581 results on '"Compton, Donald L."'
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2. Spelling-to-pronunciation transparency ratings for the 20,000 most frequently written English words
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Edwards, Ashley A., Rigobon, Valeria M., Steacy, Laura M., and Compton, Donald L.
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- 2024
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3. Modeling item-level variance of polysyllabic word reading in developing readers: Exploring semantically related child, word, and child-by-word predictors
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Kellenberger, Madison G., Steacy, Laura M., Cooper Borkenhagen, Matthew J., Dozier, Jordan, and Compton, Donald L.
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- 2024
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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?
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Edwards, Ashley A., Steacy, Laura M., Rigobon, Valeria M., Petscher, Yaacov, and Compton, Donald L.
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Perfetti's representational quality hypothesis suggests that orthographic learning in developing readers is associated with two important changes to the orthographic lexicon that drive continued word reading development, namely, addition of word-specific representations and acquisition of complex context-dependent decoding skills. Perfetti further hypothesizes that these two changes are mutually facilitative suggesting a bidirectional relationship. To test this hypothesis, cross-lagged panel models were used to model the relationship between word reading and nonword reading longitudinally across Grades 1-4 in a diverse sample (N = 433) of developing readers. Overall results revealed the codevelopmental pattern between word and nonword reading to be bidirectional in nature such that word reading impacted later nonword reading and vice versa. These bidirectional relations did not differ significantly between those who qualify for free and reduced lunch and those who do not. However, differences were observed between those at-risk for dyslexia and those not at-risk.
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- 2023
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5. Early Prediction of Reading Risk in Fourth Grade: A Combined Latent Class Analysis and Classification Tree Approach
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Gutiérrez, Nuria, Rigobon, Valeria M., Marencin, Nancy C., Edwards, Ashley A., Steacy, Laura M., and Compton, Donald L.
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Purpose: Fourth grade typically involves shifting the instruction from "learning to read" to "reading to learn," which can cause students to struggle. However, early reading intervention guided by assessment has demonstrated effectiveness in preventing later reading difficulties (RD). This study presents a classification and regression tree (CART) model predicting fourth-grade reading groups using first-grade measures. Method: Students were assessed in first and fourth grade (N = 452). Fourth-grade groups were determined using latent class analysis based on word reading and reading comprehension measures with a cut-point at the 15th percentile. A CART model was trained to determine the best decision rules to classify students at risk of developing later RD and compared to a logistic regression model. Results: Important first-grade predictors included a mix of oral language and foundational word-reading skills with final classification accuracy estimates of 0.90 AUC, 0.91 sensitivity, and 0.75 specificity. Conclusion: While the CART and logistic regression models' classification accuracy was similar, CART has the advantage of offering a more intuitive way for practitioners to determine risk. Multivariate screening can be timeconsuming, but CART models offer the potential to reduce false positives and guide targeted interventions, leading to better use of school resources.
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- 2023
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6. Relations among Motivation, Executive Functions, and Reading Comprehension: Do They Differ for Students with and without Reading Difficulties?
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Cho, Eunsoo, Ju, Unhee, Kim, Eun Ha, Lee, Minhye, Lee, Garam, and Compton, Donald L.
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Purpose: We examined the extent to which achievement goals predict reading comprehension, measured by two response formats (free recall and constructed response), and how these relations differ for students with and without reading difficulties (RD). We further explored how executive functions (working memory and semantic verbal fluency) mediate the relations between achievement goals and reading comprehension. Method: We fit multigroup structural equation models with data from monolingual English-speaking fifth graders (n = 146 for RD; n = 109 for non-RD) in the United States. Results: Results revealed that achievement goals predict reading comprehension as measured by the free recall but not by the constructed response format, and this pattern was moderated by RD status. For students with RD, mastery goals positively predicted performance on free recall, a relationship that was completely mediated by semantic verbal fluency, whereas performance-approach goals were negatively related to free recall. For students without RD, however, achievement goals did not predict reading comprehension as measured by either assessment format. Conclusion: Our findings underscore the need to account for motivational differences in reading comprehension and the importance of fostering mastery goals when teaching reading comprehension, particularly for students with RD. [For the corresponding grantee submission, see ED627133.]
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- 2023
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7. Set for Variability as a Critical Predictor of Word Reading: Potential Implications for Early Identification and Treatment of Dyslexia
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Steacy, Laura M., Edwards, Ashley A., Rigobon, Valeria M., Gutiérrez, Nuria, Marencin, Nancy C., Siegelman, Noam, Himelhoch, Alexandra C., Himelhoch, Cristina, Rueckl, Jay, and Compton, Donald L.
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Quasiregular orthographies such as English contain substantial ambiguities between orthography and phonology that force developing readers to acquire flexibility during decoding of unfamiliar words, a skill referred to as a "set for variability" (SfV). The ease with which a child can disambiguate the mismatch between the decoded form of a word and its actual lexical phonological form has been operationalized using the SfV mispronunciation task (e.g., the word "wasp" is pronounced to rhyme with "clasp" [i.e., /waesp/] and the child must recognize the actual pronunciation of the word to be /w[open back rounded vowel]sp/). SfV has been shown to be a significant predictor of word reading variance. However, little is known about the relative strength of SfV as a predictor of word reading compared to other well-established predictors or the strength of this relationship in children with dyslexia. To address these questions, we administered the SfV task to a sample of grade 2-5 children (N = 489) along with other reading related measures. SfV accounted for 15% unique variance in word reading above and beyond other predictors, whereas phonological awareness (PA) accounted for only 1%. Dominance analysis indicated SfV is the most powerful predictor, demonstrating complete statistical dominance over other variables including PA. Quantile regression revealed SfV is a stronger predictor at lower levels of reading skill, indicating it may be an important predictor in students with dyslexia. Results suggest that SfV is a powerful and potentially highly sensitive predictor of early reading difficulties and, therefore, may be important for early identification and treatment of dyslexia.
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- 2023
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8. Dynamic Assessment for Identifying Spanish-Speaking English Learners' Risk for Mathematics Disabilities: Does Language of Administration Matter?
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Cho, Eunsoo, Fuchs, Lynn S., Seethaler, Pamela M., Fuchs, Douglas, and Compton, Donald L.
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We examined dynamic assessment's (DA's) added value over traditional assessments for identifying Spanish-speaking English learners' (ELs) risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL's language dominance. At the start of first grade, ELs (N = 368) were randomly assigned to English-DA or Spanish-DA conditions, were assessed on static mathematics measures and domain-general (language, reasoning) measures in English, and completed DA in their assigned language condition. At year's end, they were assessed on calculation and word-problem solving outcomes in English. Results from multigroup path models indicated that Spanish-DA mitigates the impact of ELs' language dominance on DA performance. Moreover, ELs' language dominance moderated DA's predictive validity differentially depending on DA language and type of outcome. Spanish-DA showed higher predictive validity in Spanish-dominant ELs than English-dominant ELs when predicting calculations but not word-problem solving. English-DA was predictive for both outcomes, regardless of ELs' language dominance. [For the corresponding grantee submission, see ED603185.]
