D
Donald L. Compton
Researcher at Florida State University
Publications - 125
Citations - 9345
Donald L. Compton is an academic researcher from Florida State University. The author has contributed to research in topics: Reading (process) & Reading comprehension. The author has an hindex of 45, co-authored 116 publications receiving 8336 citations. Previous affiliations of Donald L. Compton include University of Arkansas & Vanderbilt University.
Papers
More filters
Journal ArticleDOI
Quality Indicators for Group Experimental and Quasi-Experimental Research in Special Education:
Russell Gersten,Lynn S. Fuchs,Donald L. Compton,Michael D. Coyne,Charles R. Greenwood,Mark S. Innocenti +5 more
TL;DR: In this article, the authors present quality indicators for experimental and quasi-experimental studies for special education, intended not only to evaluate the merits of a completed research report or article but also to serve as an organizer of critical issues for consideration in research.
Journal ArticleDOI
The Prevention, Identification, and Cognitive Determinants of Math Difficulty.
Lynn S. Fuchs,Donald L. Compton,Douglas Fuchs,Kimberly Paulsen,Joan D. Bryant,Carol L. Hamlett +5 more
TL;DR: In this article, the efficacy of preventive 1st-grade tutoring in mathematics, estimated the prevalence and severity of mathematics disability, and explored pretreatment cognitive characteristics associated with mathematics development.
Journal ArticleDOI
The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems
Lynn S. Fuchs,Douglas Fuchs,Donald L. Compton,Sarah R. Powell,Pamela M. Seethaler,Andrea M. Capizzi,Christopher Schatschneider,Jack M. Fletcher +7 more
TL;DR: This paper examined the cognitive correlates of 3rd-grade skill in arithmetic, algorithmic computation, and arithmetic word problems and found that inattentive behavior independently predicted all three aspects of mathematics performance.
Journal ArticleDOI
The Impact of Vocabulary Instruction on Passage-Level Comprehension of School-Age Children: A Meta-Analysis
TL;DR: This paper conducted a meta-analysis of vocabulary interventions in grades pre-K to 12 with 37 studies to better understand the impact of vocabulary on comprehension, finding that vocabulary instruction was effective at increasing students' ability to comprehend text with custom measures, but was less effective for standardized measures (d = 0.10).
Journal ArticleDOI
Selecting At-Risk Readers in First Grade for Early Intervention: A Two-Year Longitudinal Study of Decision Rules and Procedures
TL;DR: In this paper, the authors examined the use of 1st-grade data to predict reading disability and found that using word identification fluency and 5 weeks of WIF progress-monitoring data (WIF-Level and WIF-Slope) to a typical 1st grade prediction battery improved reading disability prediction.