Donald Compton
| Contact category | Researcher |
|---|---|
| Job title | Professor |
| Research institute | Faculty of Education and Arts |
| Faculty of Education and Arts |
Research outputs
Modeling item-level variance of polysyllabic word reading in developing readers : Exploring semantically related child, word, and child-by-word predictors
Kellenberger, Madison G., Steacy, Laura M., Cooper Borkenhagen, Matthew J., Dozier, Jordan and Compton, Donald L.. (2024). Modeling item-level variance of polysyllabic word reading in developing readers : Exploring semantically related child, word, and child-by-word predictors. Journal of Experimental Child Psychology. 246, p. Article 105998. https://doi.org/10.1016/j.jecp.2024.105998Journal article
Revisiting the definition of dyslexia
Catts, Hugh W., Terry, Nicole Patton, Lonigan, Christopher J., Compton, Donald, Wagner, Richard K., Steacy, Laura M., Farquharson, Kelly and Petscher, Yaacov. (2024). Revisiting the definition of dyslexia. Annals of Dyslexia. pp. 1-21. https://doi.org/10.1007/s11881-023-00295-3Journal article
Does Spanish knowledge contribute to accurate English word spelling in adult bilinguals?
Rigobon, V. M., Gutiérrez, N., Edwards, A. A., Abes, D., Steacy, L. M. and Compton, D. C.. (2023). Does Spanish knowledge contribute to accurate English word spelling in adult bilinguals? Bilingualism: Language and Cognition. 26(5), pp. 924-941. https://doi.org/10.1017/S1366728923000093Journal article
The Development of Early Orthographic Representations in Children : The Lexical Asymmetry Hypothesis and Its Implications for Children with Dyslexia
Compton, D., Steacy, Laura M., Gutiérrez, Nuria, Rigobon, Valeria, Edwards, Ashley A. and Marencin, Nancy C.. (2023). The Development of Early Orthographic Representations in Children : The Lexical Asymmetry Hypothesis and Its Implications for Children with Dyslexia. In Handbook on the Science of Early Literacy pp. 312-324 Guildford Press.Book chapter
Relations Among Motivation, Executive Functions, and Reading Comprehension : Do They Differ for Students With and Without Reading Difficulties?
Cho, Eunsoo, Ju, Unhee, Kim, Eun Ha, Lee, Minhye, Lee, Garam and Compton, Donald. (2023). Relations Among Motivation, Executive Functions, and Reading Comprehension : Do They Differ for Students With and Without Reading Difficulties? Scientific Studies of Reading. 27(4), pp. 289-310. https://doi.org/10.1080/10888438.2022.2127357Journal article
Exploring the role of knowledge in predicting reading and listening comprehension in fifth grade students
Elleman, Amy M., Steacy, Laura M., Gilbert, Jennifer, Cho, Eunsoo, Miller, Amanda C., Coyne-Green, Aviva, Pritchard, Penn, Fields, R. Stacy, Schaeffer, Samantha and Compton, Donald. (2022). Exploring the role of knowledge in predicting reading and listening comprehension in fifth grade students. Learning and Individual Differences. 98, pp. 1-13. https://doi.org/10.1016/j.lindif.2022.102182Journal article
Modeling complex word reading : Examining influences at the level of the word and child on mono-and polymorphemic word reading
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.. (2022). Modeling complex word reading : Examining influences at the level of the word and child on mono-and polymorphemic word reading. Scientific Studies of Reading. 26(6), pp. 527-544. https://doi.org/10.1080/10888438.2022.2077109Journal article
Quantifying the regularities between orthography and semantics and their impact on group and individual-level behavior
Siegelman, Noam, Rueckl, Jay G., Lo, Jason Chor Ming, Kearns, Devin M., Morris, Robin D. and Compton, Donald L.. (2022). Quantifying the regularities between orthography and semantics and their impact on group and individual-level behavior. Journal of Experimental Psychology : Learning, Memory and Cognition. 48(6), pp. 839-855. https://doi.org/10.1037/xlm0001109Journal article