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- 2020
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9. Relations among Motivation, Executive Functions, and Reading Comprehension: Do They Differ for Students with and without Reading Difficulties?
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Cho, Eunsoo, Ju, Unhee, Kim, Eun Ha, Lee, Minhye, Lee, Garam, and Compton, Donald L.
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Purpose: We examined the extent to which achievement goals predict reading comprehension, measured by two response formats (free recall and constructed response), and how these relations differ for students with and without reading difficulties (RD). We further explored how executive functions (working memory and semantic verbal fluency) mediate the relations between achievement goals and reading comprehension. Method: We fit multigroup structural equation models with data from monolingual English-speaking fifth graders (n = 146 for RD; n = 109 for non-RD) in the United States. Results: Results revealed that achievement goals predict reading comprehension as measured by free recall but not by the constructed response format, and this pattern was moderated by RD status. For students with RD, mastery goals positively predicted performance on free recall, a relationship that was completely mediated by semantic verbal fluency, whereas performance-approach goals were negatively related to free recall. For students without RD, however, achievement goals did not predict reading comprehension as measured by either assessment format. Conclusion: Our findings underscore the need to account for motivational differences in reading comprehension and the importance of fostering mastery goals when teaching reading comprehension, particularly for students with RD.
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- 2022
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10. Unpacking the Unique Relationship between Set for Variability and Word Reading Development: Examining Word- and Child-Level Predictors of Performance
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Edwards, Ashley A., Steacy, Laura M., Siegelman, Noam, Rigobon, Valeria M., Kearns, Devin M., Rueckl, Jay G., and Compton, Donald L.
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Set for variability (SfV) is an oral language task that requires an individual to disambiguate the mismatch between the decoded form of an irregular word and its actual lexical pronunciation. For example, in the task, the word wasp is pronounced to rhyme with clasp (i.e. /waesp/), and the individual must recognize the actual pronunciation of the word to be /w[alpha]sp/. SfV has been shown to be a significant predictor of both item-specific and general word reading variance above and beyond that associated with phonemic awareness skill, letter-sound knowledge, and vocabulary skill. However, very little is known about the child characteristics and word features that affect SfV item performance. In this study, we explored whether word features and child characteristics that involve phonology only are adequate to explain item-level variance in SfV performance or whether including predictors that involve the connection between phonology and orthography explains additional variance. To accomplish this, we administered the SfV task (N = 75 items) to a sample of grade 2-5 children (N = 489), along with a battery of reading, reading related, and language measures. Results suggest that variance in SfV performance is uniquely accounted for by measures tapping phonological skill along with those capturing knowledge of phonology to orthography associations, but more so in children with better decoding skill. Additionally, word reading skill was found to moderate the influence of other predictors suggesting that how the task is approached may be impacted by word reading and decoding ability.
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- 2022
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11. Dynamic Assessment for Identifying Spanish-Speaking English Learners' Risk for Mathematics Disabilities: Does Language of Administration Matter?
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Cho, Eunsoo, Fuchs, Lynn S., Seethaler, Pamela M., Fuchs, Douglas, and Compton, Donald L.
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We examined dynamic assessment's (DA's) added value over traditional assessments for identifying Spanish-speaking English learners' (ELs') risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL's language dominance. At the start of 1st grade, ELs (N = 368) were randomly assigned to English-DA or Spanish-DA conditions, were assessed on static mathematics measures and domain-general (language, reasoning) measures in English, and completed DA in their assigned language condition. At year's end, they were assessed on calculation and word-problem solving outcomes in English. Results from multi-group path models indicated that Spanish-DA mitigates the impact of ELs' language dominance on DA performance. Moreover, ELs' language dominance moderated DA's predictive validity differentially depending on DA language and type of outcome. Spanish-DA showed higher predictive validity in Spanish-dominant ELs than English-dominant ELs when predicting calculations but not word-problem solving. English-DA was predictive for both outcomes, regardless of ELs' language dominance. [This paper will be published in "Journal of Learning Disabilities."]
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- 2019
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12. Quantifying the Regularities between Orthography and Semantics and Their Impact on Group- and Individual-Level Behavior
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Siegelman, Noam, Rueckl, Jay G., Lo, Jason Chor Ming, Kearns, Devin M., Morris, Robin D., and Compton, Donald L.
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Statistical views of reading highlight the link between proficient literacy and the assimilation of various regularities embedded in writing systems, including those in the mapping between print and meaning. Still, orthographic-semantic (O-S) regularities remain relatively understudied, with open questions regarding 3 issues: (a) how O-S regularities should be quantified, (b) how they impact the behavior of proficient readers, and (c) whether individual differences in sensitivity to these regularities predict reading skills. The goal of the current article is to address these questions. We start by reviewing previous studies estimating print-meaning regularities, where orthography-to-semantics consistency (OSC) is defined as the mean semantic similarity between a word and its orthographic neighbors. While we adopt this general strategy, we identify a potential confound in previous operational definitions. We therefore offer a modified measure, which we use to examine group-level OSC effects in available data sets of single word recognition and reading for comprehension. Our findings validate the existence of OSC effects but reveal variation across tasks, with OSC effects emerging more strongly in tasks involving a direct mapping of print to meaning. Next, we present a reanalysis of word naming data from 399 second through fifth graders, where we examine individual differences in reliance on O-S regularities and their relation to participants' reading skills. We show that early readers whose naming accuracy is more influenced by OSC (i.e., those who rely more on O-S) have better passage comprehension abilities. We conclude by discussing the role of O-S regularities in proficient reading and literacy acquisition.
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- 2022
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13. Modeling Complex Word Reading: Examining Influences at the Level of the Word and Child on Mono- and Polymorphemic Word Reading
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Steacy, Laura M., Rigobon, Valeria M., Edwards, Ashley A., Abes, Daniel R., Marencin, Nancy C., Smith, Kathryn, Elliott, James D., Wade-Woolley, Lesly, and Compton, Donald L.
