Curriculum Vitae Donald L. Compton February 05, 2017 General Information



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Curriculum Vitae
Donald L. Compton
February 05, 2017

General Information
University address: Department of Psychology
College of Arts and Sciences
1107 West Call Street
Florida State University
Tallahassee, Florida 32306-4301
Phone: 850-644-9080

E-mail address: dcompton@fcrr.org



Professional Preparation
1993 Ph.D., Northwestern University. Major: Communication Disorders and Learning Disabilities.
1986 M.S., Northwestern University. Major: Chemical Engineering.
1983 B.S., University of Michigan. Major: Chemical Engineering. Cum Laude.

Professional Credential(s)
1990–2000 Illinois Type 10 Certification in Learning Disabilities.

Professional Experience
2016–present Director Florida Center For Reading Research, Florida Center for Reading Research, Florida State University.
2015–present Associate Director Florida Center for Reading Research, Florida Center for Reading Research, Florida State University.
2015–present Professor, Department of Psychology, Florida State University.
2015–present Professor, Curriculum and Instruction, Florida State University.
2012–2015 Chair, Department of Special Education, Vanderbilt University.
2012–2015 Professor, Department of Special Education, Vanderbilt University.
2010–2012 Director of Graduate Studies, Department of Special Education, Vanderbilt University.
2006–2012 Associate Professor, Department of Special Education, Vanderbilt University.
2000–2006 Assistant Professor, Department of Special Education, Vanderbilt University.
1995–1999 Assistant Professor, Special Education Program, Department of Curriculum and Instruction, University of Arkansas.
1990–1995 LD Resource Teacher, School District 69, Thomas Edison Elementary School.
1989–1990 Clinical Lecturer in Learning Disabilities, Northwestern University.
1988–1989 Intern, Office of Special Education and Rehabilitative Services, George Washington University.
1986–1987 Secondary School Teacher, Reading and Mathematics, Landmark School.

Honors, Awards, and Prizes
Albert Harris Research Award, International Literacy Association (2015).

Morissa Gerber Schatz Memorial Scholarship, Northwestern University (1989).



Elected Fellow Status
Elected as a Fellow of American Educational Research Association (2016).

Fellowship(s)
Special Education Policy Fellowship, Office of Special Education and Rehabilitative Services & George Washington University (1988).

NICHD Post-Doctoral Research Fellowship (1999–2000).



Current Membership in Professional Organizations
International Reading Association

Literacy Research Association

Society for the Scientific Study of Reading

The American Educational Research Association

The Council for Exceptional Children

The International Dyslexia Association



Teaching
Courses Taught
HONORS Dyslexia (PSY4930)

Selected Research Topics (PSY5916)

The Language Bases of Reading, Writing, and Mathematics Disabilities (SPED2840)

The Language Bases of Reading, Writing, and Mathematics Disabilities (SPED3835)

Doctoral Professional Seminar II (SPED3011)

Readings in Special Education (SPED3900)

Hierarchical Linear Modeling in Educational Research (SPED3930)

Advanced Instructional Procedures in Mild/Moderate Disabilities (SPED3840)

Instructional Procedures in Reading Mild/Moderate Disabilities (SPED2830)

Advanced Trends & Issues in Learning Disabilities (SPED3800)



Doctoral Committee Member
McIlraith, A. L., doctoral candidate.

Peters, R. E., doctoral candidate.



Yun, J., doctoral candidate.

