Professor Donald Compton

Professor
The Australian Centre for the Advancement of Literacy

Donald Compton

Areas of expertise: evaluate academic interventions for children with learning difficulties; children's reading skills; identification and treatment of children with reading disabilities; developmental english lexicon project; decoding skills; reading disabilities; children's responses to interventions; reading comprehension

Email: Don.Compton@acu.edu.au

HDR Supervisor accreditation status: Full

Currently a Professor of Education in the Australian Centre for the Advancement of Literacy, Dr Donald Compton is also a Professor of Psychology and Education at Florida State University, and Director Emeritus of the Florida Center for Reading Research. He was formerly Professor and Chair of Special Education and a John F. Kennedy Center Investigator at Peabody College, Vanderbilt University.

Dr Compton earned a PhD from Northwestern University's School of Communication Sciences and Disorders, with a specialisation in learning disabilities. He then accepted a NICHD post-doctoral research fellowship at the Institute for Behavior Genetics, University of Colorado.

Dr Compton is experienced in designing, managing, analysing, and disseminating data from cross-sectional and longitudinal studies as well as randomised control studies. His research involves modelling individual differences in the development of children's reading skills and the identification and treatment of children with reading disabilities. He has served as PI and Co-PI on multiple NICHD and IES studies using randomised controlled trials to evaluate academic interventions for children with learning difficulties.

Professor Compton's research involves modelling individual differences in the development of children's reading skills and the identification and treatment of children with reading disabilities. He is involved in the developmental English Lexicon Project (d-ELP), a Learning Disabilities Innovation Hub funded by the National Institute of Child Health and Human Development. It seeks to understand factors associated with word reading development in children (grades 1-5) that result in some words being more difficult to read than others. A separate calibration study is scheduled for Australian children through the Australian Centre for the Advancement of Literacy. The d-ELP data will be a valuable resource for teachers, school leaders, researchers, and educational publishers and policy makers.