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Purpose: The probability of a child reading a word correctly is influenced by both child skills and properties of the word. The purpose of this study was to investigate child-level skills (set for variability and vocabulary), word-level properties (concreteness), word structure (mono- vs polymorphemic), and interactions between these properties and word structure within a comprehensive item-level model of complex word reading. This study is unique in that it purposely sampled both mono- and polymorphemic polysyllabic words. Method: A sample of African American (n = 69) and Hispanic (n = 6) students in grades 2-5 (n = 75) read a set of mono- and polymorphemic polysyllabic words (J = 54). Item-level responses were modeled using cross-classified generalized random-effects models allowing variance to be partitioned between child and word while controlling for other important child factors and word features. Results: Set for variability and the interaction between concreteness and word structure (i.e., mono- vs polymorphemic) were significant predictors. Higher probabilities of reading poly- over monomorphemic words were identified at lower levels of concreteness with the opposite at higher levels of concreteness. Conclusions: Results indicate important predictors at both the child- and word-level and support the importance of morphological structure for reading abstract polysyllabic words.
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- 2022
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14. Keep the SUPPORT GOING: Word reading instruction in the late elementary grades
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Steacy, Laura M., Kellenberger, Madison, Dozier, Jordan, Marencin, Nancy, and Compton, Donald L.
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Market trend/market analysis ,Reading -- Methods -- Analysis -- Forecasts and trends ,Elementary schools -- Curricula -- United States - Abstract
AS CHILDREN move through elementary school, the role of reading changes from learning to read (early grades) to reading to learn (later grades). For children to successfully make this transition, [...]
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- 2023
15. Bridging the DISCONNECT: The role of set for variability in word reading
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Edwards, Ashley A., Steacy, Laura M., Rigobon, Valeria M., and Compton, Donald L.
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Education -- Methods ,Education ,General interest - Abstract
ENGLISH IS a semiregular orthography, meaning the relationship between print and sound is systematic but it admits many exceptions. This complicates the application of decoding rules for developing readers as [...]
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- 2023
16. The Effect of Facilitative versus Inhibitory Word Training Corpora on Word Reading Accuracy Growth in Children with Dyslexia
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Steacy, Laura M., Petscher, Yaacov, Elliott, James D., Smith, Kathryn, Rigobon, Valeria M., Abes, Daniel R., Edwards, Ashley A., Himelhoch, Alexandra C., Rueckl, Jay G., and Compton, Donald L.
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We modeled word reading growth in typically developing (n = 118) and children with dyslexia (n = 20), Grades 2-5, across multiple exposures to 30 words. We explored the facilitative versus inhibitory effects of exposures to differential mixes of words that support high- versus low-frequency vowel pronunciations. One training corpus contained a ratio of 80%-20% high- to low-frequency pronunciations (e.g., for "ea"; 80% "ea" pronounced as /i/ as in "bead" and 20% "ea" pronounced /[epsilon]/ as in "dead"), whereas the other consisted of a ratio of 20%-80%. We also modeled accuracy at the final exposure for a subset of 12 shared words across conditions using item-level crossed-random effects models with reading skill (i.e., typically developing vs. dyslexic), condition, word frequency, and vowel pronunciation (i.e., high- vs. low-frequency vowel pronunciation) as predictors in the model. We were particularly interested in the interaction between condition and vowel pronunciation across reading groups. Results suggest typically developing children were influenced by the interaction between condition and vowel pronunciation, suggesting both facilitation and inhibition, whereas children with dyslexia were influenced by condition and vowel pronunciation without an interaction. Results are interpreted within the overfitting model of dyslexia.
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- 2021
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17. Focusing Our View of Dyslexia through a Multifactorial Lens: A Commentary
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Compton, Donald L.
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Multifactorial models of dyslexia have expanded how we consider heterogeneity within the population of children with dyslexia. These models are predicated on the idea that cognitive/linguistic risk factors are not deterministic but instead probabilistic, with the likelihood of difficulties involving an interaction between risk and protective factors that include both exogenous and endogenous influences. In this commentary a multifactorial model perspective is applied to examine, based on the six papers that make up the special series, the potential utility of such models to clarify issues of etiology, identification, and instruction of children with dyslexia. This approach seems to suggest that multifactorial models of dyslexia have potential to significantly expand our understanding of etiology with less immediate promise for identification and instruction.
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- 2021
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18. Development of First-Graders' Word Reading Skills: For Whom Can Dynamic Assessment Tell Us More?
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Cho, Eunsoo, Compton, Donald L., Gilbert, Jennifer K., Steacy, Laura M., Collins, Alyson A., and Lindström, Esther R.
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Dynamic assessment (DA) of word reading measures learning potential for early reading development by documenting the amount of assistance needed to learn how to read words with unfamiliar orthography. We examined the additive value of DA for predicting first-grade decoding and word recognition development while controlling for autoregressive effects. Additionally, we examined whether predictive validity of DA would be higher for students who have poor phonological awareness skills. First-grade students (n = 105) were assessed on measures of word reading, phonological awareness, rapid automatized naming, and DA in the fall and again assessed on word reading measures in the spring. A series of planned, moderated multiple regression analyses indicated that DA made a significant and unique contribution in predicting word recognition development above and beyond the autoregressor, particularly for students with poor phonological awareness skills. For these students, DA explained 3.5% of the unique variance in end-of-first-grade word recognition that was not attributable to autoregressive effect. Results suggest that DA provides an important source of individual differences in the development of word recognition skills that cannot be fully captured by merely assessing the present level of reading skills through traditional static assessment, particularly for students at risk for developing reading disabilities.
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- 2017
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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
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Steacy, Laura M., Edwards, Ashley A., Rueckl, Jay G., Petscher, Yaacov, and Compton, Donald L.
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Developmental studies examining relations between word reading (WR) and decoding in typical and dyslexic populations routinely cut the reading distribution to form distinct groups. However, dichotomizing continuous variables to study development is problematic for multiple reasons. Instead, we modeled and visualized the parallel growth of WR and nonword reading (NWR) factor scores longitudinally in a Grade 1-4 developmental sample (N = 588). The results indicate that while WR and NWR growth factors are highly related (r = 0.71), the relation between WR and NWR trajectories change as a function of initial WR. Results are interpreted within computational models of dyslexia in which children with dyslexia overfit orthography [right arrow] phonology relations at the level of the word, limiting the development of sublexical representations needed to read nonwords.
