Donald L Compton
Biographic Data
| ID | 5760640 |
|---|---|
| NAME | Donald L Compton |
| GIVEN NAMES | Donald L |
| FAMILY NAME | Compton |
| SIGNATURE | COMPTON D L |
| AFFILIATIONS | Florida State University |
| ORCID | 0000-0003-3855-3746 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 57 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Investigating individual differences in adult bilinguals’ spelling of cognates
Examining 62 college students who are bilingual in Spanish and English, this study assessed key predictors of irregular English word spelling accuracy, including cognates and non-cognates. Explanatory item response models tested the contributions of word-level (e.g., orthographic similarity [OS] and phonemic similarity [PS] between English and Spanish word forms) and person-level predictors (e.g., literacy skills in English and Spanish) to item-l…
Revisiting the definition of dyslexia
Does Spanish knowledge contribute to accurate English word spelling in adult bilinguals
Correctly spelling an English word requires a high-quality orthographic representation. When faced with spelling a complex word without a high-quality representation, spellers often rely on other knowledge sources (e.g., incomplete stored orthographic forms, phonological to orthographic relationships) to spell it. For bilinguals, another potentially facilitative source is knowledge of a word's lexical and sublexical representations in another lan…
Set for Variability as a Critical Predictor of Word Reading
Quasiregular orthographies such as English contain substantial ambiguities between orthography and phonology that force developing readers to acquire flexibility during decoding of unfamiliar words, a skill referred to as a “set for variability” (SfV). The ease with which a child can disambiguate the mismatch between the decoded form of a word and its actual lexical phonological form has been operationalized using the SfV mispronunciation task (e…
Unpacking the unique relationship between set for variability and word reading development
489) along with a battery of reading, reading related, and language measures. Results suggest that variance in SfV performance is uniquely accounted for by measures tapping phonological skill along with those capturing knowledge of phonology to orthography associations, but more so in children with better decoding skill. Additionally, word reading skill was found to moderate the influence of other predictors suggesting that how the task is approa…
Closing the word-problem achievement gap in first grade
grade; and the added value of language comprehension instruction within word-problem intervention. Results also provide causal evidence on the role of language comprehension in word-problem solving
Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade
Developmental studies examining relations between word reading (WR) and decoding in typical and dyslexic populations routinely cut the reading distribution to form distinct groups. However, dichotomizing continuous variables to study development is problematic for multiple reasons. Instead, we modeled and visualized the parallel growth of WR and nonword reading (NWR) factor scores longitudinally in a Grade 1–4 developmental sample (N = 588). The …
Understanding, educating, and supporting children with specific learning disabilities
Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills
Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities
We examined dynamic assessment’s (DA’s) added value over traditional assessments for identifying Spanish-speaking English learners’ (ELs) risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL’s language dominance. At the start of first grade, ELs ( N = 368) were randomly assigned to English-DA or Spanish-DA conditions, were assessed on static mathemat…
Is “Response/No Response” Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile Analysis
We conducted a secondary analysis of data from a randomized control trial to explore this question: Does “response/no response” best characterize students’ reactions to a generally efficacious first-grade reading program, or is a more nuanced characterization necessary? Data were collected on 265 at-risk readers’ word reading prior to and immediately following program implementation in first grade and in spring of second grade. Pretreatment data …
Past perspectives and new opportunities for the explanatory item response model
Using an item-specific predictor to test the dimensionality of the orthographic choice task
How the Science of Reading Informs 21st‐Century Education
The science of reading should be informed by an evolving evidence base built on the scientific method. Decades of basic research and randomized controlled trials of interventions and instructional routines have formed a substantial evidence base to guide best practices in reading instruction, reading intervention, and the early identification of at‐risk readers. The recent resurfacing of questions about what constitutes the science of reading is …
Introduction to Special Issue. Models for Innovation
Efficacy of a First‐Grade Responsiveness‐to‐Intervention Prevention Model for Struggling Readers
This randomized control trial examined the efficacy of a multitiered supplemental tutoring program within a first‐grade responsiveness‐to‐intervention prevention model. Struggling first‐grade readers ( n = 649) were screened and progress monitored at the start of the school year. Those identified as unresponsive to general education Tier 1 ( n = 212) were randomly assigned to receive Tier 2 small‐group supplemental tutoring ( n = 134) or to conti…
Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledge
The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to individual differences in pre-algebraic knowledge. Children (n = 279, mean age = 7.59 years) were assessed on 7 domain-general cognitive resources as well as arithmetic calculations and word problems at start of 2nd grade and on calculations, word problems, and pre-algebraic knowledge at end of 3rd …
Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities
The purpose of this study was to examine the interplay between basic numerical cognition and domain-general abilities (such as working memory) in explaining school mathematics learning. First graders (N = 280; mean age = 5.77 years) were assessed on 2 types of basic numerical cognition, 8 domain-general abilities, procedural calculations, and word problems in fall and then reassessed on procedural calculations and word problems in spring. Develop…
The Impact of Vocabulary Instruction on Passage-Level Comprehension of School-Age Children
Editors’ commentary
Quality Indicators for Group Experimental and Quasi-Experimental Research in Special Education
This article presents quality indicators for experimental and quasi-experimental studies for special education. These indicators are 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. We believe these indicators can be used widely, from assisting in the development of research plans to evaluating proposals. In this article, the fram…
Modeling the response of normally achieving and at-risk first grade children to word reading instruction
Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities
The purpose of this study was to examine the interplay between basic numerical cognition and domain-general abilities (such as working memory) in explaining school mathematics learning. First graders (N = 280; mean age = 5.77 years) were assessed on 2 types of basic numerical cognition, 8 domain-general abilities, procedural calculations, and word problems in fall and then reassessed on procedural calculations and word problems in spring. Develop…
How the Science of Reading Informs 21st‐Century Education
The science of reading should be informed by an evolving evidence base built on the scientific method. Decades of basic research and randomized controlled trials of interventions and instructional routines have formed a substantial evidence base to guide best practices in reading instruction, reading intervention, and the early identification of at‐risk readers. The recent resurfacing of questions about what constitutes the science of reading is …
Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledge
The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to individual differences in pre-algebraic knowledge. Children (n = 279, mean age = 7.59 years) were assessed on 7 domain-general cognitive resources as well as arithmetic calculations and word problems at start of 2nd grade and on calculations, word problems, and pre-algebraic knowledge at end of 3rd …
Efficacy of a First‐Grade Responsiveness‐to‐Intervention Prevention Model for Struggling Readers
This randomized control trial examined the efficacy of a multitiered supplemental tutoring program within a first‐grade responsiveness‐to‐intervention prevention model. Struggling first‐grade readers ( n = 649) were screened and progress monitored at the start of the school year. Those identified as unresponsive to general education Tier 1 ( n = 212) were randomly assigned to receive Tier 2 small‐group supplemental tutoring ( n = 134) or to conti…
Set for Variability as a Critical Predictor of Word Reading
Quasiregular orthographies such as English contain substantial ambiguities between orthography and phonology that force developing readers to acquire flexibility during decoding of unfamiliar words, a skill referred to as a “set for variability” (SfV). The ease with which a child can disambiguate the mismatch between the decoded form of a word and its actual lexical phonological form has been operationalized using the SfV mispronunciation task (e…
Modeling the response of normally achieving and at-risk first grade children to word reading instruction
Quality Indicators for Group Experimental and Quasi-Experimental Research in Special Education
This article presents quality indicators for experimental and quasi-experimental studies for special education. These indicators are 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. We believe these indicators can be used widely, from assisting in the development of research plans to evaluating proposals. In this article, the fram…
Editors’ commentary
The Impact of Vocabulary Instruction on Passage-Level Comprehension of School-Age Children
Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities
The purpose of this study was to examine the interplay between basic numerical cognition and domain-general abilities (such as working memory) in explaining school mathematics learning. First graders (N = 280; mean age = 5.77 years) were assessed on 2 types of basic numerical cognition, 8 domain-general abilities, procedural calculations, and word problems in fall and then reassessed on procedural calculations and word problems in spring. Develop…
Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledge
The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to individual differences in pre-algebraic knowledge. Children (n = 279, mean age = 7.59 years) were assessed on 7 domain-general cognitive resources as well as arithmetic calculations and word problems at start of 2nd grade and on calculations, word problems, and pre-algebraic knowledge at end of 3rd …