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  • Compton, D. L., & Carlisle, J. F. (1994). Speed of word recognition as a distinguishing characteristic of reading disabilities. Educational Psychology Review, 6, 115-140.
  • Compton, D. L. (1997). Using a developmental model to assess children's word recognition. Intervention in School and Clinic, 32, 283-294.
  • Compton, D. L. (2000). Modeling the growth of decoding skills in first-grade children. Scientific Studies of Reading, 4, 219-258.
  • Compton, D. L. (2000). Modeling the response of normally achieving and at-risk first grade page 3 children to word reading instruction. Annals of Dyslexia, 50, 53-84.
  • Compton, D. L., DeFries, J. C., & Olson, R. K., (2001). Are RAN and phonological awareness deficits additive in reading disabled individuals? Dyslexia, 7, 125-149.
  • Compton, D. L. (2002). The relationship between phonological processing, orthographic processing, and lexical development in reading-disabled children. Journal of Special Education, 35, 201-210.
  • Compton, D. L., Olson, R. K., DeFries, J. C., & Pennington, B. F. (2002). Comparing the relationships among two different versions of alphanumeric RAN and various word-level reading skills. Scientific Studies of Reading, 6, 343-368. McMaster, K., Fuchs, D., Fuchs, L. S., & Compton, D. L. (2002). Monitoring the academic progress of children who are unresponsive to generally effective early reading intervention. Assessment for Effective Intervention, 27, 23-33.
  • Compton, D. L. (2003). The influence of item composition on RAN letter performance in first-grade children. Journal of Special Education, 37, 81-94.
  • Compton, D. L. (2003). Modeling the relationship between growth in rapid naming speed and decoding skill in first-grade children. Journal of Educational Psychology, 95, 225-239.
  • Compton, D. L., Appleton, A., & Hosp, M. K. (2004). Exploring the relationship between text-leveling systems and reading accuracy and fluency in second grade students who are average and poor decoders. Learning Disabilities Research and Practice, 19, 176-184.
  • Fuchs, L. S., Fuchs, D., & Compton, D. L. (2004). Monitoring early reading development in first grade: Word identification fluency versus nonsense word fluency. Exceptional Children, 71, 7-21.
  • Fuchs, D., Fuchs, L. S., & Compton, D. L. (2004). Identifying reading disabilities by responsiveness-to-instruction: Specifying measures and criteria. Learning Disabilities Quarterly, 27, 216-228.
  • Yoder, P., & Compton, D. L. (2004). Identifying predictors of treatment response. Mental Retardation and Developmental Research Reviews, 10, 162-168.
  • Compton, D. L., Olinghouse, N. G., Elleman, A., Vining, J., Appleton, A. C., Vail, J. & Summers, M. (2005). Putting transfer back on trial: Modeling individual differences in the transfer of decoding skill gains to other aspects of reading acquisition. Journal of Educational Psychology, 97, 55-69.
  • Fuchs, L. S., Compton, D. L., Fuchs, D., Paulsen, K., Bryant, J. D., & Hamlett, C. L. (2005). Responsiveness to intervention: Preventing and identifying mathematics disability. Teaching Exceptional Children, March/April, 60-63.
  • McMaster, K. L., Fuchs, D., Fuchs, L. S., & Compton, D. L. (2005). Responding to Nonresponders: An experimental field trial of identification and intervention methods. page 4 Exceptional Children, 71, 445-463.
  • Gersten, R., Fuchs, L. S., Compton, D. L., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71, 149-164.
  • Fuchs, L. S., Compton, D. L., Fuchs, D., Paulsen, K., Bryant, J. D., & Hamlett, C. L. (2005). The prevention, identification, and cognitive determinants of math difficulty. Journal of Educational Psychology, 97, 493-513.
  • Fuchs, L. S., Fuchs, D., Compton, D. L., Powell, S. R., Seethaler, P. M., Capizzi, A. M., Schatschneider, C., & Fletcher, J. M. (2006). The cognitive correlates of third-grade skill arithmetic, algorithm computation, and arithmetic word problems. Journal of Educational Psychology, 98, 29-43.
  • Compton, D. L. (2006). How should "unresponsiveness" to secondary intervention be operationalized? It's all about the nudge. Journal of Learning Disabilities, 39, 170-173.
  • Compton, D. L., Fuchs, D., Fuchs, L. S., & Bryant, J. D. (2006). Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures. Journal of Educational Psychology, 98, 394-409.
  • Olinghouse, N. G., Lambert, W., & Compton, D. L. (2006). Monitoring children with reading disabilities' response to phonics intervention: Are there differences between intervention aligned and general skill progress monitoring assessments? Exceptional Children, 73, 90-106.
  • Fuchs, L. S., Fuchs, D., Compton, D. L., Bryant, J. D., Hamlett, C. L., & Seethaler, P. M. (2007). Mathematics screening and progress monitoring at first grade: Implications for response-to intervention. Exceptional Children, 73, 311-330.
  • Davis G. N., Lindo, E. J., & Compton, D. L. (2007). Children at risk for reading failure: Constructing an early screening measure. Teaching Exceptional Children, 39(5), 32-39.
  • Fuchs, D., Fuchs, L. S., Compton, D. L., Bouton, B., Caffrey, E., & Hill, L. (2007). Dynamic assessment as responsiveness to intervention: A scripted protocol to identify young at-risk readers. Teaching Exceptional Children, 39(5), 58-63.
  • Fuchs, D., Compton, D. L., Fuchs, L. S., Bryant, J. D., & Davis G. N. (2008). Making "secondary intervention" work in a three-tier responsiveness-to-intervention model: Findings from the first-grade longitudinal reading study at the National Research Center on Learning Disabilities. Reading and Writing: An Interdisciplinary Journal, 21, 413-436.
  • Compton, D. L., Fuchs, D., Fuchs, L. S., Elleman, A. M., & Gilbert, J. K. (2008). Tracking children who fly below the radar: Latent transition modeling of students with late-emerging reading disability. Learning and Individual Differences, 18, 329-337.
  • Compton, D. L. (2008). The promise and challenges of RTI: Data-based evaluation of the concept and related practices. Learning and Individual Differences, 18, 286-287. page 5.
  • Morgan, P. L., Fuchs, D., Compton, D. L., Cordray, D. S., & Fuchs, L. S. (2008). Does early reading failure decrease children's reading motivation? Journal of Learning Disabilities, 41, 387-404.
  • Fuchs, L. S., Compton, D. L., Fuchs, D., Hollenbeck, K. N., Craddock, C. F., & Hamlett, C. L. (2008). Dynamic assessment of algebraic learning in predicting third graders' development of mathematical problem solving. Journal of Educational Psychology, 100, 829-850.
  • Davis, G. N. & Compton, D. (2008) Falling through the cracks: Children who are exceptions to the RTI identification process, Perspectives on Language Learning and Education, 15, 41-45.
  • Stein, M. L., Berends, M., Fuchs, D., McMaster, K., Sáenz, L., Yen, L., Fuchs, L. S., & Compton, D. L. (2008). Scaling up a best-evidence practice: Examining technical assistance, teachers' fidelity of treatment implementation, and kindergartners' reading performance in a randomized control trial across three sites and two years. Educational Evaluation and Policy Analysis 30, 368-388.
  • Elleman, A. M., Lindo, E. J., Morphy, P., & Compton, D. L. (2009). The impact of vocabulary instruction on passage-level comprehension of school-age children: A meta-analysis. Journal of Research on Educational Effectiveness 2, 1-41.
  • Fuchs, L. S., Fuchs, D., & Compton, D. L. (2010). Rethinking response to intervention at middle and high school. School Psychology Review, 39, 22-28.
  • Lemons, C. J., Key, A. P. F., Fuchs, D., Yoder, P. J., Fuchs, L. S., Compton, D. L., Williams, S.M., & Bouton, B. (2010). Predicting reading growth with event-related potentials: Thinking differently about indexing "responsiveness." Learning and Individual Differences, 20, 158-166.
  • Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B., Gilbert, J. K., Barquero, L. A., Cho, E., & Crouch, R. C. (2010). Selecting at-risk readers in first grade for early intervention: Eliminating false positives and exploring the promise of a two-stage screening process. Journal of Educational Psychology. 102, 327-340.
  • Fuchs, L.S., Geary, D.C., Compton, D.L., Fuchs, D., Hamlett, C.L., & Bryant, J.V. (2010). The contributions of numerosity and domain-general abilities to school readiness. Child Development, 81, 1520-1533.
  • Kearns, D.M., Fuchs, D., McMaster, K.L., Saenz, L., Fuchs, L.S., Yen, L., Meyer, C., Stein, M., Compton, D.L., Berends, M., & Smith, T.M. (2010). Factors contributing to teachers' sustained use of kindergarten peer-assisted learning strategies. Journal of Research on Educational Effectiveness, 3, 315-342.
  • Fuchs, L. S., Geary, D. C., Compton, D. L., Fuchs, D., Hamlett, C. L., Seethaler, P. M., Bryant, J., & Schatschneider, C. (2010). Do different types of school mathematics development depend on different constellations of numerical and general cognitive abilities? Developmental Psychology, 46, 1731-1746.page 6.
  • Davis N., Fan, Q., Compton, D. L., Fuchs, D., Fuchs, L. S., Cutting, L. E., Anderson, A. W., Gore, C. (2010). Influences of neural pathway integrity in children's response to reading instruction. Frontiers of Systems Neuroscience, 4(150), 1-11.
  • Davis N., Barquero, L., Compton, D. L., Fuchs, L. S., Fuchs, D., Gore, J. C., Anderson, A. W. (2011) Functional Correlates of Children's Responsiveness to Intervention. Developmental Neuropsychology, 36, 288-301.
  • Wagner, R. K., & Compton, D. L. (2011). Dynamic assessment and its implications for RTI models. Journal of Learning Disabilities, 44, 311-312.
  • Elleman, A. M., Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B. (2011). Exploring dynamic assessment as a means of identifying children at-risk of developing comprehension difficulties.Journal of Learning Disabilities, 44, 348-357.
