Donald Compton
Donald Compton
Professor of Psychology, Florida State University
Verified email at
Cited by
Cited by
Quality indicators for group experimental and quasi-experimental research in special education
R Gersten, LS Fuchs, D Compton, M Coyne, C Greenwood, MS Innocenti
Exceptional children 71 (2), 149-164, 2005
The prevention, identification, and cognitive determinants of math difficulty.
LS Fuchs, DL Compton, D Fuchs, K Paulsen, JD Bryant, CL Hamlett
Journal of educational psychology 97 (3), 493, 2005
The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems.
LS Fuchs, D Fuchs, DL Compton, SR Powell, PM Seethaler, AM Capizzi, ...
Journal of educational psychology 98 (1), 29, 2006
Assisting students struggling with reading: Response to Intervention and multi-tier intervention for reading in the primary grades. A practice guide.(NCEE 2009-4045 …
R Gersten, D Compton, CM Connor, J Dimino, L Santoro, ...
Smart RTI: A next-generation approach to multilevel prevention
D Fuchs, LS Fuchs, DL Compton
Exceptional children 78 (3), 263-279, 2012
The impact of vocabulary instruction on passage-level comprehension of school-age children: A meta-analysis
AM Elleman, EJ Lindo, P Morphy, DL Compton
Journal of Research on Educational Effectiveness 2 (1), 1-44, 2009
Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures.
DL Compton, D Fuchs, LS Fuchs, JD Bryant
Journal of educational psychology 98 (2), 394, 2006
Responding to nonresponders: An experimental field trial of identification and intervention methods
KL McMaster, D Fuchs, LS Fuchs, DL Compton
Exceptional children 71 (4), 445-463, 2005
Identifying reading disabilities by responsiveness-to-instruction: Specifying measures and criteria
D Fuchs, LS Fuchs, DL Compton
Learning Disability Quarterly 27 (4), 216-227, 2004
Rethinking response to intervention at middle and high school
LS Fuchs, D Fuchs, DL Compton
School Psychology Review 39 (1), 22-28, 2010
Monitoring early reading development in first grade: Word identification fluency versus nonsense word fluency
LS Fuchs, D Fuchs, DL Compton
Exceptional Children 71 (1), 7-21, 2004
Prevalence and nature of late-emerging poor readers.
HW Catts, D Compton, JB Tomblin, MS Bridges
Journal of educational psychology 104 (1), 166, 2012
Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice.
EL Grigorenko, DL Compton, LS Fuchs, RK Wagner, EG Willcutt, ...
American Psychologist 75 (1), 37, 2020
Does early reading failure decrease children's reading motivation?
PL Morgan, D Fuchs, DL Compton, DS Cordray, LS Fuchs
Journal of learning disabilities 41 (5), 387-404, 2008
Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities?
LS Fuchs, DC Geary, DL Compton, D Fuchs, CL Hamlett, PM Seethaler, ...
Developmental psychology 46 (6), 1731, 2010
Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: Findings from the first-grade longitudinal reading study of the National Research …
D Fuchs, DL Compton, LS Fuchs, J Bryant, GN Davis
Reading and Writing 21, 413-436, 2008
Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process.
DL Compton, D Fuchs, LS Fuchs, B Bouton, JK Gilbert, LA Barquero, ...
Journal of educational psychology 102 (2), 327, 2010
The cognitive and academic profiles of reading and mathematics learning disabilities
DL Compton, LS Fuchs, D Fuchs, W Lambert, C Hamlett
Journal of learning disabilities 45 (1), 79-95, 2012
Mathematics screening and progress monitoring at first grade: Implications for responsiveness to intervention
LS Fuchs, D Fuchs, DL Compton, JD Bryant, CL Hamlett, PM Seethaler
Exceptional children 73 (3), 311-330, 2007
Modeling the relationship between growth in rapid naming speed and growth in decoding skill in first-grade children.
DL Compton
Journal of Educational Psychology 95 (2), 225, 2003
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