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D-Index & Metrics

Psychology

D-Index
55
Citations
15124
World Ranking
4341
National Ranking
2416

Research.com Recognitions

  • 2016 - Fellow of the American Educational Research Association

Overview

Donald L. Compton is affiliated with Florida State University in the United States. Their research primarily lies at the intersection of psychology and education, with notable contributions in developmental and educational psychology as well as cognitive neuroscience. Their work spans the fields of reading and literacy development, cognitive and developmental aspects of mathematical skills, and language development and disorders.

Compton's recent scholarly output includes multiple peer-reviewed papers published in recognized journals. Among these are:

  • How the Science of Reading Informs 21st-Century Education (2020, Reading Research Quarterly)
  • Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills (2020, Journal of Memory and Language)
  • Revisiting the definition of dyslexia (2024, Annals of Dyslexia)
  • Unpacking the unique relationship between set for variability and word reading development: Examining word- and child-level predictors of performance (2021, Journal of Educational Psychology)
  • Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade: Informing Developmental Trajectories of Children With Dyslexia (2020, Child Development)

The publication venues where Compton has frequently contributed include Scientific Studies of Reading, Annals of Dyslexia, Mind Brain and Education, Reading Research Quarterly, and Learning Disability Quarterly. These venues reflect a sustained engagement with topics related to reading research and learning disabilities.

Frequent collaborators in Compton's research include Laura M. Steacy, Ashley A. Edwards, Valeria M. Rigobon, Jay G. Rueckl, and Yaacov Petscher. Collaborative work with these coauthors indicates a multidisciplinary approach that bridges educational psychology, cognitive science, and language development domains.

In terms of subfields, Compton has concentrated on developmental and educational psychology, statistics and probability, education, cognitive neuroscience, and experimental and cognitive psychology. These areas underline a methodological and theoretical commitment to understanding learning processes and cognitive development underlying literacy and mathematical skills.

Compton's core research topics are focused on:

  • Reading and literacy development
  • Cognitive and developmental aspects of mathematical skills
  • Language development and disorders
  • Writing and handwriting education
  • Neurobiology of language and bilingualism
  • Educational and psychological assessments
  • Text readability and simplification

Among professional recognitions, Compton was awarded the title of Fellow of the American Educational Research Association in 2016. This distinction highlights a level of professional acknowledgment within the educational research community.

Best Publications

  • Quality Indicators for Group Experimental and Quasi-Experimental Research in Special Education:

    Russell Gersten;Lynn S. Fuchs;Donald Compton;Michael Coyne

  • The Prevention, Identification, and Cognitive Determinants of Math Difficulty.

    Lynn S. Fuchs;Donald L. Compton;Douglas Fuchs;Kimberly Paulsen

  • The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems

    Lynn S. Fuchs;Douglas Fuchs;Donald L. Compton;Sarah R. Powell

  • Smart RTI: A Next-Generation Approach to Multilevel Prevention

    Douglas Fuchs;Lynn S. Fuchs;Donald L. Compton

  • The Impact of Vocabulary Instruction on Passage-Level Comprehension of School-Age Children: A Meta-Analysis

    Amy M. Elleman;Endia J. Lindo;Paul Morphy;Donald L. Compton

  • Selecting At-Risk Readers in First Grade for Early Intervention: A Two-Year Longitudinal Study of Decision Rules and Procedures

    Donald L. Compton;Douglas Fuchs;Lynn S. Fuchs;Joan D. Bryant

  • Responding to Nonresponders: An Experimental Field Trial of Identification and Intervention Methods:

    Kristen L. McMaster;Douglas Fuchs;Lynn S. Fuchs;Donald L. Compton

  • Identifying Reading Disabilities by Responsiveness-to-instruction: Specifying Measures and Criteria.

    Douglas Fuchs;Lynn S. Fuchs;Donald L. Compton

  • Rethinking Response to Intervention at Middle and High School.

    Lynn S. Fuchs;Douglas Fuchs;Donald L. Compton

  • Understanding, Educating, and Supporting Children With Specific Learning Disabilities: 50 Years of Science and Practice

    Elena L. Grigorenko;Donald L. Compton;Lynn S. Fuchs;Richard K. Wagner

  • Monitoring Early Reading Development in First Grade: Word Identification Fluency versus Nonsense Word Fluency

    Lynn S. Fuchs;Douglas Fuchs;Donald L. Compton

  • Prevalence and Nature of Late-Emerging Poor Readers.

    Hugh W. Catts;Donald L. Compton;J. Bruce Tomblin;Mindy Sittner Bridges

  • Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities

    Lynn S. Fuchs;David C. Geary;Donald L. Compton;Douglas Fuchs

  • Does Early Reading Failure Decrease Children's Reading Motivation?

    Paul L. Morgan;Douglas Fuchs;Donald L. Compton;David S. Cordray

  • The Cognitive and Academic Profiles of Reading and Mathematics Learning Disabilities

    Donald L. Compton;Lynn S. Fuchs;Douglas Fuchs;Warren Lambert

  • Selecting At-Risk First-Grade Readers for Early Intervention: Eliminating False Positives and Exploring the Promise of a Two-Stage Gated Screening Process

    Donald L. Compton;Douglas Fuchs;Lynn S. Fuchs;Bobette Bouton

  • Mathematics Screening and Progress Monitoring at First Grade: Implications for Responsiveness to Intervention

    Lynn S. Fuchs;Douglas Fuchs;Donald L. Compton;Joan D. Bryant

  • Modeling the Relationship between Growth in Rapid Naming Speed and Growth in Decoding Skill in First-Grade Children.

    Donald L. Compton

  • Are RAN- and phonological awareness-deficits additive in children with reading disabilities?

    Donald L. Compton;John C. Defries;Richard K. Olson

  • Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: findings from the first-grade longitudinal reading study of the National Research Center on Learning Disabilities

    Douglas Fuchs;Donald L. Compton;Lynn S. Fuchs;Joan Bryant

  • Applied Quantitative Analysis in Education and the Social Sciences

    Yaacov Petscher;Christopher Schatschneider;Donald L. Compton

Frequent Co-Authors

Lynn S. Fuchs
Lynn S. Fuchs Vanderbilt University
Douglas Fuchs
Douglas Fuchs Vanderbilt University
Carol L. Hamlett
Carol L. Hamlett Vanderbilt University
Yaacov Petscher
Yaacov Petscher Florida State University
Kate Cain
Kate Cain Lancaster University
Rauno Parrila
Rauno Parrila Macquarie University
David C. Geary
David C. Geary University of Missouri
Kenneth R. Pugh
Kenneth R. Pugh Haskins Laboratories
Christopher Schatschneider
Christopher Schatschneider Florida State University
Richard K. Olson
Richard K. Olson University of Colorado Boulder

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