  • Fuchs, D., Compton, D. L., Fuchs, L. S., Bouton, B., & Caffrey, E. (2011). The construct and predictive validity of a dynamic assessment of young children learning to read: Implications for RTI frameworks. Journal of Learning Disabilities, 44, 339-347.
  • Fuchs, L.S., Compton, D.L., Fuchs, D., Hollenbeck, K., Hamlett, C.L., & Seethaler, P.M. (2011). Two-stage screening for math word-problem difficulty using dynamic assessment of algebraic learning. Journal of Learning Disabilities, 44, 372-380.
  • Gilbert, J. K., Compton, D. L., & Kearns, D. K (2011). Word and person effects on decoding accuracy: A new look at an old question. Journal of Educational Psychology. 103, 489-507.
  • Zumeta, R. O., Compton, D. L., & Fuchs, L. S. (2012). Using Word Identification Fluency to Assess First-Grade Reading Development: A Comparison of Two Word-Sampling Approaches. Exceptional Children, 78, 201-220.
  • Compton, D. L., Fuchs, L. S., Fuchs, D., Lambert, W., & Hamlett, C. (2012). The cognitive and academic profiles of reading and mathematics learning disabilities. Journal of Learning Disabilities, 45, 79-95.
  • Seethaler, P. M., Fuchs, L. S., Fuchs, D., & Compton, D. L. (2012). Predicting first graders' development of calculation versus word-problem performance: The role of dynamic assessment. Journal of Educational Psychology, 104, 224-234.
  • Catts, H. W., Compton, D. L., Tomblin, J. B., & Bridges, M. S., (2012). Prevalence and nature of late-emerging poor readers. Journal of Educational Psychology, 104, 166-181.
  • Fuchs, D., Fuchs, L. S., Compton, D. L. (2012). Smart RTI: A next-generation approach to multi-level prevention. Exceptional Children, 78, 263-279.
  • Compton, D. L., Gilbert, J. K., Jenkins, J. R., Fuchs, D., Fuchs, L. S., Cho, E., Barquero, L. A., & Bouton, B. (2012). Accelerating chronically unresponsive children to tier 3 instruction: What level of data is necessary to ensure selection accuracy? Journal of Learning Disabilities, 45, 204-216.page 7.
  • Fuchs, D., Compton, D. L., Fuchs, L. S., Hamlett, C., & Lambert, W. (2012). First-grade cognitive abilities as long-term predictors of reading comprehension and disability status. Journal of Learning Disabilities, 45, 217-231.
  • Gilbert, J. K., Compton, D. L., Fuchs, D., & Fuchs, L. S. (2012). Early screening for risk of reading disabilities: Recommendations for a four-step screening system. Assessment for Effective Instruction, 38, 6-14.
  • Fuchs, L. S., Compton, D. L., Fuchs, D., Powell, S. R., Schumacher, R. F., Hamlett, C. L., Namkung, J. M., & Vukovic, R. K. (2012). Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledge. Developmental Psychology, 48, 1315-1326.
  • Fuchs, L. S., Geary, D. C., Compton, D. L., Fuchs, D., Schatschneider, C., Hamlett, C. L., DeSelms, J., Seethaler, P. M., Wilson, J., Craddock, C. F., Bryant, J. D., Luther, K., Changas, P. (2013). Effects of first-grade number knowledge tutoring with contrasting forms of practice. Journal of Educational Psychology, 105, 58-77.
  • Gilbert, J. K., Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B., Barquero, L. A., & Cho, E. (2013). Efficacy of a first-grade responsiveness-to-intervention prevention model for struggling readers. Reading Research Quarterly, 48, 135-154.
  • Fuchs, L. S., Fuchs, D., Compton, D. L. (2013). Intervention effects for students with comorbid forms of learning disability: Understanding the needs of nonresponders. Journal of Learning Disabilities, 48, 534-548.
  • Gilbert, J. K., Goodwin, A. P., Compton, D. L., & Kearns, D. M. (2014). Multisyllabic word reading as a moderator of morphological awareness and reading comprehension. Journal of Learning Disabilities. 47, 34 - 43.
  • Compton, D. L., Miller, A. C., Elleman, A. M., & Steacy, L. M. (2014). Have we forsaken reading theory in the name of "quick fix" interventions for children with reading disability? Scientific Studies of Reading, 18, 55-73.
  • Fuchs, L. S., Geary, D. C., Fuchs, D., Compton, D. C., & and Hamlett, C. L. (2014). Sources of individual differences in emerging competence with numeration understanding versus multidigit calculation skill. Journal of Educational Psychology, 106, 482-498.
  • Steacy, L. M., Kirby, J. R., Parrila, R., & Compton, D. L. (2014). Classification of double deficit groups across time: An analysis of group stability from Kindergarten to second grade. Scientific Studies of Reading, 18, 255-273.
  • Miller, A. C., Fuchs, D., Fuchs, L., Compton, D. C., Kearns, D., Zhang, W., Yen, L., Patton, S., & Peterson, D. (2014). Behavioral attention: A longitudinal study of whether and how it influences the development of word reading and reading comprehension among at-risk readers. Journal of Research on Educational Effectiveness, 7, 232-249. page 8.
  • Cho, E., Compton, D. L., Fuchs, D., Fuchs, L. S. & Bouton, B. (2014). Examining the predictive validity of a dynamic assessment of decoding in forecasting response to intervention. Journal of Learning Disabilities, 47, 409-423.
  • Toste, J. R., Compton, D. L., Fuchs, D., Fuchs, L. S., Gilbert, J. K., Cho, E., Barquero, L. A., & Bouton, B. D. (2014). Understanding Unresponsiveness: Exploring the Classification and Profiles of Adequate and Inadequate Responders to Reading Intervention. Learning Disabilities Quarterly, 37(4), 192-203.
  • Savaiano, M. E., Compton, D. L., & Hatton, D. D. (2014). Reading comprehension for braille readers: An empirical framework for research. International Review of Research in Developmental Disabilities, 46, 177-206.
  • Fuchs, L. S., Powell, S. R., Cirino, P. T., Schumacher, R. F., Marrin, S., Hamlett, C. L., Fuchs, D. ,Compton, D. L., & Changas, P. C. (2014). Does Calculation or Word-Problem Instruction Provide A Stronger Route to Pre-Algebraic Knowledge? Journal of Educational Psychology, 106, 990-1006.
  • Fuchs, L. S., Fuchs, D., Compton, D. L., Wehby, J. H., Schumacher, R. F., Gersten, R., & Jordan, C. (2015). Inclusion versus specialized intervention for very low-performing students: What does access mean in an era of academic challenge? Exceptional Children, 81, 134-157.
  • Powell, S. R., Fuchs, L. S., Cirino, P. T., Fuchs, D., Compton, D. L. & Changas, P. C. (2015). Effects of a multi-tier support system on calculations, word-problems and pre-algebraic performance among at-risk learners. Exceptional Children, 81, 443-470.
  • Fuchs, L. S., Fuchs, D., Compton. D. L., Hamlett, C. L., &, Wang, A. (2015). Is word-problem solving a form of text comprehension? Scientific Studies of Reading, 19, 204-223.
  • Cho, E. & Compton, D. L. (2015). Construct and incremental validity of dynamic assessment of decoding within and across domains. Learning and Individual Differences, 37, 183-196.
  • Savaiano, M. E., Compton, D. L., Hatton, D. D., & Lloyd, B. P (2016). Vocabulary word instruction for students who read braille. Exceptional Children, 82, 337-353.
  • Compton, D. L. & Pearson, P. D. (2016). Identifying robust variations associated with reading comprehension skill: The search for pressure points. Journal of Research on Educational Effectiveness, 9, 223-231.
  • Fuchs, L. S., Geary, D. C., Fuchs, D., Compton, D. L., & Hamlett, C. L. (2016). Pathways to thirdgrade calculation versus word-reading competence: Are they more alike or different? Child Development, 87, 558-567.
  • Gilbert, J., Petscher, Y., Compton, D. L., Schatschneider, C. (2016). Consequences of misspecifying levels of variance in cross-classified longitudinal data structures. Frontiers in Psychology, Section Educational Psychology, 7, 1-13. page 9 (http://journal.frontiersin.org/article/10.3389/fpsyg.2016.00695/full)
  • Steacy, L. M., Elleman, A. M., Lovett, M. W., & Compton, D. L. (2016). Exploring Differential effects across two decoding treatments on item-level transfer in children with significant word reading difficulties: A new approach for testing intervention elements. Scientific Studies of Reading.
  • Kearns, D. K, Steacy, L. M., Compton, D. L., Gilbert, J. K., Goodwin, A. P., Cho, E., Lindstrom, E. R., & Collins, A. A. (2016). Modeling polymorphemic word recognition: Exploring differences among children with early-emerging and late-emerging word reading difficulty. Journal of Learning Disabilities, 49, 368-394.
  • Cho, E., Compton, D. L., Gilbert, J. K., Steacy, L. M., Collins, A. A., & Lindstrom, E. R. Development of first-graders' word reading skills: For whom can dynamic assessment tell us more? Journal of Learning Disabilities.
  • Seethaler, P.M., Fuchs, L.S., Fuchs, D., & Compton, D.L. Does the value of dynamic assessment in predicting end-of-first-grade mathematics performance differ as a function of English language proficiency? Elementary School Journal.
  • Steacy, L. M., Kearns, D. N, Gilbert, J. K., Compton, D. L., Cho, E., Lindstrom, E. R., & Collins, A. A. (2016). Exploring individual differences in irregular word recognition among children with early-emerging and late-emerging word reading difficulty. Journal of Educational Psychology.
  • Gillespie-Rouse, A., Graham, S., Compton, D. L. Writing to learn in science: Effects on fourth-grade students' understanding of balance. The Journal of Educational Research.
  • Elleman, A. M. & Compton, D. L. Beyond comprehension strategy instruction: What's next? Language, Speech, and Hearing Services in Schools.
  • Elleman, A. M., Olinghouse, N., Gilbert, J. K., Compton, D. L., & Spencer, J. L. (2017). Developing content knowledge in struggling readers: Differential effects of strategy instruction for younger and older elementary students. Elementary School Journal, 118, 232-256.
  • Gillespie-Rouse, A., Graham, S., Compton, D. L. (2017). Writing to learn in science: Effects on fourth-grade students' understanding of balance. The Journal of Educational Research, 110, 366-379.
