Research Topics
| Donald L ComptonSummaryAffiliation: Vanderbilt University Country: USA Publications
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Detail Information
Publications
Accelerating chronically unresponsive children to tier 3 instruction: what level of data is necessary to ensure selection accuracy?Donald L Compton
Vanderbilt University, Nashville, TN 37203, USA
J Learn Disabil 45:204-16. 2012....
The cognitive and academic profiles of reading and mathematics learning disabilitiesDonald L Compton
Vanderbilt University, Nashville, TN 37203, USA
J Learn Disabil 45:79-95. 2012..Results, which generally supported the specificity hypothesis, are discussed in terms of the potential connections between reading and mathematics LD...
Are RAN- and phonological awareness-deficits additive in children with reading disabilities?D L Compton
Department of Special Education, Peabody College, Vanderbilt University, Nashville, TN 37203 5701, USA
Dyslexia 7:125-49. 2001..Results are also presented that illustrate several statistical problems associated with the formation of deficit groups by dichotomizing the RAN and PA variables...- How should "unresponsiveness" to secondary intervention be operationalized? It is all about the nudgeDonald L Compton
Peabody College, Vanderbilt University, Nashville, TN 37203 5701, USA
J Learn Disabil 39:170-3. 2006..Only then can we accurately assess the merits of competing definitions of unresponsiveness... - Modeling the response of normally achieving and at-risk first grade children to word reading instructionD L Compton
University of Colorado, Boulder, USA
Ann Dyslexia 50:53-84. 2000..Only rapid naming speed uniquely predicted word and nonword reading growth in the group of subjects receiving intervention... - The construct and predictive validity of a dynamic assessment of young children learning to read: implications for RTI frameworksDouglas Fuchs
Vanderbilt University, Nashville, TN 37203 5721, USA
J Learn Disabil 44:339-47. 2011.... - Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledgeLynn S Fuchs
Department of Special Education, Vanderbilt University, Nashville, TN 37203, USA
Dev Psychol 48:1315-26. 2012..By contrast, attentive behavior, phonological processing, and processing speed contributed to pre-algebraic knowledge only indirectly via arithmetic calculations and word problems... - Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities?Lynn S Fuchs
Department of Special Education, Peabody College, Vanderbilt University, Nashville, TN 37203, USA
Dev Psychol 46:1731-46. 2010..Language, attentive behavior, nonverbal problem solving, and listening span were uniquely predictive... - First-grade cognitive abilities as long-term predictors of reading comprehension and disability statusDouglas Fuchs
Vanderbilt University, Nashville, TN 37203, USA
J Learn Disabil 45:217-31. 2012..Results are discussed in terms of a role for cognitive abilities in identifying, classifying, and instructing students with severe reading problems... - Exploring dynamic assessment as a means of identifying children at risk of developing comprehension difficultiesAmy M Elleman
Vanderbilt University, Department of Special Education, Nashville, TN 37203, USA
J Learn Disabil 44:348-57. 2011..In addition, results suggest that DA may be better than the standardized measure of reading comprehension at identifying intraindividual differences in young children's reading abilities... - Two-stage screening for math problem-solving difficulty using dynamic assessment of algebraic learningLynn S Fuchs
Vanderbilt University, Nashville, TN 37203, USA
J Learn Disabil 44:372-80. 2011..Findings are discussed in terms of a two-stage process for screening students within a responsiveness-to-intervention prevention model... - The early prevention of mathematics difficulty: its power and limitationsLynn S Fuchs
Vanderbilt University, Nashville, TN, 37203, USA
J Learn Disabil 45:257-69. 2012..The authors then discuss implications and additional research questions pertaining to mathematics intervention generally and within the context of RTI. They conclude with a proposal for an expanded conceptualization of RTI... - Functional correlates of children's responsiveness to interventionNicole Davis
Vanderbilt University Institute of Imaging Science, Nashville, Tennessee 37203 5721, USA
Dev Neuropsychol 36:288-301. 2011..Groups differed in activation level of the left hemisphere posterior superior temporal and the middle temporal gyri, suggesting that future imaging studies should consider responders and nonresponders separately... - Early prediction of reading disability using machine learningH Atakan Varol
Vanderbilt University, Nashville, TN, USA
AMIA Annu Symp Proc 2009:667-71. 2009..9 can be achieved using SVM classifiers even with a small set of demographics and screening variables. Moreover, a method for generating expert interpretable decision tree models from the high accuracy SVM models is also presented... - The contributions of numerosity and domain-general abilities to school readinessLynn S Fuchs
Vanderbilt University, Nashville, TN 37203, USA
Child Dev 81:1520-33. 2010..Results suggest that development of NC and WP depends on different constellations of numerical versus more general cognitive abilities... - Does early reading failure decrease children's reading motivation?Paul L Morgan
Department of Educational Psychology, School Psychology, and Special Education, Pennsylvania State University, University Park, USA
J Learn Disabil 41:387-404. 2008..Instead, hierarchical regression analyses indicate a covarying relationship among early reading failure, poor motivation, and avoidance of reading...