryant, Kurstin Luther, Paul Changas

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 105, Nº. 1, 2013, págs. 58-77

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  • Smart RTI: A next-generation approach to multilevel prevention

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

    Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 78, Nº. 3, 2012, págs. 263-279

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  • Using word identification fluency to monitor first-grade reading development

    Rebecca O. Zumeta, Donald L. Compton, Lynn S. Fuchs

    Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 78, Nº. 2, 2012, págs. 201-220

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  • Prevalence and nature of late-emerging poor readers.

    Hugh W. Catts, Donald L. Compton, J. Bruce Tomblin, Mindy Sittner Bridges

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 104, Nº. 1, 2012, págs. 166-181

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

    Pamela M. Seethaler, Lynn S. Fuchs, Douglas Fuchs, Donald L. Compton

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 104, Nº. 1, 2012, págs. 224-234

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

    Jennifer K. Gilbert, Donald L. Compton, Devin M. Kearns

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 103, Nº. 2, 2011, págs. 489-507

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  • The Contributions of Numerosity and Domain-General Abilities to School Readiness

    Lynn S. Fuchs, David C. Geary, Donald L. Compton, Douglas Fuchs, Carol L. Hamlett, Joan D. Bryant

    Child development, ISSN 0009-3920, Vol. 81, Nº. 5, 2010, págs. 1520-1533

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

    Donald L. Compton, Douglas Fuchs, Lynn S. Fuchs, Bobette Bouton, Jennifer K. Gilbert, Laura A. Barquero, Eunsoo Cho, Robert C. Crouch

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 102, Nº. 2, 2010, págs. 327-340

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  • Dynamic assessment of algebraic learning in predicting third graders' development of mathematical problem solving

    Lynn S. Fuchs, Donald L. Compton, Douglas Fuchs, Kurstin N. Hollenbeck, Caitlin F. Craddock, Carol L. Hamlett

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 100, Nº. 4, 2008, págs. 829-850

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  • Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures

    Donald L. Compton, Douglas Fuchs, Lynn S. Fuchs, Joan D. Bryant

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 98, Nº. 2, 2006, págs. 394-409

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

    Lynn S. Fuchs, Douglas Fuchs, Donald L. Compton, Sarah R. Powell, Pamela M. Seethaler, Andrea M. Capizzi, Christopher Schatschneider, Jack M. Fletcher

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 98, Nº. 1, 2006, págs. 29-43

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  • Responding to Nonresponders: An Experimental Field Trial of Identification and Intervention Methods

    Donald L. Compton, Douglas Fuchs, Lynn S. Fuchs, Kristen L. McMaster

    Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 71, Nº. 4, 2005, págs. 445-463

    

  • The Prevention, Identification, and Cognitive Determinants of Math Difficulty

    Joan D. Bryant, Carol L. Hamlett, Douglas Fuchs, Donald L. Compton, Lynn S. Fuchs, Kimberly Paulsen

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 97, Nº. 3, 2005, págs. 493-513

    

  • Putting Transfer Back on Trial: Modeling Individual Differences in the Transfer of Decoding-Skill Gains to Other Aspects of Reading Acquisition

    Marci Summers, Jennifer Vail, Amy Elleman, Natalie G. Olinghouse, Amanda C. Appleton, Donald L. Compton, Jan Vining

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 97, Nº. 1, 2005, págs. 55-69

    

  • Modeling the relationship between growth in rapid naming speed and growth in decoding skill in first-grade children.

    Donald L. Compton

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 2, 2003, págs. 225-239

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    • Texto Completo Ejemplar
    

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