Research and Original Creative Work
Publications
Refereed Journal Articles
Cho, E., & Compton, D. L. (submitted). Does phonics instruction propagate long-term word reading development? A meta-analytic review. Manuscript submitted for publication.
Collins, A. A., Compton, D. L., Gilbert, J. K., & Lindstrom, E. R. (submitted). Performance variations across reading comprehension assessments: Examining the unique contributions of response format, text genre, and child skills. Reading Research Quarterly. Manuscript submitted for publication.
Elleman, A. M., Olinghouse, N. G., Gilbert, J. K., Compton, D. L., & Spencer, J. L. (submitted). Developing content knowledge in struggling readers: An examination of differential instruction and age effects. Elementary School Journal. Manuscript submitted for publication.
Elleman, A. M., & Compton, D. (in press). Beyond comprehension strategy instruction: What's next? Language, Speech, and Hearing Services in Schools, 10 pages.
Elleman, A. M., Ollinghouse, N., Gilbert, J. K., Compton, D., & Spencer, J. L. (in press). Developing content knowledge in struggling readers: Differential effects of strategy instruction for younger and older elementary students. Elementary School Journal, 10 pages.
Elleman, A. M., Steacy, L. M., Olinghouse, N. G., & Compton, D. L. (in press). Examining child by word characteristics in vocabulary learning of struggling readers. Scientific Studies of Reading, 10 pages.
Gillespie-Rouse, A., Graham, S., & Compton, D. L. (in press). Writing to learn in science: Effects on fourth-grade students' understanding of balance. The Journal of Educational Research.
Cho, E., Compton, D. L., Gilbert, J. K., Steacy, L. M., Collins, A. A., & Lindstrom, E. R. (2017). Development of first-graders' word reading skills: For whom can dynamic assessment tell us more? Journal of Learning Disabilities, 50, 95-112.
Steacy, L. M., Kearns, D. M., Gilbert, J. K., Compton, D. L., Cho, E., Lindstrom, E. R., & Collins, A. A. (2017). Exploring individual differences in irregular word recognition among children with early-emerging and late-emerging word reading difficulty. Journal of Educational Psychology, 109, 51-69.
Compton, D., & Pearson, D. (2016). Identifying robust variations associated with reading comprehension skill: The search for pressure points. Journal of Research on Educational Effectiveness, 9, 223-321.
Fuchs, L., Geary, D., Fuchs, D., Compton, D., & Hamlett, C. (2016). Pathways to third-grade calculation versus word-reading competence: Are they more alike or different? Child Development, 87, 223-231.
Gilbert, J., Petscher, Y., Compton, D., & Schatschneider, C. (2016). Consequences of mis-specifying levels of variance in cross-classified longitudinal data structures. Frontiers in Psychology, Section Educational Psychology, 7, 1-13. Retrieved from http://journal.frontiersin.org/article/10.3389/fpsyg.2016.00695/full
Kearns, D. M., 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.
Peng, P., Namkung, J., Fuchs, D., Fuchs, L. S., Patton, S., Yen, L., Compton, D., Zhang, W. J., Miller, A., & Hamlett, C. (2016). A longitudinal study on predictors of early calculation development among young children at risk for learning difficulties. Journal of Experimental Child Psychology, 152, 221-241.
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.
Seethaler, P. M., Fuchs, L. S., Fuchs, D., & Compton, D. L. (2016). 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, 117, 171-191.
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. Scientific Studies of Reading, 20, 283-295.
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.
Fuchs, L. S., Fuchs, D., Compton, D. L., Hamlett, C. L., & Wang, A. Y. (2015). Is word-problem solving a form of text comprehension? Scientific Studies of Reading, 19(3), 204-223.
Fuchs, L. S., Fuchs, D., Compton, D. L., Wehby, J. H., Schumacher, R. F., Gersten, R., & Jordan, N. C. (2015). Inclusion versus specialized intervention for very low-performing students: What does access mean in an era of academic challenge? Exceptional Children, 81(2), 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(4), 443-470.
Cho, E., Compton, D. L., Fuchs, D., Fuchs, L. S., & Bouton, B. (2014). Examining the predictive validity of a dynamic assessment of decoding to forecast response to tier 2 intervention. Journal of Learning Disabilities, 47(5), 409-423.
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. L., & Hamlett, C. L. (2014). Sources of individual differences in emerging competence with numeration understanding versus multidigit calculation skill. Journal of Educational Psychology, 106(2), 482-498.
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(4), 990-1006.
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.
Miller, A. C., Fuchs, D., Fuchs, L. S., Compton, D. L., Kearns, D., Zhang, W., Yen, L., Patton, S., & Kirchner, 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(3), 232-249.
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.
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(4), 255-273.
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 to tier 2 reading intervention: Exploring the classification and profiles of adequate and inadequate responders in first grade. Learning Disabilities Quarterly, 37(4), 192-203.
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, 46(6), 534-548.
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(2), 135-154.
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.
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.
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(3), 204-216.
Fuchs, D., Compton, D. L., Fuchs, L. S., Hamlett, C. L., & Lambert, W. (2012). First-grade cognitive abilities as long-term predictors of reading comprehension and disability status. Journal of Learning Disabilities, 45(3), 217-231.
Fuchs, D., Fuchs, L. S., & Compton, D. L. (2012). Smart RTI: A next-generation approach to multi-level prevention. Exceptional Children, 78(3), 263-279.
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(5), 1315-1326.
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.
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.
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(2), 201-220.
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(3), 288-301.
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(4), 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(4), 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(4), 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(2), 489-507.
Wagner, R. K., & Compton, D. L. (2011). Dynamic assessment and its implications for RTI models. Journal of Learning Disabilities, 44(4), 311-312.
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(2), 327-340.
Davis, N., Fan, Q., Compton, D. L., Fuchs, D., Fuchs, L. S., Cutting, L. E., Anderson, A. W., & Gore, J. C. (2010). Influences of neural pathway integrity in children's response to reading instruction. Frontiers of Systems Neuroscience, 4(150), 11 pages.
Fuchs, L. S., Fuchs, D., & Compton, D. L. (2010). Rethinking response to intervention at middle and high school. School Psychology Review, 39, 22-28.
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(5), 1520-1533.
Fuchs, L. S., Geary, D. C., Compton, D. L., Fuchs, D., Hamlett, C. L., Seethaler, P. M., Bryant, J. V., & Schatschneider, C. (2010). Do different types of school mathematics development depend on different constellations of numerical and general cognitive abilities? Developmental Psychology, 46(6), 1731-1746.
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(4), 315-342.
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(3), 158-166.