Unpacking the unique relationship between set for variability and word reading development : Examining word and child-level predictors of performance
Edwards, Ashley A., Steacy, Laura M., Siegeleman, Noam, Rigobon, Valeria M., Kearns, Devin M., Rueckl, Jay G and Compton, Donald L.. (2022). Unpacking the unique relationship between set for variability and word reading development : Examining word and child-level predictors of performance. Journal of Educational Psychology. 114(6), pp. 1242-1256. https://doi.org/10.1037/edu0000696Journal article
Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade : Informing Developmental Trajectories of Children With Dyslexia
Steacy, Laura M., Edwards, Ashley A., Rueckl, Jay G., Petscher, Yaacov and Compton, Donald. (2021). Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade : Informing Developmental Trajectories of Children With Dyslexia. Child Development. 92(3), pp. 252-269. https://doi.org/10.1111/cdev.13468Journal article
Focusing our view of dyslexia through a multifactorial lens : A commentary
Compton, Donald L.. (2021). Focusing our view of dyslexia through a multifactorial lens : A commentary. Learning Disability Quarterly. 44(3), pp. 225-230. https://doi.org/10.1177/0731948720939009Journal article
Past perspectives and new opportunities for the explanatory item response model
Petscher, Yaacov, Compton, Donald, Steacy, Laura M. and Kinnon, Hannah. (2020). Past perspectives and new opportunities for the explanatory item response model. Annals of Dyslexia : an interdisciplinary journal of specific language disability. 70(2), pp. 160-179. https://doi.org/10.1007/s11881-020-00204-yJournal article
Using an item-specific predictor to test the dimensionality of the orthographic choice task
Compton, Donald, Gilbert, Jennifer, Kearns, Devin M. and Olson, Richard K.. (2020). Using an item-specific predictor to test the dimensionality of the orthographic choice task. Annals of Dyslexia: an interdisciplinary journal of specific language disability. 70(2), pp. 243-258. https://doi.org/10.1007/s11881-020-00202-0Journal article
Is "response/no response" too simple a notion for RTI frameworks? Exploring multiple response types with latent profile analysis
Peng, Peng, Fuchs, Douglas, Fuchs, Lynn S., Cho, Eunsoo, Elleman, Amy M., Kearns, Devin M., Patton III, Samuel and Compton, Donald L.. (2020). Is "response/no response" too simple a notion for RTI frameworks? Exploring multiple response types with latent profile analysis. Journal of Learning Disabilities. 53(6), pp. 454-468. https://doi.org/10.1177/0022219420931818Journal article
Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills
Siegelman, Noam, Rueckl, Jay G., Steacy, Laura M., Frost, Stephen J., van den Bunt, Mark, Zevin, Jason D., Seidenberg, Mark S. S., Pugh, Kenneth R., Compton, Donald L. and Morris, Robin D.. (2020). Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills. Journal of Memory and Language. 114, pp. 1-14. https://doi.org/10.1016/j.jml.2020.104145Journal article
Closing the word-problem achievement gap in first grade : Schema-based word-problem intervention with embedded language comprehension instruction.
Fuchs, Lynn S., Seethaler, Pamela M., Sterba, Sonya K., Craddock, Caitlin, Fuchs, Douglas, Compton, Donald, Geary, David C. and Changas, Paul. (2021). Closing the word-problem achievement gap in first grade : Schema-based word-problem intervention with embedded language comprehension instruction. Journal of Educational Psychology. 113(1), pp. 86-103. https://doi.org/10.1037/edu0000467Journal article
Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities : Does Language of Administration Matter?
