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Donald L Compton

Showing results (11-20 of 69) with videos related to

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Frontiers in Psychology|June 1, 2016
Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data StructuresJennifer Gilbert, Yaacov Petscher, Donald L Compton, et al.
Exceptional Children|June 28, 2012
Using Word Identification Fluency to Monitor First-Grade Reading DevelopmentRebecca O Zumeta, Donald L Compton, Lynn S Fuchs
Annals of Dyslexia|July 31, 2020
Past perspectives and new opportunities for the explanatory item response modelYaacov Petscher, Donald L Compton, Laura Steacy, et al.
Scientific Studies of Reading : the Official Journal of the Society for the Scientific Study of Reading|February 6, 2019
The Role of Statistical Learning in Word Reading and Spelling Development: More Questions than AnswersAmy M Elleman, Laura M Steacy, Donald L Compton
Assessment for Effective Intervention : Official Journal of the Council for Educational Diagnostic Services|January 31, 2014
Early Screening for Risk of Reading Disabilities: Recommendations for a Four-Step Screening SystemJennifer K Gilbert, Donald L Compton, Douglas Fuchs, et al.
The Elementary School Journal|November 3, 2015
Does the Value of Dynamic Assessment in Predicting End-of-First-Grade Mathematics Performance Differ as a Function of English Language Proficiency?Pamela M Seethaler, Lynn S Fuchs, Douglas Fuchs, et al.
Journal of Educational Psychology|February 21, 2012
Predicting First Graders' Development of Calculation versus Word-Problem Performance: The Role of Dynamic AssessmentPamela M Seethaler, Lynn S Fuchs, Douglas Fuchs, et al.
Annals of Dyslexia|July 27, 2020
Using an item-specific predictor to test the dimensionality of the orthographic choice taskDonald L Compton, Jennifer K Gilbert, Devin M Kearns, et al.
Journal of Learning Disabilities|December 6, 2012
Examining the predictive validity of a dynamic assessment of decoding to forecast response to tier 2 interventionEunsoo Cho, Donald L Compton, Douglas Fuchs, et al.
Scientific Studies of Reading : the Official Journal of the Society for the Scientific Study of Reading|June 10, 2017
Exploring Differential Effects Across Two Decoding Treatments on Item-Level Transfer in Children with Significant Word Reading Difficulties: A New Approach for Testing Intervention ElementsLaura M Steacy, Amy M Elleman, Maureen W Lovett, et al.
Pageof 7

Showing results (11-20 of 69) with videos related to

Sort By:
Pageof 7
Frontiers in Psychology|June 1, 2016
Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data StructuresJennifer Gilbert, Yaacov Petscher, Donald L Compton, et al.
Exceptional Children|June 28, 2012
Using Word Identification Fluency to Monitor First-Grade Reading DevelopmentRebecca O Zumeta, Donald L Compton, Lynn S Fuchs
Annals of Dyslexia|July 31, 2020
Past perspectives and new opportunities for the explanatory item response modelYaacov Petscher, Donald L Compton, Laura Steacy, et al.
Scientific Studies of Reading : the Official Journal of the Society for the Scientific Study of Reading|February 6, 2019
The Role of Statistical Learning in Word Reading and Spelling Development: More Questions than AnswersAmy M Elleman, Laura M Steacy, Donald L Compton
Assessment for Effective Intervention : Official Journal of the Council for Educational Diagnostic Services|January 31, 2014
Early Screening for Risk of Reading Disabilities: Recommendations for a Four-Step Screening SystemJennifer K Gilbert, Donald L Compton, Douglas Fuchs, et al.
The Elementary School Journal|November 3, 2015
Does the Value of Dynamic Assessment in Predicting End-of-First-Grade Mathematics Performance Differ as a Function of English Language Proficiency?Pamela M Seethaler, Lynn S Fuchs, Douglas Fuchs, et al.
Journal of Educational Psychology|February 21, 2012
Predicting First Graders' Development of Calculation versus Word-Problem Performance: The Role of Dynamic AssessmentPamela M Seethaler, Lynn S Fuchs, Douglas Fuchs, et al.
Annals of Dyslexia|July 27, 2020
Using an item-specific predictor to test the dimensionality of the orthographic choice taskDonald L Compton, Jennifer K Gilbert, Devin M Kearns, et al.
Journal of Learning Disabilities|December 6, 2012
Examining the predictive validity of a dynamic assessment of decoding to forecast response to tier 2 interventionEunsoo Cho, Donald L Compton, Douglas Fuchs, et al.
Scientific Studies of Reading : the Official Journal of the Society for the Scientific Study of Reading|June 10, 2017
Exploring Differential Effects Across Two Decoding Treatments on Item-Level Transfer in Children with Significant Word Reading Difficulties: A New Approach for Testing Intervention ElementsLaura M Steacy, Amy M Elleman, Maureen W Lovett, et al.
Pageof 7