Edited Books
Petscher, Y., Schatschneider, C., & Compton, D. L. (Eds.). (2013). Applied quantitative analysis in the education and social sciences. New York, NY: Routledge.

Refereed Reports
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 from the Institute of Education Sciences Research Centers (NCSER 2014-3000). Washington, D. C.: National Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education.

Nonrefereed Book Chapters
Steacy, L. M., Elleman, A. M., & Compton, D. L. (in press). Opening the "black box" of learning to read: Inductive learning mechanisms supporting word reading and comprehension development with a focus on interventions for children who struggle to read. In Theories of reading development. Amsterdam, The Netherlands: John Benjamins Publishing.
Compton, D. L., & Steacy, L. M. (2015). Reading intervention in perspective: A thoughtful analysis. In P. McCardle, & C. M. O'Connor (Eds.), Reading intervention: From research to practice to research (pp. 249-260). Towson, MD: Brookes Publishers.
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., 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.
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. 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.

Presentations
Refereed Papers at Conferences
Steacy, L. M., Compton, D. L., & Elleman, A. M. (presented 2015, July). Examining the promise of a treatment aligned assessment tool for evaluating response in children with RD: An item-level analysis. Paper presented at the Twenty-second Annual Meeting of the Society for the Scientific Study of Reading, Society for the Scientific Study of Reading, Hawaii. (International)
Compton, D. L., Toste, J. R., Fuchs, D., Fuchs, L. S., Gilbert, J. K., & Cho, E. (presented 2015, March). Understanding unresponsiveness to tier-2 reading intervention: Exploring the classification and profiles of adequate and inadequate responders in first grade. Paper presented at the Annual Meeting of the Society for Research on Educational Effectiveness, Society for Research on Educational Effectiveness, Washington, D. C. (International)
Fuchs, D., Peng, P., Elleman, A. M., Kearns, D., Fuchs, L. S., Compton, D. L., & Patton, S. (presented 2015, March). Exploring the value of working memory training when combined with skills-based instruction in reading comprehension for young at-risk students. Paper presented at the Annual Meeting of the Society for Research on Educational Effectiveness, Society for Research on Educational Effectiveness, Washington, D. C. (International)
Fuchs, D., Fuchs, L. S., Compton, D. L., Elleman, A. M., Kearns, D., Peng, P., Miller, A. C., & Steacy, L. M. (presented 2014, July). Randomized control trial of the value of cognitive training in a reading comprehension program for poor readers in first grade. Paper presented at the Twenty-first Annual Meeting of the Society for the Scientific Study of Reading, Society for the Scientific Study of Reading, Santa Fe, NM. (International)
Fuchs, L. S., Fuchs, D., & Compton, D. L. (presented 2014, July). Cognitive predictors of comprehending math word problems and informational texts. Paper presented at the Twenty-first Annual Meeting of the Society for the Scientific Study of Reading, Society for the Scientific Study of Reading, Santa Fe, NM. (International)
Lindstrom, E. R., Steacy, L. M., Elleman, A. M., & Compton, D. L. (presented 2014, July). Child and word predictors of vocabulary acquisition during text reading among struggling readers. Paper presented at the Twenty-first Annual Meeting of the Society for the Scientific Study of Reading, Society for the Scientific Study of Reading, Santa Fe, NM. (International)
Steacy, L. M., Compton, D. L., Lindstrom, E. R., & Miller, A. C. (presented 2014, July). Cognitive characteristics and text features as predictors of reading comprehension. Paper presented at the Twenty-first Annual Meeting of the Society for the Scientific Study of Reading, Society for the Scientific Study of Reading, Santa Fe, NM. (International)
Steacy, L. M., & Compton, D. L. (presented 2014, April). Improving the lexicon of sight words of at-risk first graders in one large urban school district. Paper presented at the Annual Meeting of the Council for Exceptional Children, Council for Exceptional Children, Philadelphia, PA. (International)
Compton, D. L., Miller, A. C., Elleman, A. M., Steacy, L. M., Gilbert, J. K., Lindstrom, E., & Collins, A. (presented 2014, February). The determinants of comprehension skill in developing readers: On the overwhelming influence of general knowledge and passage-specific familiarity on passage comprehension. Paper presented at the Twenty-second Annual Meeting of the Pacific Coast Research Conference, Pacific Coast Research Conference, La Jolla, CA. (International)
Kearns, D. M., Fuchs, D., Compton, D. L., Fuchs, L. S., Stuebing, K. K., & Patton, S. A. (presented 2011, July). Describing the cognitive correlates of reading disability. Paper presented at the Eighteenth Annual Meeting of the Society for the Scientific Study of Reading, Society for the Scientific Study of Reading, St. Pete Beach, FL. (International)
Compton, D. L., Fuchs, D., Fuchs, L. S., Gilbert, J. K., Jenkins, J. R., Cho, E., & Barquero, L. A. (presented 2011, February). Accelerating chronically unresponsive children to tier 3 instruction: Pushing screening to its (il)logical limit. Paper presented at the Nineteenth Annual Meeting of the Pacific Coast Research Conference, Pacific Coast Research Conference, Coronado, CA. (International)