  • Collins, A., Lindstrom, E., & Compton, D. L. (2018). Comparing Students with and without Reading Difficulties on Reading Comprehension Assessments: A Meta-Analysis. Journal of Learning Disabilities, 51, 108-123.
  • Bouton, B., Barquero, L. A., McConnell, J. R., Compton, D. L., & Gilbert, J. K. (2018). Upside-down response to intervention: A quasi-experimental study. Learning Disabilities Research and Practice, 33(4), 229-236.
  • Steacy, L. M., Compton, D. L., Petscher, Y., Elliott, J. D., Smith, K., Rueckl, J., Sawi, O. Frost, S. & Pugh K. (2019). Development and prediction of context-dependent vowel pronunciation in elementary readers. Scientific Studies of Reading, 23, 49-63.
  • Fuchs, D., Kearns, D. M., Fuchs, L. S., Elleman, A. M., Gilbert, J. K., Patton, S. Peng, P. & Compton, D. L. (2019). Using moderator analysis to identify the first-grade children who benefit most and least from a reading comprehension program: A step towards aptitude-by-treatment interaction. Exceptional Children., 85, 229-247.
  • Peng, P., Fuchs, D., Fuchs, L., Elleman, A. M., Kearns, D. M., Gilbert, J. K., Compton, D. L., Cho, E., & Patton, S. (2019). A longitudinal analysis of the trajectories and predictors of word reading and reading comprehension development among at-risk readers. Journal of Learning Disabilities, 52(3), 195-208.
  • Steacy, L. M. & Compton, D. L. (2019). Examining the role of imageability and regularity in word reading accuracy and learning efficiency among first and second graders at-risk for reading disabilities. Journal of Experimental and Child Psychology, 178, 226-250.
  • Elleman, A. M., Steacy, L. M., & Compton, D. L. (2019). The role of statistical learning in word reading and spelling development: More questions than answers. Scientific Studies of Reading, 23, 1-7.
  • Grigorenko, E. L., Compton, D. L., Fuch, L. S., Wagner, R. K., Willcut, E., & Fletcher, J. M. (2019). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. American Psychologist, 75(1), 37-51.
  • Compton, D. L., Steacy, L. M., Petscher, Y., Rueckl, J. G., Landi, N., Frost, S. J., & Pugh, K. R. (2019). Linking behavioral and computational approaches to better understand variant vowel pronunciations in developing readers. In L. S. Fuchs & D. L. Compton (Eds.), Models for Innovation: Advancing Approaches to Higher-Risk and Higher-Impact Learning Disabilities Science. New Directions for Child and Adolescent Development, 165, 55-71.
  • Fuchs, L. S., & Compton, D. L. (2019). Introduction to special issue. Models for innovation: Advancing approaches to higher-risk and higher-impact learning disabilities science. In L. S. Fuchs & D. L. Compton (Eds.), Models for Innovation: Advancing Approaches to Higher-Risk and Higher-Impact Learning Disabilities Science. New Directions for Child and Adolescent Development, 165, 5-10.
  • Steacy, L. M., Wade-Woolley, L., Rueckl, J. G., Pugh, K. R., Elliott, J. D., & Compton, D. L. (2019). The role of set for variability in irregular word reading: Word- and child-predictors in typically developing readers and students at-risk for reading disabilities, Scientific Studies of Reading, 23, 523-532.
  • Collins, A. A., Compton, D. L., Lindstrom, E. R., & Gilbert, J. K. (2020). Performance variations across reading comprehension assessments: Examining the unique contributions of response format, text genre, and child skills. Reading and Writing: An Interdisciplinary Journal, 3, 605-634.
  • Cho, E., Compton, D. L., & Josol, C. K. (2020). Dynamic assessment as a screening tool for early identification of reading disabilities: A latent change score approach. Reading and Writing: An Interdisciplinary Journal, 33, 719-739.
  • Cho, E., Fuchs, L. S., Seethaler, P. M., Fuchs, D., & Compton, D. L. (2020). Dynamic assessment for identifying Spanish-speaking English learners' risk for mathematics disabilities: Does language of administration matter? Journal of Learning Disabilities, 53, 380-398.
  • Fuchs, L. S., Seethaler, P. M., Sterba, S. K., Craddock, C., Fuchs, D., Compton, D. L., Geary, D. C., & Changes, P. (2020). Closing the word-problem achievement gap in first grade: Schema-based word-problem intervention with embedded language comprehension instruction. Journal of Educational Psychology, 133(1), 86-103.
  • Steacy, L. M., Petscher, Y., Elliott, J. D., Smith, K., Rigobon, V. M., Abes, D., Edwards, A. A., Himelhoch, A., Rueckl, J. G., & Compton, D. L. (2021). The effect of facilitative vs. inhibitory word training corpora on word reading accuracy growth in children with dyslexia. Learning Disability Quarterly, 44(3), 158-169.
  • Peng, P., Fuchs, D., Fuchs, L. S., Cho, E., Elleman, A. M., Kearns, D. K., Patton, S., & Compton, D. L. (2020). Is "response/no response" too simple a notion for RTI frameworks? Exploring multiple response types with latent profile analysis. Journal of Learning Disabilities, 53, 454-468.
  • Siegelman, N., Rueckl, J. G., Steacy, L. M., Frost, S. J., van den Bunt, M., Zevin, J. D., Seidenberg, M. S., Pugh, K. R., Compton, D. L., & Morris, R. D. (2020). Individual differences in learning the regularities between orthography, phonology, and semantics predict early reading skills. Journal of Memory and Language, 114, 104145
  • Compton, D. L., Gilbert, J. K., Kearns, D. K, & Olson, R. K. (2020). Using an Item-Specific Predictor to Test the Dimensionality of the Orthographic Choice Task. Annals of Dyslexia, 70(2), 243-258.
  • Petscher, Y., Compton, D. L., Steacy, L. M., & Kinnon, H. (2020). Past perspectives and new opportunities for the explanatory item response model. Annals of Dyslexia, 70(2), 160-179.
  • Compton, D. L., (2021). Focusing our view of dyslexia through a multifactorial lens: A commentary. Learning Disability Quarterly, 44(3), 225-230.
  • Petscher, Y., Cabell, S., Catts, H. W., Compton, D. L., Foorman, B. R., Hart, S. A., Lonigan, C. J., Phillips, B. M., Schatschneider, C., Steacy, L. M., Terry, N. P., & Wagner, R. K. (2020). How the science of reading informs 21st century education. Reading Research Quarterly, 55(S1), S267-S282.
  • Steacy, L. M., Petscher, Y., Rueckl, J. R., Edwards A., & Compton, D. L. (2021). Modeling and visualizing the co-development of word and nonword reading in children from first through fourth grade: Informing developmental trajectories of children with dyslexia. Child Development, 92(3), e252-e269.
  • Edwards, A., Steacy, L. M., Seigelman, N., Rigobon, V. M., Kearns, V. M., Rueckl, J. R., & Compton, D. L. (2022). Unpacking the unique relationship between set for variability and word reading development: Examining word- and child-level predictors of performance. Journal of Educational Psychology, 114(6), 1242.
  • Steacy, L. M., Rigobon, V. M., Edwards, A., Abes, D., Marencin, N. C., Smith, K., Elliott, J. D., Wade-Woolley, L., & Compton, D. L. (2022). Modeling complex word reading: Examining influences at the level of the word and child on mono and polymorphemic word reading, Scientific Studies of Reading, 26, 527-544.
  • Steacy, L. M., Edwards, A., Rigobon, V. M., Gutierrez, N., Marencin, N. C., Siegelman, N., Himelhock, A., Himelhoch, C., Rueckl, J., & Compton, D. L. (2023). Set for variability as a critical predictor of word reading: Potential implications for early identification and treatment of dyslexia, Reading Research Quarterly.
  • Elleman, A. M., Steacy, L. M., Gilbert, J. K., Cho, E., Miller, A. C., Coyne-Green, A., Pritchard, P., Fields, R. S., Schaeffer, S., & Compton, D. L. (2022). Exploring the role of knowledge in predicting reading and listening comprehension in fifth grade students. Learning and Individual Differences, 98, 102182.
  • Gutiérrez, N., Rigobon, V. M., Marencin, N. C., Edwards, A. A., Steacy, L. M., & Compton, D. L. (2023). Early Prediction of reading risk in fourth grade: A combined latent class analysis and classification tree approach. Scientific Studies of Reading, 27(1), 21-38.
  • Edwards, A. E., Steacy, L. M., Rigobon, V. M., Petscher, Y., & Compton, D. L. (2023). Examining the relationship between word reading and nonword reading development within an orthographic learning framework: Are there variations as a function of SES and reading ability? The Elementary School Journal, 123(3), 396-413.
  • Cho, E., Ju, U., Kim, E. H., Lee, M., Lee, G. & Compton. D. L. (2023). Relations among motivation, executive functions, and reading comprehension: Do they differ for students with and without reading difficulties? Scientific Studies of Reading.
  • Rigobon, V. M., Gutiérrez, N., Edwards, A. A., Abes, D., Steacy, L. M., & Compton, D. L. (2023). Does Spanish knowledge contribute to accurate English word spelling in adult bilinguals? Bilingualism: Language and Cognition, 1-18.
  • Edwards, A. E., Rigobon, V. M., Steacy, L. M., & Compton, D. L. (2023). Spelling-to-pronunciation transparency ratings for the 20,000 most frequently written English words. Behavior Research Methods, 1-14.
  • Rigobon, V. M., Gutiérrez, N., Edwards, A. A., Marencin, N., Cooper Borkenhagen, M.J., Steacy, L. M, & Compton, D. L. (2024). Modeling item-level spelling variance in adults: Providing further insights into lexical quality. Scientific Studies of Reading, 28(2), 120-141.
  • Catts, H.W., Patton Terry, N., Lonigan, C.J., Compton, D.L., Wagner, R.W., Steacy, L.M., Farquharson, K., & Petscher, Y. (in press). Revisiting the definition of dyslexia. Annals of Dyslexia.
  • Kellenberger, M. G., Steacy, L. M., Cooper Borkenhagen, M. J., Dozier, J., & Compton, D. L. (in press). Modeling item-level variance of polysyllabic word reading in developing readers: Exploring semantically related child-, word-, and child-by-word predictors. Journal of Experimental Child Psychology.