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- 2021
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20. Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction
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Fuchs, Lynn S., Seethaler, Pamela M., Sterba, Sonya K., Craddock, Caitlin, Fuchs, Douglas, Compton, Donald L., Geary, David C., and Changas, Paul
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The main purpose of this study was to test the effects of word-problem (WP) intervention, with versus without embedded language comprehension (LC) instruction, on at-risk 1st graders' WP performance. We also isolated the need for a structured approach to WP intervention and tested the efficacy of schema-based instruction at 1st grade. Children (n = 391; M[subscript age] = 6.53, SD = 0.32) were randomly assigned to 4 conditions: schema-based WP intervention with embedded language instruction, the same WP intervention but without LC instruction, structured number knowledge (NK) intervention without a structured WP component, and a control group. Each intervention included 45 sessions, each 30 min long. Multilevel models, accounting for classroom and school effects, revealed the efficacy of schema-based WP intervention at 1st grade, with both WP conditions outperforming the NK condition and the control group. Yet, WP performance was significantly stronger for the schema-based condition with embedded LC instruction compared to the schema-based condition without LC instruction. NK intervention conveyed no WP advantage over the control group, even though all 3 intervention conditions outperformed the control group on arithmetic. Results demonstrate the importance of a structured approach to WP intervention, the efficacy of schema-based instruction at 1st grade, and the added value of LC instruction within WP intervention. Results also provide causal evidence on the role of LC in WP solving.
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- 2021
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21. Exploring the role of knowledge in predicting reading and listening comprehension in fifth grade students
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Elleman, Amy M., Steacy, Laura M., Gilbert, Jennifer K., Cho, Eunsoo, Miller, Amanda C., Coyne-Green, Aviva, Pritchard, Penn, Fields, R. Stacy, Schaeffer, Samantha, and Compton, Donald L.
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- 2022
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22. Does the Value of Dynamic Assessment in Predicting End-of-First-Grade Mathematics Performance Differ as a Function of English Language Proficiency?
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Seethaler, Pamela M., Fuchs, Lynn S., Fuchs, Douglas, and Compton, Donald L.
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The purpose of this study was to assess the added value of dynamic assessment (DA) beyond more conventional static measures for predicting individual differences in year-end 1st-grade calculation (CA) and word-problem (WP) performance, as a function of limited English proficiency (LEP) status. At the start of 1st grade, students (129 LEP; 163 non-LEP) were assessed on a brief static mathematics test, an extended static mathematics test, static tests of domain-general abilities associated with CAs and WPs (vocabulary; reasoning), and DA. Near end of 1st grade, they were assessed on CA and WP. Regression analyses indicated that the value of the predictor depends on the predicted outcome and LEP status. In predicting CAs, the extended mathematics test and DA uniquely explained variance for LEP children, with stronger predictive value for the extended mathematics test; for non-LEP children, the extended mathematics test was the only significant predictor. However, in predicting WPs, only DA and vocabulary were uniquely predictive for LEP children, with stronger value for DA; for non-LEP children, the extended mathematics test and DA were comparably uniquely predictive. Neither the brief static mathematics test nor reasoning was significant in predicting either outcome. The potential value of a gated screening process, using an extended mathematics assessment to predict CAs and using DA to predict WPs, is discussed.
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- 2016
23. How the Science of Reading Informs 21st-Century Education
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Petscher, Yaacov, Cabell, Sonia Q., Catts, Hugh W., Compton, Donald L., Foorman, Barbara R., Hart, Sara A., Lonigan, Christopher J., Phillips, Beth M., Schatschneider, Christopher, Steacy, Laura M., Terry, Nicole Patton, and Wagner, Richard K.
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The science of reading should be informed by an evolving evidence base built on the scientific method. Decades of basic research and randomized controlled trials of interventions and instructional routines have formed a substantial evidence base to guide best practices in reading instruction, reading intervention, and the early identification of at-risk readers. The recent resurfacing of questions about what constitutes the science of reading is leading to misinformation in the public space that may be viewed by educational stakeholders as merely differences of opinion among scientists. The authors' goals in this article were to revisit the science of reading through an epistemological lens to clarify what constitutes evidence in the science of reading, and to offer a critical evaluation of the evidence provided by the science of reading. To this end, the authors summarize those things that they believe have compelling evidence, promising evidence, or a lack of compelling evidence. The authors conclude with a discussion of areas of focus that they believe will advance the science of reading to meet the needs of all students in the 21st century.
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- 2020
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24. Past Perspectives and New Opportunities for the Explanatory Item Response Model
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Petscher, Yaacov, Compton, Donald L., Steacy, Laura, and Kinnon, Hannah
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Models of word reading that simultaneously take into account item-level and person-level fixed and random effects are broadly known as explanatory item response models (EIRM). Although many variants of the EIRM are available, the field has generally focused on the doubly explanatory model for modeling individual differences on item responses. Moreover, the historical application of the EIRM has been a Rasch version of the model where the item discrimination values are fixed at 1.0 and the random or fixed item effects only pertain to the item difficulties. The statistical literature has advanced to allow for more robust testing of observed or latent outcomes, as well as more flexible parameterizations of the EIRM. The purpose of the present study was to compare four types of Rasch-based EIRMs (i.e., doubly descriptive, person explanatory, item explanatory, doubly explanatory) and more broadly compare Rasch and 2PL EIRM when including person-level and item-level predictors. Results showed that not only was the error variance smaller in the unconditional 2PL EIRM compared to the Rasch EIRM due to including the item discrimination random effect, but that patterns of unique item-level explanatory variables differ between the two approaches. Results are interpreted within the context of what each statistical model affords to the opportunity for describing and explaining differences in word-level performance.
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- 2020
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25. Using an Item-Specific Predictor to Test the Dimensionality of the Orthographic Choice Task
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Compton, Donald L., Gilbert, Jennifer K., Kearns, Devin M., and Olson, Richard K.
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The orthographic choice (OC) task--requiring individuals to choose the correct spelling between a word and a pseudohomophone foil (e.g., "goat" vs. "gote")--has been used as an outcome measure of orthographic learning and as a predictor of individual differences in word reading development. Some consider the OC task a measure of orthographic knowledge (e.g., Conrad, Harris, & Williams (Reading and Writing, 26(8), 1223-1239, 2013)), whereas others have suggested that the task measures a reader's familiarity with the word's orthographic representation and thus measures word reading skill (e.g., Castles & Nation, 2006). We examined this assertion by testing OC task performance of individuals ages 8 to 18 (J = 296) and their ability to read the OC target words (I = 80) in isolation using crossed random effects item-response models. Results reveal that response on the OC task is not fully determined by the ability of an individual to read the target word in isolation. Specifically, the probability of choosing the correct orthographic form when the word was pronounced incorrectly was 0.79; whereas it was 0.90 when the word was pronounced correctly. Measures of receptive spelling and phonemic awareness (person-characteristics) and word frequency and orthographic neighborhood size (item-characteristics) accounted for significant variance in orthographic choice after controlling for target item reading and other reading-related abilities. We interpret the results to suggest that the OC task taps both item-specific orthographic knowledge and more general orthographic knowledge.