Cho, Eunsoo, Fuchs, Lynn S., Seethaler, Pamela M., Fuchs, Douglas and Compton, Donald. (2020). Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities : Does Language of Administration Matter? Journal of Learning Disabilities. 53(5), pp. 380-398. https://doi.org/10.1177/0022219419898887Journal article
Dynamic assessment as a screening tool for early identification of reading disabilities : a latent change score approach
Cho, Eunsoo, Compton, Donald and Josol, Cynde Katherine. (2020). Dynamic assessment as a screening tool for early identification of reading disabilities : a latent change score approach. Reading and Writing. 33(3), pp. 719-739. https://doi.org/10.1007/s11145-019-09984-1Journal article
Performance variations across reading comprehension assessments: Examining the unique contributions of text, activity, and reader
Collins, Alyson A., Compton, Donald L., Lindström, Esther R. R. and Gilbert, Jennifer K.. (2020). Performance variations across reading comprehension assessments: Examining the unique contributions of text, activity, and reader. Reading and Writing. 33(3), pp. 605-634. https://doi.org/10.1007/s11145-019-09972-5Journal article
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
Steacy, Laura M., Wade-Woolley, Lesly, Rueckl, Jay G., Pugh, Kenneth R., Elliott, James D. and Compton, Donald. (2019). 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. Scientific Studies of Reading. 23(6), pp. 523-532. https://doi.org/10.1080/10888438.2019.1620749Journal article
Understanding, Educating, and Supporting Children With Specific Learning Disabilities : 50 Years of Science and Practice
Grigorenko, Elena L., Compton, Donald, Fuchs, Lynn S., Wagner, Richard K., Willcutt, Erik G. and Fletcher, Jack M.. (2019). Understanding, Educating, and Supporting Children With Specific Learning Disabilities : 50 Years of Science and Practice. American Psychologist. 75(1), pp. 37-51. https://doi.org/10.1037/amp0000452Journal article
Linking Behavioral and Computational Approaches to Better Understand Variant Vowel Pronunciations in Developing Readers
Compton, Donald, Steacy, Laura M., Petscher, Yaacov, Rueckl, Jay G., Landi, Nicole and Pugh, Kenneth R.. (2019). Linking Behavioral and Computational Approaches to Better Understand Variant Vowel Pronunciations in Developing Readers. New Directions in Child and Adolescent Development. 2019(165), pp. 55-71. https://doi.org/10.1002/cad.20294Journal article
Introduction to Special Issue. Models for Innovation : Advancing Approaches to Higher-Risk and Higher-Impact Learning Disabilities Science
Fuchs, Lynn S. and Compton, Donald. (2019). Introduction to Special Issue. Models for Innovation : Advancing Approaches to Higher-Risk and Higher-Impact Learning Disabilities Science. New Directions in Child and Adolescent Development. 2019(165), pp. 5-10. https://doi.org/10.1002/cad.20287Journal article
Examining the role of imageability and regularity in word reading accuracy and learning efficiency among first and second graders at risk for reading disabilities
Steacy, Laura M. and Compton, Donald. (2019). Examining the role of imageability and regularity in word reading accuracy and learning efficiency among first and second graders at risk for reading disabilities. Journal of Experimental Child Psychology. 178, pp. 226-250. https://doi.org/10.1016/j.jecp.2018.09.007Journal article
A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers
Peng, Peng, Fuchs, Douglas, Fuchs, Lynn S., Elleman, Amy M., Kearns, Devin M., Gilbert, Jennifer, Compton, Donald, Cho, Eunsoo and Patton, Samuel. (2019). A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers. Journal of Learning Disabilities. 52(3), pp. 195-208. https://doi.org/10.1177/0022219418809080Journal article
Upside-Down Response to Intervention: A Quasi-Experimental Study
Bouton, Bobette, McConnell, John R., Barquero, Laura A., Gilbert, Jennifer K. and Compton, Donald L.. (2018). Upside-Down Response to Intervention: A Quasi-Experimental Study. Learning Disabilities Research & Practice. 33(4), pp. 229-236. https://doi.org/10.1111/ldrp.12171Journal article
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
Fuchs, Douglas, Kearns, Devin M., Fuchs, Lynn S., Elleman, Amy M., Gilbert, Jennifer, Patton, Samuel, Peng, Peng and Compton, Donald. (2019). 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. Exceptional Children. 85(2), pp. 229-247. https://doi.org/10.1177/0014402918802801Journal article
Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers
Steacy, Laura M., Compton, Donald, Petscher, Yaacov, Elliott, James D., Smith, Kathryn, Rueckl, Jay G., Sawi, Oliver, Frost, Stephen J. and Pugh, Kenneth R.. (2019). Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers. Scientific Studies of Reading. 23(1), pp. 49-63. https://doi.org/10.1080/10888438.2018.1466303Journal article
Comparing students with and without reading difficulties on reading comprehension assessments : A meta-analysis
Collins, Alyson A., Lindström, Esther R. R. and Compton, Donald L.. (2018). Comparing students with and without reading difficulties on reading comprehension assessments : A meta-analysis. Journal of Learning Disabilities. 51(2), pp. 108-123. https://doi.org/10.1177/0022219417704636Journal article
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