Books

  • Rowe, D.W., Jiménez, R.T., Compton, D.L., Dickinson, D.K., Kim, Y., Leander, K.M., & Risko, V.J., (Eds.) (2007). 56th Yearbook of the National Reading Conference. National Reading Conference: Oak Creek, WI.
  • Kim, Y., Risko, V.J., Compton, D.L., Dickinson, D.K., Hundley, M.K., Jiménez, R.T., Leander, K.M., & Rowe, D.W. (Eds.) (2008). 57th Yearbook of the National Reading Conference. National Reading Conference: Oak Creek, WI.
  • Petscher, Y., Schatschneider. C., & Compton, D.L. (Eds). (2013). Applied quantitative analysis in the education and social sciences. New York: Routledge.

Book chapters and reports

  • Compton, D. L., Davis, C. J., DeFries, J. C., Gayan, J., & Olson, R. K. (2001). Genetic and environmental influences on reading and RAN: An overview of results from the Colorado twin study. In M. Wolf (Ed.), Time, fluency, and developmental dyslexia (pp. 277-306). Baltimore, MD: York Press.
  • Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S., Tilly, W., Newman-Gonchar, R, & Hallgren, K. (2008). Response to Intervention (RTI), Reading: A Practice Guide. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/practiceguides.
  • Compton, D.L., Elleman, A.M., Olinghouse, N.G, Lawrence, J., Bigelow, E., Gilbert, J.K., & Davis, N. (2009). The Influence of In-Text Instruction on Declarative Knowledge and Vocabulary Learning in Struggling Readers: How IQ Confounds the Story. In R.K. Wagner, C.
  • Schatschneider, & C. Phythian-Sence (Eds.), Beyond decoding: The behavioral and biological foundations of reading comprehension (pp. 46-71). New York, NY: Gilford Press.
  • Compton, D. L., Elleman, A. M., & Catts, H. W. (2012). Searching for Supplementary Screening Measures to Identify Children at High Risk for Developing Later Reading Problems Assessing. In J. Sabatini, & E. R. Albro (Eds.), Reaching an Understanding: Innovations in How we View Reading Assessment, (pp. 55-80). Lanham, MD: Rowman and Littleford Education.
  • Compton, D. L., Miller, A. C., Gilbert, J. K. & Steacy, L. M. (2013). What Can Be Learned About The Reading Comprehension of Poor Readers Through The Use Of Advanced Statistical Modeling Techniques? In L. E. Cutting, B. Miller, & P. McCardle (Eds.), Unraveling the behavioral, neurobiological, & genetic components of reading comprehension, (pp. 135-147). Baltimore, MD: Brookes Publishing.
  • Connor, C.M., Alberto, P.A., Compton, D. L., O'Connor, R.E. (2014). Improving Reading Outcomes for Students with or at Risk for Reading Disabilities: A Synthesis of the Contributions page 11. Institute of Education Sciences Research Centers (NCSER 2014-3000). Washington, DC: National Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education. This report is available on the IES website at http://ies.ed.gov/.
  • Compton, D. L. (2014). The Contribution of Various Forms of Reader Knowledge to Reading Comprehension Skill. In J. Carroll & K. Saunders (Eds.), The Dyslexia Handbook 2014, (pp. 113-118). Eynsham, Oxford: Berforts Information Press.
  • Compton, D. L., & Steacy, L. M. (2015). Reading Intervention in Perspective: A Thoughtful Analysis. In P. McCardle and C. M. Connor (Eds.), Reading intervention: From research to practice to research, (pp. 249-260). Towson, MD: Brookes Publishers.
  • Compton, D. L. (2016). Exploring the Role of Knowledge Transfer on Passage Comprehension in children with Learning Differences: An Exploratory Study. In V. van Daal & P. Tomalin (Eds.), The Dyslexia Handbook 2016, (pp. 99-102). Bracknell, UK: British Dyslexia Association.
  • Steacy, L. M., Elleman, A. M., & Compton. Opening the "black box" of learning to read: inductive learning mechanisms supporting word-learning development with a focus on interventions for children who struggle to read. Theories of reading development. Amsterdam, The Netherlands: John Benjamins Publishing.

Awards

  • 2016 American Educational Research Association Fellow
  • 2015 International Literacy Association (formerly International Reading Association) Albert Harris Research Award for the following paper: Gilbert, J. K., Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B., Barquero, L. A., & Cho, E. (2013). Efficacy of a first-grade responsiveness-to-intervention prevention model for struggling readers. Reading Research Quarterly, 48, 135-154. The Albert J. Harris Award is given to an article published in refereed professional journal that makes an outstanding contribution to our understanding of prevention or assessment of reading or learning disabilities.
  • Special Education Policy Fellowship, Office of Special Education and Rehabilitative Services and George Washington University.
  • Morissa Gerber Schatz Memorial Scholarship, Northwestern University.

Research grants

  • Compton, D. L. (1996). The role of orthographic redundancy in explaining reading difficulties in children. Funded by Orton Dyslexia Society - Principal Investigator. One year at $5,000. Completed.
  • Compton, D. L. (1997). The relationship between growth rates in precursor literacy skills and word recognition and spelling growth rates in young children with reading disability. Funded by Orton Dyslexia Society - Principal Investigator. One year at $2,500. Completed.
  • Compton, D. L. (2000). Assessing the quality of stored representations in normally developing and reading-disabled children. Funded by Peabody College, Vanderbilt University - Principal Investigator. One year at $4,500. Completed.
  • Compton, D. L. (2001). Modeling reading growth in children with mental retardation. Funded by the Hobbs Society, John F. Kennedy Center, Vanderbilt University - Principal Investigator. One year at $2,000. Completed.
  • Compton, D. L. (2001). Linking decoding instruction, decodable text, and metacognitive instruction to effect strong reading comprehension outcomes for children with disabilities. Funded by U.S. Department of Education, Office of Special Education Programs - Principal Investigator (H324D010003). Three years at $180,000 per year. Completed.
  • Fuchs, D., Reschly, D., Deshler, D., Fuchs, L. S., Compton, D. L., & Mellard, D. (2001). National research center on learning disabilities. Funded by U.S. Department of Education, Office of Special Education Programs - Co-Principal Investigator (H324U010001). Five years at $700,000 per year. Completed.
  • Fuchs, L. S., Fuchs, D., & Compton, D. L. (2003). Understanding/Preventing Math Problem-Solving Disability. Funded by NICHD - Co-Principal Investigator (R01 HD46154-01). Five years at $660,000 per year. Completed.
  • Compton, D. L. (2004). Relating decoding and fluency development in RD children. Funded by NICHD - Principal Investigator (R03 HD045726-01). Two years at $50,000 per year. Completed.
  • Fuchs, D., Berends, M, Fuchs, L. S., Rolle, A., McMaster, K. L., Saenz, L., Schatschneider, C., & Compton, D. L. (2004). Scaling Up Peer-Assisted Learning Strategies to Strengthen Reading Achievement. Funded by IES - Co-Principal Investigator (R305G040104). Five years at $1,100,000 per year. Completed.
  • Compton, D. L., (2005). Evaluating a Multicomponent Reading Comprehension Program Designed to Address the Diverse Needs of Struggling Readers in Late Elementary School. Funded by IES - Principal Investigator (R305G050101). Three years at $370,000 per year. Completed.
  • Compton, D. L., Fuchs, D. & Fuchs, L. S. (2006). Response-to-Intervention as an Approach to Preventing and Identifying Learning Disabilities in Reading. Funded by IES - Principal Investigator (R324G060036). Four years at $400,000 per year. Completed.
  • Fuchs, L. S., Fuchs, D., & Compton, D. L. (2007). Preventing and Understanding Math Disability. Funded by NICHD - Co-Principal Investigator (RO1 HD053714). Five years at $530,000 per year. Completed.
  • Fuchs, D., Fuchs, L. S., & Compton, D. L. (2008). Responsiveness-To-Instruction to Strengthen the Academic Performance of Students with Reading and Math Disabilities. Funded by IES - Co-Principal Investigator (R324A090052). Five years at $750,000 per year. Completed.
  • Fuchs, D., Fuchs, L. S., & Compton, D. L. (2008). RTI for Determining Risk, Providing Prevention, and Identifying Reading Disability. Funded by NICHD - Co-Principal Investigator (RO1 HD056109). Five years at $700,000 per year. Completed.
  • Compton, D. L., Fuchs, D., & Fuchs, L. S. (2010). Predictors and Subtypes of Reading Disabilities: Implications for Instruction of "Late-Emergers". Funded by IES - Principal Investigator (R305A100034). Four years at $325,000 per year. Completed.
  • Fuchs, D., Fuchs, L. S., & Compton, D. L. (2013). Improving Reading and Mathematics Outcomes for Students with Learning Disabilities: Next Generation Intensive Interventions. Funded by IES - Co-Principal Investigator (R324D130003). Five years at $2,000,000 per year. Completed.
  • Compton, D. L., Rueckl, J. G., Pugh, K. R., Frost, S. J., Petscher, Y., & Steacy, L. M. (2017). Experiential and child factors that determine acquisition of orthographic-phonological regularities in a quasi-regular writing system: An integrated behavioral/computational/neurobiological approach. Funded by NICHD - Principal Investigator (LD HUB: P20HD091013). Four years at $636,000 per year. Completed.
  • Compton, D. L., Smith, K, Hughes, J., & Hilliard, A. (2018). Evaluating content area reading instruction professional development: A partnership between Seminole County Public Schools and the Florida Center for Reading Research targeting underperforming adolescent students. Funded by IES - Principal Investigator (R305H180030). Two years at $200,00 per year. Ongoing.
  • Compton, D. L., Rueckl, J. G., Steacy, L. M, Siegelman, N., Petscher, Y., Patton-Terry, N., & Duran, L. (2022). Determinants of phenotypes within the word reading (dis)ability population: The impact of diverse language experiences and child attributes on emerging reading skills. Funded by NICHD - Principal Investigator (LD HUB: P20HD091013). Four years at $536,000 per year. Ongoing.