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- 2020
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26. Is 'Response/No Response' Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types with Latent Profile Analysis
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Peng, Peng, Fuchs, Douglas, Fuchs, Lynn S., Cho, Eunsoo, Elleman, Amy M., Kearns, Devin M., Patton, Samuel, III, and Compton, Donald L.
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We conducted a secondary analysis of data from a randomized control trial to explore this question: Does "response/no response" best characterize students' reactions to a generally efficacious first-grade reading program, or is a more nuanced characterization necessary? Data were collected on 265 at-risk readers' word reading prior to and immediately following program implementation in first grade and in spring of second grade. Pretreatment data were also obtained on domain-specific skills (letter knowledge, decoding, passage comprehension, language) and domain-general skills (working memory, non-verbal reasoning). Latent profile analysis of word reading across the three time points with controls as a local norm revealed a "strongly responsive" group (n = 45) with mean word-reading z scores of 0.25, 1.64, and 1.26 at the three time points, respectively; a "mildly responsive" group (n = 109), z scores = 0.30, 0.47, and 0.55; a "mildly non-responsive" group (n = 90), z scores = -0.11, -0.15, and -0.55; and a "strongly non-responsive" group (n = 21), z scores = -1.24, -1.26, and -1.57. The two responsive groups had stronger pretreatment letter knowledge and passage comprehension than the two non-responsive groups. The mildly non-responsive group demonstrated better pretreatment passage comprehension than the strongly non-responsive group. No domain-general skill distinguished the four groups. Findings suggest response to early reading intervention was more complicated than response/no response, and pretreatment reading comprehension was an important predictor of response even with pretreatment word reading controlled.
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- 2020
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27. Inclusion versus Specialized Intervention for Very-Low- Performing Students: What Does Access Mean in an Era of Academic Challenge?
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Fuchs, Lynn S., Fuchs, Douglas, Compton, Donald L., Wehby, Joseph, Schumacher, Robin F., Gersten, Russell, and Jordan, Nancy C.
- Abstract
The purpose of this analysis was to examine achievement gaps on fractions for very-low-performing students as a function of whether they receive inclusive fraction instruction or specialized fraction intervention and with the shift to Common Core State Standards (CCSS). In three randomized control trials conducted in 3 consecutive years, 203 students who scored at or below the 10th percentile in mathematics (mean standard score ~75) at the start of fourth grade were randomly assigned at the individual level to 12 weeks of inclusive fraction instruction or specialized fraction intervention. In Year 1, the fourth-grade mathematics curriculum was guided by initial state standards; in Years 2 and 3, the state was transitioning to CCSS. In each of the 3 years on each measure, results indicated significantly stronger learning and markedly smaller post-intervention achievement gaps for specialized fraction intervention than for inclusive fraction instruction. Yet, the size of achievement gaps grew over the years in both conditions, as CCSS increased the depth and challenge of the fraction curriculum and produced differentially stronger learning in not-at-risk classmates. Implications are discussed in terms of the provision of services for students with learning disabilities in the era of CCSS and the meaning of "access to the general education curriculum". [This paper was published in "Exceptional Children" (EJ1049289).]
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- 2015
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
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National Center for Special Education Research (ED), Connor, Carol M., Alberto, Paul A., Compton, Donald L., and O'Connor, Rollanda E.
- Abstract
Reading difficulties and disabilities present serious and potentially lifelong challenges. Children who do not read well are more likely to be retained a grade in school, drop out of high school, become a teen parent, or enter the juvenile justice system. Building on the extant research and seminal studies, including the National Reading Panel and the National Early Literacy Panel reports, research supported by the Institute of Education Sciences (IES) has expanded understanding of ways to identify and help children who are at risk for reading disabilities. This body of work has also contributed to the identification of critical component skills that support proficient reading (e.g., phonological awareness, word knowledge, working memory), better ways to assess these skills, and more effective interventions for children at risk of developing reading difficulties, including children who are deaf or have intellectual disabilities. Research funded by IES has investigated ways to bring these efficacious interventions into our nation's classrooms by developing and evaluating professional development training that increases teachers' knowledge about literacy and how to teach reading effectively to all students, including students who are struggling to learn how to read. This is important because the most recent National Assessment of Educational Progress reports that by fourth grade, one-third of our students are failing to attain basic reading skills. In this synthesis, the panel convened by IES, connects the building blocks of assessment, cognitive and linguistic components of reading, effective interventions, and teacher professional development to show how IES-funded research is contributing to solutions for improving reading and preventing reading difficulties. Based on the initial reading of the papers, and following an initial in-person meeting to discuss the articles that were read, the panel organized the contributions into four broad categories with component research questions. They are: (1) Assessment: What has been learned about effective identification and assessment of students who have or are at risk for reading difficulties or disabilities? (2) Basic Cognitive and Linguistic Processes: What are the basic cognitive and linguistic processes that support successful reading and how can these skills be improved for students who have or who are at risk for reading disabilities? (3) Intervention: How can reading instruction be more effective for students who have or are at risk for developing reading disabilities? How can reading be taught to students with low incidence disabilities? (4) Professional Development: How can research-based instructional practices be implemented in the classroom? These categories emerged directly from the articles that the panel members read and they reflect the areas the panel believes that IES-supported research has made contributions to in advancing the understanding of how to improve reading outcomes for students with or at risk for reading disabilities. For each question, the panel synthesized the available research findings and highlighted key contributions. The panel was given the task of looking across the range of projects that IES has funded in this area to determine what has been learned, where progress has been made as a result of IES funding, and to provide suggestions for further research in improving reading skills of children with or at risk for reading disabilities. In reading this synthesis, readers should remember that it is not intended to be an overview of the existing research on improving reading for children with or at risk for reading disabilities. Panel members were only asked to review those published articles or book chapters that had emerged from IES-funded projects. Specifically, the panel was asked to review articles from peer-reviewed journals and book chapters from funded projects that were published or in press as of December 2011 (thus some articles that were in press in 2011 will have published dates in 2012 or 2013). Thus, there is a great deal of ongoing research that is not represented in this synthesis because some grants are not yet at the stage in the research process where findings are in and summarized for publication. Note also that reports of IES-funded research that have not been subjected to the peer-review process in publication are not included in this review. Appendix A lists the projects and publications that were reviewed for this synthesis.
- Published
- 2014
29. Linking Behavioral and Computational Approaches to Better Understand Variant Vowel Pronunciations in Developing Readers
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Compton, Donald L., Steacy, Laura M., Petscher, Yaacov, Rueckl, Jay G., Landi, Nicole, and Pugh, Ken R.