Invited Keynote and Plenary Presentations at Conferences
Compton, D. L. (presented 2014, March). The contribution of various forms of reader knowledge to reading comprehension skill. Keynote presentation at the Annual Meeting of the British Dyslexia Association, British Dyslexia Association, United Kingdom. (International)
Compton, D. L. (presented 2012, June). Presidential Address. Keynote presentation at the Annual Meeting of the Society for the Scientific Study of Reading, Society for the Scientific Study of Reading, Hong Kong. (International)

Invited Presentations at Conferences
Compton, D. L. (presented 2015, June). Screening within the school context: Identifying children at-risk for developing reading disabilities. Presentation at Evidence-Based and Emerging-Evidence Meeting, National Institute of Child Health and Human Development, Institute of Education Sciences, and Office of Special Education Programs, Washington, D. C. (Regional)
Compton, D. L., & Pearson, P. D. (presented 2015, June). Creating a heuristic for reading comprehension development. Presentation at Leadership Team Meeting for the Reading for Understanding Grants, Institute of Education Sciences, Washington, D. C. (Regional)
Compton, D. L. (presented 2015, May). Do early- and late-emerging reading comprehension difficulties share a common phenotype differentiated by severity? Presentation at Morcom Conference on Reading Disabilities, Florida State University, Tallahassee, FL. (Regional)
Compton, D. L. (presented 2015, March). Accelerating chronically unresponsive children to tier 3 instruction: Pushing screening to its (il)logical limit. Presentation at Intensive Intervention Summit, Office of Special Education Programs and Institute of Education Sciences, Washington, D. C. (Regional)
Compton, D. L. (presented 2015, January). RFU impact on theory: Validation, clarification, and extension. Presentation at Leadership Team Meeting for the Reading for Understanding Grants, Institute of Education Sciences, Washington, D. C. (Regional)
Compton, D. L. (presented 2012, April). Examining screening issues within a first grade RTI model of reading. Presentation at the Annual Meeting of the Council for Exceptional Children, Council for Exceptional Children, Denver, CO. (Regional)
Compton, D. L. (presented 2012, March). Transfer. Presentation at Principal Investigators Meeting, Institute of Education Sciences, Washington, D. C. (Regional)

Invited Presentations at Symposia
Compton, D. L. (presented 2014, June). The week in perspective: A thoughtful analysis? In The Extraordinary Brain. Presentation at the meeting of The Dyslexia Foundation, Portugal. (International)
Compton, D. L., Fuchs, L. S., Fuchs, D., Seethaler, P. M., & Shuele, M. (presented 2013, September). Concurrent difficulty with reading comprehension and mathematics problem solving: A role of language comprehension. In Transdisciplinary Approaches to Understudied Populations with Learning Disabilities. Presentation at the meeting of Society for Research on Educational Effectiveness, Washington, D. C. (Regional)
Compton, D. L., Miller, A. C., Gilbert, J. K., & Steacy, L. M. (presented 2012, June). What can be learned about the reading comprehension of poor readers through the use of advanced modeling techniques? In The Extraordinary Brain Series. Presentation at the meeting of The Dyslexia Foundation, Estonia. (International)