Appointments and Affiliations

  • Currently serves on the Learning and Communication (LCOM) Study Section of NIH.
  • Past President of the Society for the Scientific Study of Reading

Affiliations include

  • The Council for Exceptional Children Literacy Research Association (formerly National Reading Conference)
  • The International Dyslexia Association (formerly Orton Dyslexia Society)
  • Society for Research in Child Development (expired)
  • Society for the Scientific Study of Reading
  • International Reading Association

Editorial roles

  • Associate Editor (with Editor Karin Landeral and Associate Editor Helene Deacon), Scientific Studies of Reading (2015-present)
  • Editorial Board, Journal of Educational Psychology (2014-present)
  • Editorial Board, Reading Research Quarterly (2015-present)
  • Editorial Board, Journal of Learning Disabilities (2004-present)
  • Editorial Board, Learning Disabilities Quarterly (2002-present)
  • Editorial Board, Learning Disabilities Research & Practice (2004-present)
  • Editorial Board, Scientific Studies of Reading (2002-present)
  • Editorial Board, Exceptional Children (2004-present)
  • Abstract Reviewer, Annual Scientific Studies of Reading Conference (2006-present)
  • Co-Editor (with Chris Schatschneider) Annals of Dyslexia (2006-2010)
  • Co-Editor (with Deborah Wells Rowe, Robert T. Jiménez, David K. Dickinson, Youb Kim, Kevin M. Leander, Victoria J. Risko) National Reading Conference Yearbook (2006-2008)
  • Editorial Board, Journal of Educational Psychology (2003-2008)

International journal review panels

  • Guest Reviewer, Reading Research Quarterly
  • Guest Reviewer, Reading and Writing
  • Guest Reviewer, Journal of Research in Reading
  • Guest Reviewer, Cognitive Brain Research
  • Guest Reviewer, Journal of Applied Behavioral Analysis
  • Guest Reviewer, Journal of Emotional and Behavioral Disorders
  • Guest Reviewer, Science
  • Guest Reviewer, School Psychology Review
  • Guest Reviewer, Journal of School Psychology
  • Guest Reviewer, Reading Psychology
  • Reviewer, Member IES Reading and Writing Standing Panel (2006-2010)
  • Chair, IES Reading for Understanding Grant Review Panel (2010)
  • Reviewer, NICHD Special Emphasis Panel "Research on Adult and Family Literacy"
  • Reviewer, IES Research Grant Review Panel, General Special Education Grants (FY 2007)

Grant agency review panels

  • Past President, Society for the Scientific Study of Reading (2013-2015)
  • President, Society for the Scientific Study of Reading (2011-2013)
  • President Elect, Society for the Scientific Study of Reading (2009-2011)
  • Vice President, Society for the Scientific Study of Reading (2007-2009)
  • Treasurer, Society for the Scientific Study of Reading (1998-2006)
  • AIM Academy Research Advisory Board (2015 - present)
  • Chair, Technical Advisory Committee, IES National Center for Special Education Research (NCSER)
  • Technical Advisor, National Center for Education Evaluation of the Institute of Education Sciences
  • "Supplemental Literacy Interventions in Freshman Academies"
  • Technical Work Group, National Center for Education Evaluation of the Institute of Education
  • Sciences "Teacher Preparation in Early Reading Instruction"
  • Technical Work Group, National Center for Education Evaluation of the Institute of Education
  • Sciences "Response to Intervention (RTI)"
  • Expert Panel Member, NICHD/IRA Committee on "Effective Measurement of Classroom Instruction" (2009)
  • Reviewer, IES National RTI Impact Evaluation (2009)
  • Member, IES Reading Synthesis Panel (2010

Public engagement

  • Associate Director, Florida Center for Reading Research (FCRR), Florida State University, Tallahassee, FL (2015-present)
  • Department Chair, Department of Special Education, Peabody College of Education, Vanderbilt University, Nashville, TN (2012-2015)
  • Director of Graduate Studies, Department of Special Education, Peabody College of Education, Vanderbilt University, Nashville, TN (2010-2012)
  • Investigator, John F. Kennedy Center, Vanderbilt University, Nashville, TN (2001-2015