- Abstract
The overarching goal of the new Florida State University/Haskins Laboratory/University of Connecticut Learning Disability (LD) Hub project is to align computational and behavioral theories of individual word reading development more closely with the challenges of learning to read a quasi-regular orthography (i.e., English) for both typically developing (TD) children and, more specifically, children with dyslexia. Our LD Hub adopts an integrated approach to better understand the neurocognitive bases of individual differences in word reading development by specifically examining the experiential (exogenous) and child-specific (endogenous) factors that determine acquisition of orthographic--phonological knowledge at different subword granularities using behavioral and computational modeling. Findings are intended to enrich understanding of the processes that influence individual differences in word reading development in TD and dyslexic children and significantly inform issues of practice (e.g., curriculum, instruction, diagnosis, and intervention). Here, we briefly provide the rationale for the Hub and present findings from the initial behavioral and computational modeling studies.
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- 2019
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30. Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers
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Steacy, Laura M., Compton, Donald L., Petscher, Yaacov, Elliott, James D., Smith, Kathryn, Rueckl, Jay G., Sawi, Oliver, Frost, Stephen J., and Pugh, Kenneth R.
- Abstract
As children learn to read, they become sensitive to context-dependent vowel pronunciations in words, considered a form of statistical learning. The work of Treiman and colleagues demonstrated that readers' vowel pronunciations depend on the consonantal context in which the vowel occurs and reading experience. Using explanatory item-response models we examined child- and nonword-factors associated with children's assignment of more versus less frequent grapheme-phoneme correspondences (GPC) to vowel pronunciations as a function of rime coda in monosyllabic nonwords. Students (N = 96) in grades 2-5 read nonwords in which more versus less frequent vowel GPCs were wholly supported or partially favored by the rime unit. Use of less frequent vowel GPCs was predicted by set for variability, word reading, and rime support for the context-dependent vowel pronunciation. We interpret the results within a developmental word reading model in which initially incomplete and oversimplified GPC representations become more context dependent with reading experience.
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- 2019
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31. A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development among At-Risk Readers
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Peng, Peng, Fuchs, Douglas, Fuchs, Lynn S., Elleman, Amy M., Kearns, Devin M., Gilbert, Jennifer K., Compton, Donald L., Cho, Eunsoo, and Patton, Samuel
- Abstract
This study explored the developmental trajectories and predictors of word reading and reading comprehension among young at-risk readers. In fall of first grade, 185 students identified as at-risk for reading difficulties were assessed on measures of domain-specific skills (phonological awareness, letter knowledge, and vocabulary), domain-general skills (working memory, nonverbal reasoning, and processing speed), and word reading and reading comprehension. Word reading and reading comprehension were assessed again in spring of grades 1-4. Individual growth curve modeling showed that the children demonstrated decelerated growth on word reading and linear growth on reading comprehension, although their performance on both word reading and reading comprehension were consistently below average on national norms. After controlling for word reading and reading comprehension in first grade, letter knowledge predicted growth in word reading; vocabulary and nonverbal reasoning predicted growth in reading comprehension. That is, we found different developmental trajectories and different predictors for word reading and reading comprehension among our at-risk sample. Implications are discussed for theory and early reading instruction for at-risk children.
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- 2019
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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
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Fuchs, Douglas, Kearns, Devin M., Fuchs, Lynn S., Elleman, Amy M., Gilbert, Jennifer K., Patton, Samuel, Peng, Peng, and Compton, Donald L.
- Abstract
Because of the importance of teaching reading comprehension to struggling young readers and the infrequency with which it has been implemented and evaluated, we designed a comprehensive first-grade reading comprehension program. We conducted a component analysis of the program's decoding/fluency and reading comprehension dimensions (DF and COMP), creating DF and DF+COMP treatments to parse the value of COMP. Students (N = 125) were randomly assigned to the two active treatments and controls. Treatment children were tutored three times per week for 21 weeks in 45-min sessions. Children in DF and DF+COMP together performed more strongly than controls on word reading and comprehension. However, pretreatment word reading appeared to moderate these results such that children with weaker beginning word reading across the treatments outperformed similarly low-performing controls to a significantly greater extent than treatment children with stronger beginning word reading outperformed comparable controls. DF+COMP children did not perform better than DF children. Study limitations and implications for research and practice are discussed.
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- 2019
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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
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Steacy, Laura M., Wade-Woolley, Lesly, Rueckl, Jay G., Pugh, Kenneth R., Elliott, James D., and Compton, Donald L.
- Abstract
In a quasiregular orthography like English, children inevitably encounter irregular words during reading. Previous research suggests successful reading of an irregular word depends at least partially on a child's ability to address the mismatch between decoded form and stored word pronunciation, referred to as a child's set for variability, and the word's relative transparency, measured here using a spelling to pronunciation transparency rating. Item-level analyses were used to explore the relationship between general child performance on the set for variability mispronunciation task, word specific set for variability (predicting reading of that word), spelling to pronunciation transparency rating, and irregular word reading. Significant predictors included general word reading, general set for variability performance, and item-specific set for variability performance; word frequency and spelling to pronunciation transparency rating; and an interaction between word reading and the transparency rating. Results underscore the importance of considering both general and item-specific factors affecting irregular word reading.
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- 2019
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34. Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills
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Siegelman, Noam, Rueckl, Jay G., Steacy, Laura M., Frost, Stephen J., van den Bunt, Mark, Zevin, Jason D., Seidenberg, Mark S., Pugh, Kenneth R., Compton, Donald L., and Morris, Robin D.
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- 2020
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35. Predicting First Graders' Development of Calculation versus Word-Problem Performance: The Role of Dynamic Assessment
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Seethaler, Pamela M., Fuchs, Lynn S., Fuchs, Douglas, and Compton, Donald L.
- Abstract
The purpose of this study was to assess the value of dynamic assessment (DA; degree of scaffolding required to learn unfamiliar mathematics content) for predicting 1st-grade calculations (CAs) and word problems (WPs) development, while controlling for the role of traditional assessments. Among 184 1st graders, predictors (DA, Quantity Discrimination, Test of Mathematics Ability, language, and reasoning) were assessed near the start of 1st grade. CA and WP were assessed near the end of 1st grade. Planned regression and commonality analyses indicated that for forecasting CA development, Quantity Discrimination, which accounted for 8.84% of explained variance, was the single most powerful predictor, followed by Test of Mathematics Ability and DA; language and reasoning were not uniquely predictive. By contrast, for predicting WP development, DA was the single most powerful predictor, which accounted for 12.01% of explained variance, with Test of Mathematics Ability, Quantity Discrimination, and language also uniquely predictive. Results suggest that different constellations of cognitive resources are required for CA vs. WP development and that DA may be useful in predicting 1st-grade mathematics development, especially WP. (Contains 3 tables and 1 footnote.) [Support for this research was also provided by the Eunice Kennedy Shriver National Institute of Child Health & Human Development awarded to Vanderbilt University.]