Refereed Presentations at Conferences
Miller, A. C., Fuchs, D., Fuchs, L. S., Compton, D. L., Preacher, K., Peng, P., Yen, L., Peterson, D., & Hamlett, C. (presented 2015, July). Synergistic effects of a reading and math intervention. Poster presentation at the Twenty-second Annual Meeting of the Society for the Scientific Study of Reading, Society for the Scientific Study of Reading, Hawaii. (International)
Lindstrom, E. R., Steacy, L. M., Elleman, A. M., Olinghouse, N., & Compton, D. L. (presented 2015, April). Predicting vocabulary acquisition during text reading among struggling readers using child- and word-level features. Poster presentation at the Annual Meeting for the Council for Exceptional Children, Council for Exceptional Children, San Diego, CA. (International)
Cho, E., & Compton, D. L. (presented 2015, February). Different patterns of word reading growth: A conditional analysis by reading level. Poster presentation at the Twenty-third Annual Meeting of the Pacific Coast Research Conference, Pacific Coast Research Conference, La Jolla, CA. (International)
Collins, A., & Compton, D. L. (presented 2015, February). Performance variations across comprehension measures for students with late emerging reading disabilities. Poster presentation at the Twenty-third Annual Meeting of the Pacific Coast Research Conference, Pacific Coast Research Conference, La Jolla, CA. (International)
Lindstrom, E., & Compton, D. L. (presented 2015, February). What's in the retelling? Connecting expository retell and comprehension outcomes. Poster presentation at the Twenty-third Annual Meeting of the Pacific Coast Research Conference, Pacific Coast Research Conference, La Jolla, CA. (International)
Patton, S., Fuchs, D., Fuchs, L. S., Compton, D. L., & Peng, P. (presented 2015, February). Training verbal working memory in dyads of first graders with reading difficulties. Poster presentation at the Twenty-third Annual Meeting of the Pacific Coast Research Conference, Pacific Coast Research Conference, La Jolla, CA. (International)
Rouse, A. G., Graham, S., & Compton, D. L. (presented 2015, February). Writing to learn in elementary school children. Poster presentation at the Twenty-third Annual Meeting of the Pacific Coast Research Conference, Pacific Coast Research Conference, La Jolla, CA. (International)
Steacy, L. M., Compton, D. L., & Kearns, D. (presented 2015, February). Exploring individual differences in irregular word recognition among children with early-emerging and late-emerging word reading difficulty. Poster presentation at the Twenty-third Annual Meeting of the Pacific Coast Research Conference, Pacific Coast Research Conference, La Jolla, CA. (International)
Collins, A. A., Lindstrom, E. R., & Compton, D. L. (presented 2014, July). A meta-analysis of the response accuracy of students with reading difficulties and typically developing students on comprehension measures. Poster presentation at the Twenty-first Annual Meeting of the Society for the Scientific Study of Reading, Society for the Scientific Study of Reading, Santa Fe, NM. (International)
Savaiano, M., Compton, D. L., Hatton, D., & Lloyd, B. (presented 2014, July). Comparison of vocabulary instruction strategies for students who read braille. Poster presentation at the Twenty-first Annual Meeting of the Society for the Scientific Study of Reading, Society for the Scientific Study of Reading, Santa Fe, NM. (International)
Steacy, L. M., Lindstrom, E., & Compton, D. L. (presented 2014, April). The impact of reading instruction on spelling outcomes in students with or at-risk for LD. Poster presentation at the Annual Meeting of the Council for Exceptional Children, Council for Exceptional Children, Philadelphia, PA. (International)
Cho, E., & Compton, D. L. (presented 2014, February). Predictors of word reading development: The role of dynamic assessment of decoding. Poster presentation at the Twenty-second Annual Meeting of the Pacific Coast Research Conference, Pacific Coast Research Conference, La Jolla, CA. (International)
Collins, A., Compton, D. L., & Lindstrom, E. (presented 2014, February). A meta-analysis of student response accuracy on comprehension measures. Poster presentation at the Twenty-second Annual Meeting of the Pacific Coast Research Conference, Pacific Coast Research Conference, La Jolla, CA. (International)
Lindstrom, E., Compton, D. L., & Miller, A. C. (presented 2014, February). Reading, language, and attention profile sin late-emerging poor readers. Poster presentation at the Twenty-second Annual Meeting of the Pacific Coast Research Conference, Pacific Coast Research Conference, La Jolla, CA. (International)
Toste, J., Fuchs, D., Peng, P., Fuchs, L. S., Compton, D. L., & Patton, S. (presented 2014, February). Modeling the longitudinal effects of students' reading skills on teachers' perceptions of reading achievement. Poster presentation at the Twenty-second Annual Meeting of the Pacific Coast Research Conference, Pacific Coast Research Conference, La Jolla, CA. (International)
Cho, E., & Compton, D. L. (presented 2013, July). What does dynamic assessment of decoding measure: Domain-specific responsiveness or domain-general learning potential? Poster presentation at the Twentieth Annual Meeting of the Society for the Scientific Study of Reading, Society for the Scientific Study of Reading, Hong Kong. (International)
Collins, A., Compton, D. L., Gilbert, J. K., & Petscher, Y. (presented 2013, July). Does intervention change the covariance between prior and later reading performance? If so, for whom? Poster presentation at the Twentieth Annual Meeting of the Society for the Scientific Study of Reading, Society for the Scientific Study of Reading, Hong Kong. (International)
Lindstrom, E., Gilbert, J. K., & Compton, D. L. (presented 2013, July). Exploring the overlap between comprehension, language, knowledge, and executive function. Poster presentation at the Twentieth Annual Meeting of the Society for the Scientific Study of Reading, Society for the Scientific Study of Reading, Hong Kong. (International)
Miller, A. C., Fuchs, D., Fuchs, L. S., Compton, D. L., Kearns, D. M., Zhang, W., Yen, L., Patton, S., & Peterson, D. (presented 2013, July). A longitudinal study of the influence of behavioral attention on the development of word reading and comprehension among at-risk readers. Poster presentation at the Twentieth Annual Meeting of the Society for the Scientific Study of Reading, Society for the Scientific Study of Reading, Hong Kong. (International)
Steacy, L. M., Fuchs, D., Compton, D. L., Fuchs, L. S., Gilbert, J. K., Elleman, A., & Kearns, D. (presented 2013, July). Sight word acquisition: Word- and child-level predictors of the number of word exposures necessary for mastery. Poster presentation at the Twentieth Annual Meeting of the Society for the Scientific Study of Reading, Society for the Scientific Study of Reading, Hong Kong. (International)
Fuchs, D., Fuchs, L. S., Elleman, A., Kearns, D., Peng, P., Miller, A., Patton, S., Compton, D. L., Yen, L., & Zhang, W. (presented 2013, February). Strengthening reading comprehension among at-risk first graders. Poster presentation at the Twenty-first Annual Meeting of the Pacific Coast Research Conference, Pacific Coast Research Conference, Mission Bay, CA. (International)