Invited presentations

  • Compton, D. L., Olson, R. K., Davis, C. J., Gayan, J., & DeFries, J. C. (2000, June). Genetic and environmental influences on reading and RAN. Invited presentation made at the meeting of the National Dyslexia Research Foundation, Crete.
  • Compton, D. L. (2002, July). Using Classification and Regression Tree (CART) analysis to predict early reading and math underachievement. Invited presentation made at the Annual Meeting of the OSEP Research Project Directors, Crystal City, VA.
  • Fuchs, D., Reschly, D., Fuchs, L. S., Compton, D. L., Deshler, D., & Mellard, D. (2002, July). The National Research Center on Learning Disabilities and OSEP's Learning Disabilities Initiative. Invited presentation made at the Annual Meeting of the OSEP Research Project Directors, Crystal City, VA.
  • Compton, D. L. (2002, October). News from the Nation's Capital regarding IDEA reauthorization and learning disabilities. Invited presentation made at the 24th annual meeting of the International Conference on Learning Disabilities, Denver, CO.
  • Fuchs, L. S., Fuchs, D., & Compton, D. L. (2002, October). Response-to-treatment as a method to identify reading-disabled students. Invited presentation made at the OERI and CIERA sponsored meeting on the assessment of reading comprehension, Ann Arbor, MI.
  • Deshler, D., Mellard, D., Fuchs, D., Compton, D. L., Fuchs, L. S., Lane, H., Simmons, D., Kamps, D., & Reschly, D., (2003, July). Research on responsiveness-to-intervention as early intervention and LD identification: What we know and don't know. Invited presentation made at the Annual Meeting of the OSEP Research Project Directors, Washington, D.C.
  • Compton, D. L. (2003, December). Modeling the relationship between growth in decoding skills and RAN. Invited presentation made at the 54th Annual Meeting of the International Dyslexia Society, San Diego, CA.
  • Compton, D. L. (2003, December). RTI: It's all about the nudge. Invited panelist at the Response to Intervention (RTI) Symposium sponsored by the Nation Research Center on Learning Disabilities, Kansas City, MO.
  • Fuchs, D, Fuchs, L. S., Reschly, D., Compton, D. L., Bryant, J., Yen, L., Deshler, D., Mellard, D., & Bradley, R. (2003, March). National Research Center on Learning Disabilities: Experimental, survey, and focus-group research on alternative methods of LD identification. Invited presentation at the 41st annual meeting of the Learning Disabilities Association of America, Atlanta, GA.
  • Danielson, L., Bradley, R., & Compton, D. L. (2004, May). Responsiveness-to-intervention: A new method of identifying students with learning disabilities. Invited presentation made at the Annual Meeting of OSEP State Directors of Special Education Leadership Conference, Washington, D.C.
  • Deshler, D., Mellard, D., & Compton, D. L. (2004, July). National Research Center on Learning Disabilities' Work on Responsiveness-To-Intervention. Invited presentation made at the Annual Meeting of the OSEP Research Project Directors, Washington, D.C.
  • Mellard, D., Fuchs, D., Reschly, D., Fuchs, L. S., Compton, D. L., Deshler, D., & Bradley, R. (2004, March). Alternative methods of learning disabilities identification: Research and practices. Invited presentation at the 42nd annual meeting of the Learning Disabilities Association of America, Reno, NV.
  • Compton, D. L. (2006, March). Responsiveness-to-intervention: A framework for LD prevention and identification. Invited presentation at the annual meeting of the New York Branch of the International Dyslexia Association, New York, NY.
  • Compton, D. L., Bigalow, E., Olinghouse, N. G., Elleman, A., & Lawrence, J. (2006, March). Isolating the effects of metacognitive instruction on the retention of declarative knowledge in struggling readers. Invited presentation made at The Behavioral and Biological Bases of Reading Comprehension Conference, The Florida Center for Reading Research, St. Petersburg, FL. page 13.
  • Compton, D. L. (2006, April). Utilizing CBM to predict placement status. Invited presentation made to the Special Education Strand of the Center on Instruction Response to Intervention Symposium, Austin, TX.
  • Compton, D. L. (2006, April). LD identification within an RTI model: An overview of the tiered service delivery model. Invited presentation made to the National SEA Conference on SLD Determination, Kansas City, MO.
  • Compton, D. L. (2006, November). Data-Based Decision Making in the Context of RTI. Invited presentation made at the NYU Steinhardt Conference on Response to Intervention: What, Why, and How Valid Is It? New York, NY.
  • Compton, D. L. (2007, June). Statistical and Methodological Issues in Special Education. Invited presentation made to the 2007 IES Research Conference, Washington, DC.
  • Compton, D. L. (2007, June). Measuring "Response" in Response to Intervention (RTI). Invited presentation made to the 2007 IES Research Conference, Washington, DC.
  • Compton, D. L. (2007, November). Identifying Children Who Are Unresponsive to Secondary
  • Intervention. Invited presentation made to the 58th annual meeting of the International Dyslexia Association, Dallas, TX.
  • Compton, D. L. (2008, March). Making data-driven decisions within a 3-tier RTI model. Invited presentation at the annual meeting of the New York Branch of the International Dyslexia Association, New York, NY.
  • Compton, D. L. (2008, April). Exploring Validity and Measurement Issues Associated with Using CBM as a Measure of Responsiveness in Response-to-Intervention Models. Joint IES-ETS Conference - Assessing reading in the 21st century conference: Aligning and applying advances in the reading and measurement sciences. Philadelphia, PA.
  • Compton, D. L. (2008, May). The Course of Reading and Mathematics Disability in First Grade: Identifying Latent Class Trajectories and Early Predictors of Follow-up Disability Status. Department of Psychology, Florida State University, Tallahassee, FL.
  • Compton, D. L. (2009, January). Is First-Grade Screening and Early Prevention at the Word Level Sufficient? Department of Human Development, Teachers College. New York, NY.
  • Compton, D. L. (2009, February). Responsiveness-to-Intervention to Prevent and Identify Reading Disabilities: Challenging Key Assumptions. Haskins Laboratories, New Haven, CT.
  • Compton, D. L. (2009, April). Exploring issues of identification and treatment of children with late-emerging reading disabilities from an RTI perspective. Department of Educational Psychology, University of Connecticut, Storrs, CT.
  • Compton, D. L. (2009, May). Exploring Subtypes, Prevalence Rates, and Early Identification of Children Exhibiting 'Late-Emerging' Reading Disability. Department of Educational Psychology, City University of New York, NY, NY. page 14
  • Compton, D. L., & Francis, D. J. (2010, February). You Got Your Data Now What? Analyzing Complex School-based Data: Reading Research with At-risk Populations. MITER Invited Lecture, University of Minnesota, MN.
  • Compton, D. L. (2010, February). Testing the Efficacy of a RTI Approach to Early RD Prevention. MITER Invited Lecture, University of Minnesota, MN.
  • Compton, D. L. (2010, May). Examining the promises and potential hurdles of treatment aligned progress monitoring tools for evaluating response to intervention in developing readers. TIMES Group, University of Houston, TX.
  • Compton, D. L. (2010, August). Early screening for RD: Present successes and future challenges. NICHD Workshop: Defining the Intersection of Reading and Math Disability. NICHD, Bethesda MA.
  • Compton, D. L. (2012, March). Transfer. Invited presentation made to the 2012 IES Principal Investigators Conference, Washington, DC.
  • Compton, D. L. (2012, April). Examining screening issues within a first grade RTI model of reading. Invited presentation made at the Annual Meeting of the Council for Exceptional Children, Denver, CO.
  • Compton, D. L. Miller, A. C., Gilbert, J. C. & Steacy, L. M. (2012, June) What can be learned about the reading comprehension of poor readers through the use of advanced modeling techniques? Invited presentation made at The Extraordinary Brain Series sponsored by The Dyslexia Foundation, Tallinn, Estonia.
  • Compton, D. L. (2012, June) Presidential address. Presidential address made at the annual Society for the Scientific Study of Reading, Hong Kong.
  • Compton, D. L., Fuchs, L. S., Fuchs, D., Seethaler, P., & Shuele, M. (2013, September) Concurrent difficulty with reading comprehension and mathematics problem solving: A role for language comprehension. Society for Research on Educational Effectiveness, Washington, D.C.
  • Compton, D. L. (2010, February). Considering the next generation of interventions for children with reading disabilities. Invited Lecture, Communication Sciences and Disorders Program, Northwestern University, Evanston, IL.
  • Compton, D. L., (2014, March) The Contribution of Various Forms of Reader Knowledge to Reading Comprehension Skill. Keynote Speech, British Dyslexia Association Ninth Annual Meeting, Gilford, England.
  • Compton, D. L., (2014, April) The Contribution of Various Forms of Reader Knowledge to Reading Comprehension Skill. Invited Lecture, Florida Center for Reading Research and Department of Psychology, Florida State University, Tallahassee, FL. page 15
  • Compton, D. L. (2014, June) The week in perspective. A thoughtful analysis? Invited presentation made at The Extraordinary Brain Series sponsored by The Dyslexia Foundation, Horta, Azones.
  • Compton, D. L. (2015, January). RFU impact on theory: Validation, clarification, and extension. Invited presentation at the IES Leadership Team Meeting for the Reading for Understanding Grants, Washington, DC.
  • Compton, D. L. (2015, March). Accelerating chronically unresponsive children to tier 3 instruction: Pushing screening to its (il)logical limit. Invited presentation at the OSEP-IES Intensive Intervention Summit, Washington, DC.
  • Compton, D. L. (2015, May). Do early- and late-emerging reading comprehension difficulties share a common phenotype differentiated by severity? Invited presentation at the Morcom Conference on Reading Disabilities, Tallahassee, FL.