- Published
- 2012
36. Predicting First Graders' Development of Calculation versus Word-Problem Performance: The Role of Dynamic Assessment
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Society for Research on Educational Effectiveness (SREE), Seethaler, Pamela M., Fuchs, Lynn S., Fuchs, Douglas, and Compton, Donald L.
- Abstract
In education, the goal of forecasting development is to understand and identify risk for poor learning outcomes so that intervention may be designed effectively and initiated early. Tests of learning potential may be categorized along two dimensions. The first is domain specificity. Domain-general abilities, such as reasoning and language ability, are expected to effect performance across academic domains; by contrast, domain-specific capabilities are linked to performance in a single area of academic competence. The second dimension along which tests of learning potential may be characterized is whether a measure assesses static performance, indicating an individual's present state, or dynamic performance, reflecting the degree of scaffolding an individual needs to learn new material. Screening students for risk for math difficulty (MD) typically relies on static measures of learning potential, in which students respond without examiner assistance and demonstrate either unaided success or failure (Sternberg, 1996; Tzuriel & Haywood, 1992). Unfortunately, static measures mask differences between children who are unable to perform a task independently but can succeed with assistance. Vygotsky (e.g., 1934/1962) proposed dynamic assessment (DA) as an alternative, with which the examiner provides feedback or instruction to help a student learn a task, indexing responsiveness to that instruction as a measure of the student's learning potential. As demonstrated in prior work in mathematics (e.g., Fuchs et al., 2008; Swanson & Howard, 2005) and reading (e.g., D. Fuchs et al., in press), results suggest the potential value of dynamic measures of learning potential over and beyond domain-specific and domain-general static measures of learning potential. Findings are however complicated by the fact that the relative value of these various types of learning potential differs as a function of whether skill with procedural calculations (CA) or word problems (WP) is the predicted outcome. The purpose of this study is to assess the contribution of static domain-specific, static domain-general, and dynamic domain-specific measures of learning potential for predicting individual differences in the development of two important aspects of first-grade school mathematics learning: (CA) and (WP). Participants include 184 students enrolled in first grade and for whom the authors have complete fall and spring data. Results of this study suggest that development of CA and WP depend on different measures of learning potential and that dynamic assessment (DA) may be useful in predicting 1st-grade mathematics development, especially WP.
- Published
- 2011
37. Dynamic assessment as a screening tool for early identification of reading disabilities: a latent change score approach
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Cho, Eunsoo, Compton, Donald L., and Josol, Cynde Katherine
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- 2020
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38. Performance variations across reading comprehension assessments: Examining the unique contributions of text, activity, and reader
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Collins, Alyson A., Compton, Donald L., Lindström, Esther R., and Gilbert, Jennifer K.
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- 2020
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39. Upside-Down Response to Intervention: A Quasi-Experimental Study
- Author
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Bouton, Bobette, McConnell, John R., Barquero, Laura A., Gilbert, Jennifer K., and Compton, Donald L.
- Abstract
This quasi-experimental study explored a response-to-intervention (RTI) design in which Tiers 2 and 3 were inverted for the most at-risk first grade students in reading intervention in seven classrooms (n = 24) across two culturally diverse schools. These students were matched using propensity scores and compared to a second group of first grade at-risk students for reading difficulties who received a traditional RTI intervention program (n = 24) from 12 classrooms across nine culturally diverse schools in the same southeastern city. Interventions were identical with the exception of the RTI tier inversion. The intervention largely emphasized word-level reading skills, with focus on letter-sound correspondence, sight-word recognition, and decoding, and also included spelling and fluency. Statistically significant effects were found for the intervention on word reading measures; however, differences for decoding measures were not found to be statistically significant. Given that the decoding assessments had effect sizes of .025 (small) and .037 (medium), a larger sample may demonstrate a significant positive impact of udRTI on these measures as well. Implications for continued study with the udRTI model are discussed.
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- 2018
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40. Comparing Students with and without Reading Difficulties on Reading Comprehension Assessments: A Meta-Analysis
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Collins, Alyson A., Lindström, Esther R., and Compton, Donald L.
- Abstract
Researchers have increasingly investigated sources of variance in reading comprehension test scores, particularly with students with reading difficulties (RD). The purpose of this meta-analysis was to determine if the achievement gap between students with RD and typically developing (TD) students varies as a function of different reading comprehension response formats (e.g., multiple choice, cloze). A systematic literature review identified 82 eligible studies. All studies administered reading comprehension assessments to students with RD and TD students in Grades K-12. Hedge's g standardized mean difference effect sizes were calculated, and random effects robust variance estimation techniques were used to aggregate average weighted effect sizes for each response format. Results indicated that the achievement gap between students with RD and TD students was larger for some response formats (e.g., picture selection ES[subscript g] = -1.80) than others (e.g., retell ES[subscript g] = -0.60). Moreover, for multiple-choice, cloze, and open-ended question response formats, single-predictor metaregression models explored potential moderators of heterogeneity in effect sizes. No clear patterns, however, emerged in regard to moderators of heterogeneity in effect sizes across response formats. Findings suggest that the use of different response formats may lead to variability in the achievement gap between students with RD and TD students.
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- 2018
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41. Examining the role of imageability and regularity in word reading accuracy and learning efficiency among first and second graders at risk for reading disabilities
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Steacy, Laura M. and Compton, Donald L.
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- 2019
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42. Identifying Reading Disabilities by Responsiveness-to-Instruction: Specifying Measures and Criteria
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Fuchs, Douglas, Fuchs, Lynn S., and Compton, Donald L.
- Abstract
This article first describes two types of assessment (problem solving and standard treatment protocol) within a "responsiveness-to-instruction" framework to identify learning disabilities. It then specifies two necessary components (measures and classification criteria) to assess responsiveness-to-instruction, and present pertinent findings from two related studies. These studies involve databases at grades 1 and 2, which were analyzed to compare the soundness of alternative methods of assessing instructional responsiveness to identify reading disabilities. Finally, conclusions are drawn and future research is outlined to prospectively and longitudinally explore classification issues that emerged from the analyses.
- Published
- 2004
43. The Influence of Item Composition on RAN Letter Performance in First-Grade Children.
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Compton, Donald L.
- Abstract
A study investigated whether changing the letter composition of the Denckla and Rudel rapid automatized naming (RAN) task influenced task performance and the RAN word identification skill relationships in 383 first graders. Substituting a letter that was visually similar to other letters had the greatest influence on RAN speed and accuracy performance. (Contains references.) (Author/CR)
- Published
- 2003
44. Developing Content Knowledge in Struggling Readers: Differential Effects of Strategy Instruction for Younger and Older Elementary Students
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Elleman, Amy M., Olinghouse, Natalie G., Gilbert, Jennifer K., Spencer, Jane Lawrence, and Compton, Donald L.