Benedict, S., Davis, N., Lindstrom, E., Compton, D. L., & Cutting, L. E. (presented 2012, July). The role of phonology and orthography in children's morphological word reading skills. Poster presentation at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Society for the Scientific Study of Reading, Montreal, Canada. (International)
Cho, E., Compton, D. L., & Fuchs, D. (presented 2012, July). Predictive validity of dynamic assessment of decoding in forecasting responsiveness to intervention. Poster presentation at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Society for the Scientific Study of Reading, Montreal, Canada. (International)
Compton, D. L., Gilbert, J. K., Steacy, L. M., Cho, E., & Miller, A. (presented 2012, July). Behavioral phenotypes of children with late-emerging reading difficulties. Poster presentation at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Society for the Scientific Study of Reading, Montreal, Canada. (International)
Kearns, D., Gilbert, J. K., Compton, D. L., Fuchs, D., & Fuchs, L. S. (presented 2012, July). Frequency and consistency effects in the word processing skills among different types of developing readers. Poster presentation at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Society for the Scientific Study of Reading, Montreal, Canada. (International)
Lindstrom, E., Davis, N., Gilbert, J. K., Spangler, E., Compton, D. L., & Cutting, L. E. (presented 2012, July). Content-specific background knowledge and passage level comprehension: A preliminary investigation. Poster presentation at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Society for the Scientific Study of Reading, Montreal, Canada. (International)
Miller, A., Steacy, L. M., & Compton, D. L. (presented 2012, July). Vocabulary skills of children with early emerging reading disability and children with late-emerging reading disability. Poster presentation at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Society for the Scientific Study of Reading, Montreal, Canada. (International)
Steacy, L. M., Compton, D. L., Gilbert, J. K., & Kearns, D. (presented 2012, July). An examination of word level characteristics to form pedagogically relevant clusters of words. Poster presentation at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Society for the Scientific Study of Reading, Montreal, Canada. (International)
Compton, D. L. (presented 2012, April). SMART RTI: Accelerating chronically unresponsive children to tier 3 instruction by pushing screening to its (il)logical limit. Presentation at the Annual Meeting of the Council for Exceptional Children, Council for Exceptional Children, Denver, CO. (International)
Cho, E., & Compton, D. L. (presented 2012, February). Long term effects of systematic phonics instruction on word reading skills: A meta analytic review. Poster presentation at the Twentieth Annual Meeting of the Pacific Coast Research Conference, Pacific Coast Research Conference, Coronado, CA. (International)
Davis, N., Gilbert, J. K., & Compton, D. L. (presented 2012, February). The relationship in children between executive function, language, word recognition, and reading comprehension: An SEM analysis. Poster presentation at the Twentieth Annual Meeting of the Pacific Coast Research Conference, Pacific Coast Research Conference, Coronado, CA. (International)
Gilbert, J. K., Compton, D. L., Fuchs, D., & Fuchs, L. S. (presented 2012, February). Reading skill trajectories and cognitive profiles of children with late-emerging reading difficulties. Presentation at the Twentieth Annual Meeting of the Pacific Coast Research Conference, Pacific Coast Research Conference, Coronado, CA. (International)
Steacy, L. M., Miller, A., Gilbert, J. K., & Compton, D. L. (presented 2012, February). Can we screen for late-emerging reading difficulties? Poster presentation at the Twentieth Annual Meeting of the Pacific Coast Research Conference, Pacific Coast Research Conference, Coronado, CA. (International)
Barquero, L., Compton, D. L., Gilbert, J. K., Cho, E., Bouton, B., Fuchs, D., & Fuchs, L. S. (presented 2011, July). Step right up: Advancing the lowest achievers at tier 1 directly to tier 3 (upside-down RTI). Poster presentation at the Eighteenth Annual Meeting of the Society for the Scientific Study of Reading, Society for the Scientific Study of Reading, St. Pete Beach, FL. (International)
Cho, E., Compton, D. L., & Steacy, L. M. (presented 2011, July). Is RTI the greatest show on earth? Comparing responses of nonresponders in tier 1 and tier 2. Poster presentation at the Eighteenth Annual Meeting of the Society for the Scientific Study of Reading, Society for the Scientific Study of Reading, St. Pete Beach, FL. (International)
Compton, D. L., Gilbert, J. K., & Olson, R. K. (presented 2011, July). Tugging at the gruff of the bearded lady: Is the orthographic choice task a measure of orthographic processing or just a cleverly disguised reading measure? Poster presentation at the Eighteenth Annual Meeting of the Society for the Scientific Study of Reading, Society for the Scientific Study of Reading, St. Pete Beach, FL. (International)
Elleman, A. M., Lindo, E., & Compton, D. L. (presented 2011, July). Is inference training the "strongman" we need for increasing RD students' comprehension of text? A meta-analysis of inference studies conducted with students in K-12. Poster presentation at the Eighteenth Annual Meeting of the Society for the Scientific Study of Reading, Society for the Scientific Study of Reading, St. Pete Beach, FL. (International)
Gilbert, J. K., Compton, D. L., & Kearns, D. M. (presented 2011, July). Swallowing a double-edged sword: Considering both word and person effects on decoding accuracy. Poster presentation at the Eighteenth Annual Meeting of the Society for the Scientific Study of Reading, Society for the Scientific Study of Reading, St. Pete Beach, FL. (International)
Steacy, L. M., Gilbert, J. K., Compton, D. L., & Cho, E. (presented 2011, July). Walking the tightrope of early reading acquisition: An examination of word reading and decoding preferences in emerging readers. Poster presentation at the Eighteenth Annual Meeting of the Society for the Scientific Study of Reading, Society for the Scientific Study of Reading, St. Pete Beach, FL. (International)
Compton, D. L. (presented 2011, April). Fast-tracking chronically unresponsive children into tier 3 instruction. Presentation at the Annual Meeting of the Council for Exceptional Children, Council for Exceptional Children, National Harbor, MD. (International)
Cho, E., & Compton, D. L. (presented 2011, February). Predictors of growth during tier 2 small group instruction. Poster presentation at the Nineteenth Annual Meeting of the Pacific Coast Research Conference, Pacific Coast Research Conference, Coronado, CA. (International)
Peng, P., Cho, E., Compton, D. L., Fuchs, D., Kearns, D., & McMaster, K. (presented 2011, February). Exploring the structure of a fidelity-of-implementation checklist: Why such an exploration is important to interventionists. Poster presentation at the Nineteenth Annual Meeting of the Pacific Coast Research Conference, Pacific Coast Research Conference, Coronado, CA. (International)
Compton, D. L., Barth, A., Shapiro, E., & Gandhi, A. (presented 2010, April). Evidence-based standards for RTI screening, progress monitoring, and tier 2 instruction. Presentation at the Annual Meeting of the Council for Exceptional Children, Council for Exceptional Children, Nashville, TN. (International)