  • Compton, D. L. & Pearson, P. D. (2015, June). Creating a Heuristic for Reading Comprehension Development. Invited presentation at the IES Leadership Team Meeting for the Reading for Understanding Grants, Washington, DC.
  • Compton, D. L. (2015, June). Screening within the school context: Identifying children at-risk for developing reading disabilities. Invited presentation at the Joint Agency (NICHD, IES, & OSPED) Evidence-based and Emerging-evidence Meeting, Washington, DC.
  • Compton, D. L. (2015, October). The Role of context and instruction in the manifestation of learning disorders. Invited presentation to the Committee on the Science and Practice of Learning, appointed by the National Academies of Sciences, Engineering, and Medicine to revise and extend the 2000 report How People Learn, Brain, Mind, Experience, and School, Washington, DC.
  • Compton, D. L. (2015, November). Overview of the hypothesized linkage between exceptional abilities and dyslexia: Considering population and distributional issues. Invited presentation at The Dyslexia Foundation Meeting - Beyond a Reading Disability: Examining the Full Spectrum of Abilities/Disabilities of the Unique Dyslexic Brain, Dedham, MA.
  • Compton, D. L., (2016, March). Exploring the Role of Knowledge Transfer on Passage Comprehension in children with Learning Differences: An Exploratory Study. Keynote Speech, British Dyslexia Association Tenth Annual Meeting, Oxford, England.
  • Compton, D. L., (2016, March). From the Printing to Twitter: An Exploratory Study Examining the Role of Knowledge Transfer on Passage Comprehension in children with Learning Differences. Keynote Speech, Fourth Annual Meeting of the AIM Institute Research to Practice Symposium, Conshohocken, Pennsylvania.
  • Compton, D. L., (2016, May). Reading Interventions During the Early Years. Moderator, National Symposium on Reading for Understanding, Alexandria, Virginia.
  • Compton, D. L. (2017, November). Unresponsiveness to tier 2 reading intervention: Exploring the classification and profiles of adequate and inadequate responders to intervention. Paper presented at the 68th Annual Conference of the International Dyslexia Association, Atlanta, Georgia.
  • Compton, D. L., Steacy, L. M., Petscher, Y., Elliott, J. D., Smith, K., Rueckl, J., Sawi, O. Frost, S. & Pugh K. (2018, July). Exploring the role of phonological awareness and attention as mediators of the statistical learning-word reading relationship in developing readers. Paper presented at the Twenty-Fifth Annual Meeting of the Society for the Scientific Study of Reading, Brighton, England.
  • Compton, D. L. (2018, July). Academic language and academic vocabulary: Theory, instruction, and text. Discussion presented at the Twenty-Fifth Annual Meeting of the Society for the Scientific Study of Reading, Brighton, England.
  • Steacy, L. M., Compton, D. L., Petscher, Y., Elliott, J.D., Smith, K., Rueckl, J.G., Sawi, O., Frost, S.J., & Pugh, K. (2018, July). Development and prediction of context-dependent vowel pronunciation in elementary readers. Paper presented at the Twenty-Fifth Annual Meeting of the Society for the Scientific Study of Reading, Brighton, England.
  • Gutiérrez, N., Steacy, L. M., & Compton, D. L., (2018, July). Early reading and cognitive profiles of comorbid word reading and math calculation difficulties. Poster presented at the Twenty-Fifth Annual Meeting of the Society for the Scientific Study of Reading, Brighton, England.
  • Steacy, L. M., Wade-Woolley, L. Rueckl, J. G., & Compton, D. L. (2019, July). The role of set for variability in irregular word reading: word- and child-predictors in typically developing readers and students at-risk for reading disabilities. Paper presented at the Twenty-Sixth Annual Meeting of the Society for the Scientific Study of Reading, Toronto, Canada.
  • Rigobon, V., Weiner, J., Abes, D., Steacy, L.M., & Compton, D. L. (2019, July). Bilinguals' orthographic representations: how does shared cognate knowledge contribute to accurate English word spelling? Poster presented at the Twenty-Sixth Annual Meeting of the Society for the Scientific Study of Reading, Toronto, Canada.
  • Gutiérrez, N., Rigobon, V., Weiner, J., Abes, D.,Steacy, L. M., & Compton, D. L., (2019, July). Early literacy profile: a latent profile analysis with distal outcome. Poster presented at the Twenty-Sixth Annual Meeting of the Society for the Scientific Study of Reading, Toronto, Canada.
  • Compton, D.L., Steacy, L.M., Rueckl, J. G., Petscher, Y., Rigobon, V. M., Edwards, A. A., Abes, D., Smith, K., & Marencin, N. C. (2021, July). Evaluating the effects of short-term word exposures on the reading of nonwords with variable vowels: A look at initial results. Poster presented at the twenty-eighth annual meeting of the Society of Scientific Study of Reading, Virtual Conference.
  • Marencin, N., Gutiérrez, N., Rigobon, V., Raines, R., Bell, L., Abes, D., Edwards, A., Steacy, L., & Compton, D., (2021, July). Exploring Continuous Measures of Complex Word Misspellings in Adults: A Latent Profile Analysis. Poster presented at the twenty-eighth annual meeting of the Society of Scientific Study of Reading, Virtual Conference.
  • Rigobon, V. M., Gutiérrez, N., Edwards, A. A., Marencin, N., Bell, L. R., Abes, D., Himelhoch, C. C., Diaz, K., Steacy, L. M., & Compton D. L. (2021, July). Unique Predictors of Irregular Word Spelling in Adults. Paper presented at the Twenty-Eighth Annual Meeting of the Society for the Scientific Study of Reading, Virtual.
  • Gutiérrez, N., Rigobon, V. M., Marencin, N., Bell, L. R., Edwards, A. A., Abes, D., Steacy, L. M., & Compton D. L. (2021, July). The role of the schwa in the quality of adult's lexical representation. Paper presented at the Twenty-Eighth Annual Meeting of the Society for the Scientific Study of Reading, Virtual.
  • Edwards, A. A., Steacy, L. M., Sieglman, N., Rigobon, V. M., Kearns D. M., Rueckl, J, G., & Compton D. L. (2021, July). Unpacking the unique relationship between set for variability and word reading development: Examining word- and child-level predictors of performance. Poster presented at the Twenty-Eighth Annual Meeting of the Society for the Scientific Study of Reading, Virtual.
  • Steacy, L., Edwards, A., Marencin, N., Gutierrez, N., Rueckl, J., Siegelman, N., Rigobon, V., & Compton, D., (2022, July 15). An Introduction to Set for Variability. In Rigobon, V. (Chair), Examining set for variability in word reading and spelling [Symposium] Society for the Scientific Study of Reading Annual Meeting, Newport Beach, CA, United States.
  • Edwards, A., Rigobon, V., Steacy, L., Siegelman, N., Rueckl, J., & Compton, D., (2022, July 15). The importance of SfV in word reading under conditions that may lead to partial decoding. In Rigobon, V. (Chair), Examining set for variability in word reading and spelling [Symposium] Society for the Scientific Study of Reading Annual Meeting, Newport Beach, CA, United States.
  • Gutierrez, N., Rigobon, V., Marencin, N., Steacy, L., & Compton, D., (2022, July 15). SfV as a general and item-level predictor of reading and spelling performance. In Rigobon, V. (Chair), Examining set for variability in word reading and spelling [Symposium] Society for the Scientific Study of Reading Annual Meeting, Newport Beach, CA, United States.
  • Rigobon, V., Edwards, A., Steacy, L., & Compton, D., (2022, July 15). Is SfV a purely phonological measure? In Rigobon, V. (Chair), Examining set for variability in word reading and spelling [Symposium] Society for the Scientific Study of Reading Annual Meeting, Newport Beach, CA, United States.
  • Marencin, N., Compton, D., Steacy, L., Edwards, A., & Rigobon, V. M., (2022, July 15). Exploring the impact of set for variability in reading instruction. In Rigobon, V. (Chair), Examining set for variability in word reading and spelling [Symposium] Society for the Scientific Study of Reading Annual Meeting, Newport Beach, CA, United States.
  • Compton, D. L., Steacy, L., Rueckl, J., Siegelman, N., Petscher, Y., Patton-Terry, N., & Duran, L. (2023, July 21). Introducing the developmental English Lexicon Project (d-ELP). Poster presented at the Thirtieth Annual Meeting of the Society for the Scientific Study of Reading, Port Douglas, Australia.
  • Steacy, L., Compton, D., Edwards, A., Rigobon, V. M., Marencin, N., Gutierrez, N., Kellenberger, M., & Dozier, J. (2023, July 22). Examining the set for variability-word reading relationship across grade and word complexity. Paper presented at the Thirtieth Annual Meeting of the Society for the Scientific Study of Reading, Port Douglas, Australia.
  • Marencin, N., Norris, C., Vasile, R., Steacy, L., & Compton, D. L. (2023, July 21). Examining the effect of "sight word" instruction on irregular word reading and spelling: A combined single-case and between-group meta-analysis. Poster presented at the Thirtieth Annual Meeting of the Society for the Scientific Study of Reading, Port Douglas, Australia.
  • Rigobon, V. M., Gutierrez, N., & Compton, D. L. (2023, July 22). Investigating cognate effects in English word spelling among bilingual adults. Paper presented at the Thirtieth Annual Meeting of the Society for the Scientific Study of Reading, Port Douglas, Australia.
  • Steacy, L. M., Kellenberger, M., Dozier, J., Edwards, A., Marencin, N., & Compton, D. L. (2023, October). Project WORDY: Exploring instructional supports for students learning to read complex words. Poster presented at the meeting of the International Dyslexia Association, Columbus, OH.
  • Dozier, J., Kellenberger, M., Steacy, L. M., Compton, D. L. (2023, October). Predictors of morphological awareness in elementary students with and without dyslexia. Poster presented at the meeting of the International Dyslexia Association, Columbus, OH.
  • Kellenberger, M., Dozier, J., Steacy, L. M., Compton, D. L. (2023, October). Predictors of set for variability in elementary students with and without dyslexia. Poster presented at the meeting of the International Dyslexia Association, Columbus, OH.
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