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Donald L Compton

Showing results (41-50 of 69) with videos related to

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Scientific Studies of Reading : the Official Journal of the Society for the Scientific Study of Reading|August 29, 2020
The Role of Set for Variability in Irregular Word Reading: Word and Child Predictors in Typically Developing Readers and Students At-Risk for Reading DisabilitiesLaura M Steacy, Lesly Wade-Woolley, Jay G Rueckl, et al.
Journal of Educational Psychology|November 4, 2009
Dynamic Assessment of Algebraic Learning in Predicting Third Graders' Development of Mathematical Problem SolvingLynn S Fuchs, Donald L Compton, Douglas Fuchs, et al.
Journal of Learning Disabilities|August 31, 2015
Development of First-Graders' Word Reading Skills: For Whom Can Dynamic Assessment Tell Us More?Eunsoo Cho, Donald L Compton, Jennifer K Gilbert, et al.
Developmental Neuropsychology|April 5, 2011
Functional correlates of children's responsiveness to interventionNicole Davis, Laura Barquero, Donald L Compton, et al.
The American Psychologist|May 14, 2019
Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practiceElena L Grigorenko, Donald L Compton, Lynn S Fuchs, et al.
Journal of Experimental Psychology. Learning, Memory, and Cognition|January 27, 2022
Quantifying the regularities between orthography and semantics and their impact on group- and individual-level behaviorNoam Siegelman, Jay G Rueckl, Jason Chor Ming Lo, et al.
Scientific Studies of Reading : the Official Journal of the Society for the Scientific Study of Reading|March 25, 2024
Modeling Item-Level Spelling Variance in Adults: Providing Further Insights into Lexical QualityValeria M Rigobon, Nuria Gutiérrez, Ashley A Edwards, et al.
Journal of Educational Psychology|May 18, 2023
Unpacking the Unique Relationship Between Set for Variability and Word Reading Development: Examining Word- and Child-Level Predictors of PerformanceAshley A Edwards, Laura M Steacy, Noam Seigelman, et al.
Journal of Learning Disabilities|July 7, 2020
Is "Response/No Response" Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile AnalysisPeng Peng, Douglas Fuchs, Lynn S Fuchs, et al.
Journal of Educational Psychology|August 7, 2010
Selecting At-Risk First-Grade Readers for Early Intervention: Eliminating False Positives and Exploring the Promise of a Two-Stage Gated Screening ProcessDonald L Compton, Douglas Fuchs, Lynn S Fuchs, et al.
Pageof 7

Showing results (41-50 of 69) with videos related to

Sort By:
Pageof 7
Scientific Studies of Reading : the Official Journal of the Society for the Scientific Study of Reading|August 29, 2020
The Role of Set for Variability in Irregular Word Reading: Word and Child Predictors in Typically Developing Readers and Students At-Risk for Reading DisabilitiesLaura M Steacy, Lesly Wade-Woolley, Jay G Rueckl, et al.
Journal of Educational Psychology|November 4, 2009
Dynamic Assessment of Algebraic Learning in Predicting Third Graders' Development of Mathematical Problem SolvingLynn S Fuchs, Donald L Compton, Douglas Fuchs, et al.
Journal of Learning Disabilities|August 31, 2015
Development of First-Graders' Word Reading Skills: For Whom Can Dynamic Assessment Tell Us More?Eunsoo Cho, Donald L Compton, Jennifer K Gilbert, et al.
Developmental Neuropsychology|April 5, 2011
Functional correlates of children's responsiveness to interventionNicole Davis, Laura Barquero, Donald L Compton, et al.
The American Psychologist|May 14, 2019
Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practiceElena L Grigorenko, Donald L Compton, Lynn S Fuchs, et al.
Journal of Experimental Psychology. Learning, Memory, and Cognition|January 27, 2022
Quantifying the regularities between orthography and semantics and their impact on group- and individual-level behaviorNoam Siegelman, Jay G Rueckl, Jason Chor Ming Lo, et al.
Scientific Studies of Reading : the Official Journal of the Society for the Scientific Study of Reading|March 25, 2024
Modeling Item-Level Spelling Variance in Adults: Providing Further Insights into Lexical QualityValeria M Rigobon, Nuria Gutiérrez, Ashley A Edwards, et al.
Journal of Educational Psychology|May 18, 2023
Unpacking the Unique Relationship Between Set for Variability and Word Reading Development: Examining Word- and Child-Level Predictors of PerformanceAshley A Edwards, Laura M Steacy, Noam Seigelman, et al.
Journal of Learning Disabilities|July 7, 2020
Is "Response/No Response" Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile AnalysisPeng Peng, Douglas Fuchs, Lynn S Fuchs, et al.
Journal of Educational Psychology|August 7, 2010
Selecting At-Risk First-Grade Readers for Early Intervention: Eliminating False Positives and Exploring the Promise of a Two-Stage Gated Screening ProcessDonald L Compton, Douglas Fuchs, Lynn S Fuchs, et al.
Pageof 7