- Abstract
This study compared the effects of 2 strategy-based comprehension treatments intended to promote vocabulary and content knowledge for elementary students at risk for developing reading difficulties (N = 105) with a traditional content approach. The study examined the effectiveness of strategy versus nonstrategy instruction on reading comprehension, vocabulary, and knowledge acquisition. In addition, the study considered the trade-offs between using a program focused on building vocabulary and a program focused on building content knowledge through strategy-based dialogue. Hierarchical linear modeling analyses revealed that the vocabulary strategy instruction produced higher vocabulary acquisition than the other conditions for younger students. However, traditional content instruction was more effective for older students. The findings suggest that practitioners should focus heavily on vocabulary when using expository texts with young children. Based on our results, we suggest blending the best of content and strategy instruction to optimize comprehension instruction in the classroom.
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- 2017
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45. Beyond Comprehension Strategy Instruction: What's Next?
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Elleman, Amy M. and Compton, Donald L.
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Purpose: In this article, we respond to Catts and Kamhi's (2017) argument that reading comprehension is not a single ability. Method: We provide a brief review of the impact of strategy instruction, the importance of knowledge in reading comprehension, and possible avenues for future research and practice. Results: We agree with Catts and Kamhi's argument that reading comprehension is a complex endeavor and that current recommended practices do not reflect the complexity of the construct. Knowledge building, despite its important role in comprehension, has been relegated to a back seat in reading comprehension instruction. In the final section of the article, we outline possible avenues for research and practice (e.g., generative language instruction, dialogic approaches to knowledge building, analogical reasoning and disciplinary literacy, the use of graphics and media, inference instruction) for improving reading-comprehension outcomes. Conclusions: Reading comprehension is a complex ability, and comprehension instruction should reflect this complexity. If we want to have an impact on long-term growth in reading comprehension, we will need to expand our current repertoire of instructional methods to include approaches that support the acquisition and integration of knowledge across a variety of texts and topics.
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- 2017
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46. Examining Child and Word Characteristics in Vocabulary Learning of Struggling Readers
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Elleman, Amy M., Steacy, Laura M., Olinghouse, Natalie G., and Compton, Donald L.
- Abstract
Although instruction has been shown to be effective at increasing vocabulary knowledge and comprehension, factors most important for promoting the acquisition of novel vocabulary are less known. In addition, few vocabulary studies have utilized models that simultaneously take into account child-level, word-level, and instructional factors to better understand the acquisition of novel vocabulary from informational text. Sixty-eight children with reading difficulties in Grades 3--5 were randomly assigned to either vocabulary strategy instruction or traditional comprehension instruction with both groups reading the same set of expository texts. Crossed random-effects models were used to predict item-level variance in vocabulary acquisition. Results indicated main effects for condition favoring vocabulary instruction, child-level predictors (vocabulary and knowledge of the content), and word-level factors (frequency and imageability). One interaction was significant, indicating that students with higher vocabulary scores were more likely to do better when provided vocabulary instruction than students with lower prior vocabulary.
- Published
- 2017
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47. Exploring Individual Differences in Irregular Word Recognition among Children with Early-Emerging and Late-Emerging Word Reading Difficulty
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Steacy, Laura M., Kearns, Devin M., Gilbert, Jennifer K., Compton, Donald L., Cho, Eunsoo, Lindstrom, Esther R., and Collins, Alyson A.
- Abstract
Models of irregular word reading that take into account both child- and word-level predictors have not been evaluated in typically developing children and children with reading difficulty (RD). The purpose of the present study was to model individual differences in irregular word reading ability among 5th grade children (N = 170), oversampled for children with RD, using item-response crossed random-effects models. We distinguish between 2 subtypes of children with word reading RD, those with early emerging and late-emerging RD, and 2 types of irregular words, "exception" and "strange." Predictors representing child-level and word-level characteristics, along with selected interactions between child- and word-characteristics, were used to predict item-level variance. Individual differences in irregular word reading were predicted at the child level by nonword decoding, orthographic coding, and vocabulary; at the word level by word frequency and a spelling-to-pronunciation transparency rating; and by the Reader group × Imageability and Reader group × Irregular word type interactions. Results are interpreted within a model of irregular word reading in which lexical characteristics specific to both child and word influence accuracy.
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- 2017
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48. Spelling-to-pronunciation transparency ratings for the 20,000 most frequently written English words
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Edwards, Ashley A., primary, Rigobon, Valeria M., additional, Steacy, Laura M., additional, and Compton, Donald L., additional
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- 2023
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49. Modeling Item-Level Spelling Variance in Adults: Providing Further Insights into Lexical Quality
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Rigobon, Valeria M., primary, Gutiérrez, Nuria, additional, Edwards, Ashley A., additional, Marencin, Nancy, additional, Cooper Borkenhagen, Matt, additional, Steacy, Laura M., additional, and Compton, Donald L., additional
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- 2023
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50. Modeling Item-Level Spelling Variance in Adults: Providing Further Insights into Lexical Quality.
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Rigobon, Valeria M., Gutiérrez, Nuria, Edwards, Ashley A., Marencin, Nancy, Cooper Borkenhagen, Matt, Steacy, Laura M., and Compton, Donald L.
- Subjects
RANDOM effects model ,ORTHOGRAPHY & spelling ,ADULTS ,ORGANIZATIONAL transparency - Abstract
The lexical quality (LQ) hypothesis predicts that a skilled reader's lexicon will be inhabited by a range of low- to high-quality items, and the probability of representing a word with high quality varies as a function of person-level, word-level, and item-specific variables. These predictions were tested with spelling accuracy as a gauge of LQ. Item-response based crossed random effects models explored simultaneous contributions of person-level (e.g. participant's decoding skill), word-level (e.g. word's transparency rating), item-specific (e.g. participant's familiarity with specific word), and person-by-word interaction predictors (e.g. decoding by transparency rating interaction) to the spelling of 25 commonly misspelled irregular English words in 61 undergraduate university students (M = 19.4 years, 70.49% female, 39.34% Hispanic, 81.97% White). Substantial variance among individuals in item-level spelling accuracy was accounted for by person-level decoding skill; item-specific familiarity, proportion of schwas correctly represented, and correctly identifying the word from its mispronunciation; and an interaction of transparency rating by general decoding skill. Consistent with the LQ hypothesis, results suggest that one's ability to form a high-quality lexical representation of a given word depends on a complex combination of person-level abilities, word-level characteristics, item-specific experiences, and an interaction between person- and word-level influences. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
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