Donald L. Compton

Developmental and Educational Psychology · 2003–2015

A researcher in the Science corpus: 17 papers; trusts 17 researchers and is trusted by 60 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 156 citations into it; #242 of 8,223 by trust here, #69 by citations
• Education — 88 citations into it; #639 of 11,309 by trust here, #180 by citations
• Statistics and Probability — 82 citations into it; #2,792 of 12,932 by trust here, #485 by citations
• Human Factors and Ergonomics — 6 citations into it
• Management Science and Operations Research — 5 citations into it

Whom Donald L. Compton trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. Lynn S. Fuchs
2. Douglas Fuchs
3. Leo Breiman
4. J. Torgesen
5. D. Speece
6. John A. Hertz
7. S. Vaughn
8. Rollanda E. O'Connor
9. L. Case
10. Anders Krogh

Who trusts Donald L. Compton overall

1. Douglas Fuchs
2. R. Vukovic
3. Lynn S. Fuchs
4. Susana Araújo
5. F. Clayton
6. George K. Georgiou
7. J. Jenkins
8. Bryan G. Cook
9. R. Gersten
10. Evelyn S. Johnson

Papers from Donald L. Compton's perspective

Ordered by how strongly the researchers Donald L. Compton trusts endorse each paper. Same corpus, a different order for every researcher.

1. Individual Differences in Response to Early Interventions in Reading: The Lingering Problem of Treatment Resisters
2. The Prevention, Identification, and Cognitive Determinants of Math Difficulty.
3. Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy
4. Increasing the Intensity of Intervention in Kindergarten and First Grade
5. Introduction to the theory of neural computation
6. The Importance and Decision-Making Utility of a Continuum of Fluency-Based Indicators of Foundational Reading Skills for Third-Grade High-Stakes Outcomes
7. Application of a Three-Tiered Response To Intervention Model for Instructional Planning, Decision Making, and the Identification of Children in Need of Services
8. Characteristics of Children Who Are Unresponsive to Early Literacy Intervention
9. Using Measures of Number Sense to Screen for Difficulties in Mathematics: Preliminary Findings
10. An integrated theory of whole number and fractions development. (Cognitive Psychology)

Their papers

• The Prevention, Identification, and Cognitive Determinants of Math Difficulty. (2005) — 602 citations
• The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems (2006) — 618 citations
• Mathematics Screening and Progress Monitoring at First Grade: Implications for Responsiveness to Intervention (2007) — 173 citations
• Identifying Reading Disabilities by Responsiveness-to-Instruction: Specifying Measures and Criteria (2004) — 277 citations
• Monitoring Early Reading Development in First Grade: Word Identification Fluency versus Nonsense Word Fluency (2004) — 256 citations
• The Impact of Vocabulary Instruction on Passage-Level Comprehension of School-Age Children: A Meta-Analysis (2009) — 479 citations
• Rethinking Response to Intervention at Middle and High School (2010) — 187 citations
• Inclusion Versus Specialized Intervention for Very-Low-Performing Students (2015) — 111 citations
• 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. (2014) — 113 citations
• Tracking children who fly below the radar: Latent transition modeling of students with late-emerging reading disability (2008) — 110 citations
• Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: findings from the first-grade longitudinal reading study of the National Research Center on Learning Disabilities (2008) — 179 citations
• Scaling Up an Early Reading Program: Relationships Among Teacher Support, Fidelity of Implementation, and Student Performance Across Different Sites and Years (2008) — 109 citations
• Dynamic Assessment as Responsiveness to Intervention; a Scripted Protocol to Identify Young At-Risk Readers (2007) — 86 citations
• Selecting At-Risk Readers in First Grade for Early Intervention: A Two-Year Longitudinal Study of Decision Rules and Procedures (2006) — 369 citations
• Responding to Nonresponders: An Experimental Field Trial of Identification and Intervention Methods (2005) — 318 citations
• Quality Indicators for Group Experimental and Quasi-Experimental Research in Special Education (2005) — 1,033 citations
• Modeling the Relationship between Growth in Rapid Naming Speed and Growth in Decoding Skill in First-Grade Children. (2003) — 174 citations