Donald L Compton

Summary

Affiliation: Vanderbilt University
Country: USA

Publications

  1. pmc 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
  2. pmc The cognitive and academic profiles of reading and mathematics learning disabilities
    Donald L Compton
    Vanderbilt University, Nashville, TN 37203, USA
    J Learn Disabil 45:79-95. 2012
  3. ncbi request reprint 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
  4. ncbi request reprint How should "unresponsiveness" to secondary intervention be operationalized? It is all about the nudge
    Donald L Compton
    Peabody College, Vanderbilt University, Nashville, TN 37203 5701, USA
    J Learn Disabil 39:170-3. 2006
  5. ncbi request reprint Modeling the response of normally achieving and at-risk first grade children to word reading instruction
    D L Compton
    University of Colorado, Boulder, USA
    Ann Dyslexia 50:53-84. 2000
  6. doi request reprint The construct and predictive validity of a dynamic assessment of young children learning to read: implications for RTI frameworks
    Douglas Fuchs
    Vanderbilt University, Nashville, TN 37203 5721, USA
    J Learn Disabil 44:339-47. 2011
  7. pmc Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledge
    Lynn S Fuchs
    Department of Special Education, Vanderbilt University, Nashville, TN 37203, USA
    Dev Psychol 48:1315-26. 2012
  8. pmc 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
  9. pmc First-grade cognitive abilities as long-term predictors of reading comprehension and disability status
    Douglas Fuchs
    Vanderbilt University, Nashville, TN 37203, USA
    J Learn Disabil 45:217-31. 2012
  10. doi request reprint Exploring dynamic assessment as a means of identifying children at risk of developing comprehension difficulties
    Amy M Elleman
    Vanderbilt University, Department of Special Education, Nashville, TN 37203, USA
    J Learn Disabil 44:348-57. 2011

Collaborators

Detail Information

Publications17

  1. pmc 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
    ....
  2. pmc The cognitive and academic profiles of reading and mathematics learning disabilities
    Donald 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...
  3. ncbi request reprint 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...
  4. ncbi request reprint How should "unresponsiveness" to secondary intervention be operationalized? It is all about the nudge
    Donald 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...
  5. ncbi request reprint Modeling the response of normally achieving and at-risk first grade children to word reading instruction
    D 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...
  6. doi request reprint The construct and predictive validity of a dynamic assessment of young children learning to read: implications for RTI frameworks
    Douglas Fuchs
    Vanderbilt University, Nashville, TN 37203 5721, USA
    J Learn Disabil 44:339-47. 2011
    ....
  7. pmc Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledge
    Lynn 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...
  8. pmc 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...
  9. pmc First-grade cognitive abilities as long-term predictors of reading comprehension and disability status
    Douglas 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...
  10. doi request reprint Exploring dynamic assessment as a means of identifying children at risk of developing comprehension difficulties
    Amy 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...
  11. pmc Two-stage screening for math problem-solving difficulty using dynamic assessment of algebraic learning
    Lynn 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...
  12. pmc The early prevention of mathematics difficulty: its power and limitations
    Lynn 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...
  13. doi request reprint Functional correlates of children's responsiveness to intervention
    Nicole 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...
  14. pmc Intervention effects for students with comorbid forms of learning disability: understanding the needs of nonresponders
    Lynn S Fuchs
    1Vanderbilt University, Nashville, TN, USA
    J Learn Disabil 46:534-48. 2013
    ..Results also suggest that distinctions between comorbid and single-order LD may depend on whether LD is defined in terms of lower- versus higher-order academic skill. Recommendations for future study are provided. ..
  15. pmc Early prediction of reading disability using machine learning
    H 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...
  16. pmc The contributions of numerosity and domain-general abilities to school readiness
    Lynn 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...
  17. ncbi request reprint 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...