Refereed Presentations at Symposia
Compton, D. L. (presented 2015, July). Discussant - Struggling readers in adolescence: Assessment and intervention. In M. W. Lovett (Chair), Struggling readers in adolescence: Assessment and intervention. Presentation at the meeting of Society for the Scientific Study of Reading, Hawaii. (International)
Compton, D. L. (presented 2015, March). Discussant - Reading for understanding: New findings from the catalyzing comprehension for discussion and debate project. In S. Jones (Chair), Instruction and student achievement. Presentation at the meeting of Society for Research on Educational Effectiveness, Washington, D. C. (International)
Compton, D. L. (presented 2014, July). Discussant - Reading comprehension: Exploring determinants and how to strengthen it. In D. Fuchs (Chair), Reading comprehension: Exploring determinants and how to strengthen it. Presentation at the meeting of Society for the Scientific Study of Reading, Santa Fe, NM. (International)
Fuchs, D., Elleman, A., Kearns, D., Fuchs, L. S., Peng, P., Compton, D. L., Patton, S., Toste, J., & Miller, A. (presented 2014, February). Reading comprehension instruction for first-grade struggling readers: Findings from the fourth year of a program of research. In D. Fuchs (Chair), Reading comprehension: Possible determinants and a program to strengthen it. Presentation at the meeting of The Twenty-second Annual Meeting of the Pacific Coast Research Conference, Coronado, CA. (International)