Efficacy of a First‐Grade Responsiveness‐to‐Intervention Prevention Model for Struggling Readers
This randomized control trial examined the efficacy of a multitiered supplemental tutoring program within a first‐grade responsiveness‐to‐intervention prevention model. Struggling first‐grade readers ( n = 649) were screened and progress monitored at the start of the school year. Those identified as unresponsive to general education Tier 1 ( n = 212) were randomly assigned to receive Tier 2 small‐group supplemental tutoring ( n = 134) or to conti…
Introduction to Special Issue. Models for Innovation
Understanding, educating, and supporting children with specific learning disabilities
Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills
Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities
We examined dynamic assessment’s (DA’s) added value over traditional assessments for identifying Spanish-speaking English learners’ (ELs) risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL’s language dominance. At the start of first grade, ELs ( N = 368) were randomly assigned to English-DA or Spanish-DA conditions, were assessed on static mathemat…
Is “Response/No Response” Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile Analysis
We conducted a secondary analysis of data from a randomized control trial to explore this question: Does “response/no response” best characterize students’ reactions to a generally efficacious first-grade reading program, or is a more nuanced characterization necessary? Data were collected on 265 at-risk readers’ word reading prior to and immediately following program implementation in first grade and in spring of second grade. Pretreatment data …
Past perspectives and new opportunities for the explanatory item response model
Using an item-specific predictor to test the dimensionality of the orthographic choice task
How the Science of Reading Informs 21st‐Century Education
The science of reading should be informed by an evolving evidence base built on the scientific method. Decades of basic research and randomized controlled trials of interventions and instructional routines have formed a substantial evidence base to guide best practices in reading instruction, reading intervention, and the early identification of at‐risk readers. The recent resurfacing of questions about what constitutes the science of reading is …
Closing the word-problem achievement gap in first grade
grade; and the added value of language comprehension instruction within word-problem intervention. Results also provide causal evidence on the role of language comprehension in word-problem solving
Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade
Developmental studies examining relations between word reading (WR) and decoding in typical and dyslexic populations routinely cut the reading distribution to form distinct groups. However, dichotomizing continuous variables to study development is problematic for multiple reasons. Instead, we modeled and visualized the parallel growth of WR and nonword reading (NWR) factor scores longitudinally in a Grade 1–4 developmental sample (N = 588). The …
Unpacking the unique relationship between set for variability and word reading development
489) along with a battery of reading, reading related, and language measures. Results suggest that variance in SfV performance is uniquely accounted for by measures tapping phonological skill along with those capturing knowledge of phonology to orthography associations, but more so in children with better decoding skill. Additionally, word reading skill was found to moderate the influence of other predictors suggesting that how the task is approa…
Does Spanish knowledge contribute to accurate English word spelling in adult bilinguals
Correctly spelling an English word requires a high-quality orthographic representation. When faced with spelling a complex word without a high-quality representation, spellers often rely on other knowledge sources (e.g., incomplete stored orthographic forms, phonological to orthographic relationships) to spell it. For bilinguals, another potentially facilitative source is knowledge of a word's lexical and sublexical representations in another lan…
Set for Variability as a Critical Predictor of Word Reading
Quasiregular orthographies such as English contain substantial ambiguities between orthography and phonology that force developing readers to acquire flexibility during decoding of unfamiliar words, a skill referred to as a “set for variability” (SfV). The ease with which a child can disambiguate the mismatch between the decoded form of a word and its actual lexical phonological form has been operationalized using the SfV mispronunciation task (e…
Revisiting the definition of dyslexia
Investigating individual differences in adult bilinguals’ spelling of cognates
Examining 62 college students who are bilingual in Spanish and English, this study assessed key predictors of irregular English word spelling accuracy, including cognates and non-cognates. Explanatory item response models tested the contributions of word-level (e.g., orthographic similarity [OS] and phonemic similarity [PS] between English and Spanish word forms) and person-level predictors (e.g., literacy skills in English and Spanish) to item-l…
Psychology (19 works) · Reading and Literacy Development (17 works) · Cognitive and developmental aspects of mathematical skills (13 works) · Linguistics (12 works) · Cognition (10 works) · Cognitive psychology (10 works) · Computer Science (8 works) · Psycholinguistics (8 works) · Developmental psychology (7 works) · Mathematics education (7 works)