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Direct linkBouton, Bobette; McConnell, John R.; Barquero, Laura A.; Gilbert, Jennifer K.; Compton, Donald L. – Learning Disabilities Research & Practice, 2018
This quasi-experimental study explored a response-to-intervention (RTI) design in which Tiers 2 and 3 were inverted for the most at-risk first grade students in reading intervention in seven classrooms (n = 24) across two culturally diverse schools. These students were matched using propensity scores and compared to a second group of first grade…
Descriptors: Response to Intervention, Quasiexperimental Design, At Risk Students, Grade 1
Zumeta, Rebecca O.; Compton, Donald L.; Fuchs, Lynn S. – Exceptional Children, 2012
This study assessed the effects of sampling breadth on technical features of word identification fluency (WIF), a tool for screening and monitoring the reading development of first graders. From a potential pool of 704 first-grade students, the authors measured both a representative sample (n = 284) and 2 other subgroups: those with low reading…
Descriptors: Grade 1, Reading Achievement, Word Lists, Academic Achievement
Lemons, Christopher J.; Key, Alexandra P. F.; Fuchs, Douglas; Yoder, Paul J.; Fuchs, Lynn S.; Compton, Donald L.; Williams, Susan M.; Bouton, Bobette – Learning and Individual Differences, 2010
The purpose of this study was to determine if event-related potential (ERP) data collected during three reading-related tasks (Letter Sound Matching, Nonword Rhyming, and Nonword Reading) could be used to predict short-term reading growth on a curriculum-based measure of word identification fluency over 19 weeks in a sample of 29 first-grade…
Descriptors: Reading Strategies, Diagnostic Tests, Reading Skills, Task Analysis
Compton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S.; Elleman, Amy M.; Gilbert, Jennifer K. – Learning and Individual Differences, 2008
The purpose of this study was to examine (1) the stability of latent classes associated with reading disability (RD) and typical development (TD) across time, (2) the importance of speeded word recognition as a latent class indicator of RD and TD, and (3) possible early indicators of students with late-emerging RD. Analyses were based on a…
Descriptors: Listening Comprehension, Reading Fluency, Sight Vocabulary, Word Recognition
Download full textConnor, Carol M.; Alberto, Paul A.; Compton, Donald L.; O'Connor, Rollanda E. – National Center for Special Education Research, 2014
Reading difficulties and disabilities present serious and potentially lifelong challenges. Children who do not read well are more likely to be retained a grade in school, drop out of high school, become a teen parent, or enter the juvenile justice system. Building on the extant research and seminal studies, including the National Reading Panel and…
Descriptors: Reading Difficulties, Learning Disabilities, Reading Skills, At Risk Students
