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4. Examining the Relationship between Word Reading and Nonword Reading Development within an Orthographic Learning Framework: Are There Variations as a Function of SES and Reading Ability?

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

6. Relations among Motivation, Executive Functions, and Reading Comprehension: Do They Differ for Students with and without Reading Difficulties?

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

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

9. Relations among Motivation, Executive Functions, and Reading Comprehension: Do They Differ for Students with and without Reading Difficulties?

10. Unpacking the Unique Relationship between Set for Variability and Word Reading Development: Examining Word- and Child-Level Predictors of Performance

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

12. Quantifying the Regularities between Orthography and Semantics and Their Impact on Group- and Individual-Level Behavior

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

14. Keep the SUPPORT GOING: Word reading instruction in the late elementary grades

15. Bridging the DISCONNECT: The role of set for variability in word reading

16. The Effect of Facilitative versus Inhibitory Word Training Corpora on Word Reading Accuracy Growth in Children with Dyslexia

17. Focusing Our View of Dyslexia through a Multifactorial Lens: A Commentary

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

19. Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children from First through Fourth Grade: Informing Developmental Trajectories of Children with Dyslexia

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

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

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

24. Past Perspectives and New Opportunities for the Explanatory Item Response Model

25. Using an Item-Specific Predictor to Test the Dimensionality of the Orthographic Choice Task

26. Is 'Response/No Response' Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types with Latent Profile Analysis

27. Inclusion versus Specialized Intervention for Very-Low- Performing Students: What Does Access Mean in an Era of Academic Challenge?

28. Improving Reading Outcomes for Students with or at Risk for Reading Disabilities: A Synthesis of the Contributions from the Institute of Education Sciences Research Centers. NCSER 2014-3000

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

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

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

32. 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

33. 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

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

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

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

40. Comparing Students with and without Reading Difficulties on Reading Comprehension Assessments: A Meta-Analysis

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

43. The Influence of Item Composition on RAN Letter Performance in First-Grade Children.

44. Developing Content Knowledge in Struggling Readers: Differential Effects of Strategy Instruction for Younger and Older Elementary Students

45. Beyond Comprehension Strategy Instruction: What's Next?

46. Examining Child and Word Characteristics in Vocabulary Learning of Struggling Readers

47. Exploring Individual Differences in Irregular Word Recognition among Children with Early-Emerging and Late-Emerging Word Reading Difficulty

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

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