Invited Workshops
Compton, D. L. (2010, August). Early screening for RD: Present successes and future challenges. Workshop delivered at National Institute of Child Health and Human Development, Bethesda, MD. (Regional)

Invited Lectures and Readings of Original Work
Compton, D. L. (2014, April). The contribution of various forms of reader knowledge to reading comprehension skill. Delivered at Florida Center for Reading Research and Department of Psychology at Florida State University, Tallahassee, FL. (Regional)
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. Delivered at TIMES Group at University of Houston, Houston, TX. (Regional)
Compton, D. L. (2010, February). Considering the next generation of interventions for children with reading disabilities. Delivered at Communication Sciences and Disorders Program at Northwestern University, Evanston, IL. (Regional)
Compton, D. L. (2010, February). Testing the efficacy of a RTI approach to early RD prevention. Delivered at Minnesota Interdisciplinary Training in Education Research at University of Minnesota, Minneapolis, MN. (Regional)
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. Delivered at Minnesota Interdisciplinary Training in Education Research at University of Minnesota, Minneapolis, MN. (Regional)

Contracts and Grants
Contracts and Grants Funded
Petscher, Yaacov M (Co-PI), Compton, Donald (PI), & Steacy, Laura (Co-PI). (Jan 2017–Dec 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 National Institute of Child Health and Human Development. (1P20HD091013-01). Total award $571,331.
Petscher, Yaacov M (PI), Schatschneider, Chris W (Co-PI), & Compton, Donald (Co-PI). (Dec 2016–Dec 2017). The Diagnostic Elementary Reading Fluency Profile (DERP) App. Funded by FSU GAP I. Total award $25,687.
Compton, Donald (PI), Foorman, Barbara (Co-PI), & Petscher, Yaacov (Co-PI). (Sep 2015–Sep 2020). Impact Evaluations of Academic Language Interventions. Funded by IES. Total award $377,000.
Petscher, Yaacov M (Co-PI), Wood, Carla Lynn (Co-PI), Foorman, Barbara R (Co-PI), & Compton, Donald (PI). (Sep 2015–Mar 2018). Impact Evaluations of Academic Language Interventions. Funded by MDRC. Total award $377,374.
Compton, Donald (PI). (Aug 2015–Aug 2017). Start Up Funding for Donald Compton. Funded by FSU. Total award $30,000.
Fuchs, D., Fuchs, L. S., & Compton, D. L. (Sep 2013–Aug 2018). Improving Reading and Mathematics Outcomes for Students with Learning Disabilities: Next Generation Intensive Interventions. Funded by Institute of Education Sciences. (R324D130003). Total award $10,000,000.
Compton, D. L., Fuchs, D., & Fuchs, L. S. (Sep 2010–Aug 2014). Predictors and Subtypes of Reading Disabilities: Implications for Instruction of "Late-Emergers". Funded by Institute of Education Sciences. (R305A100034). Total award $1,346,663.
Fuchs, D., Fuchs, L. S., & Compton, D. L. (Jun 2009–May 2013). Responsiveness-To-Instruction to Strengthen the Academic Performance of Students with Reading and Math Disabilities. Funded by Institute of Education Sciences. (R324A090052). Total award $2,983,337.
Fuchs, D., Fuchs, L. S., & Compton, D. L. (2009–2014). RTI for Determining Risk, Providing Prevention, and Identifying Reading Disability. Funded by National Institute of Child Health and Human Development. (RO1HD056109). Total award $3,500,000.
Fuchs, L. S., Fuchs, D., & Compton, D. L. (2007–2012). Preventing and Understanding Math Disability. Funded by National Institute of Child Health and Human Development. (RO1HD053714). Total award $2,650,000.
Compton, D. L. (Sep 2006–Aug 2008). Evaluating a Multicomponent Reading Comprehension Program Designed to Address the Diverse Needs of Struggling Readers in Late Elementary School. Funded by Institute of Education Sciences. (R305G050101). Total award $1,083,163.
Compton, D. L., Fuchs, D., & Fuchs, L. S. (Sep 2006–Aug 2010). Response-To-Intervention as an Approach to Preventing and Identifying Learning Disabilities in Reading. Funded by Institute of Education Sciences. (R324G060036). Total award $1,591,071.
Fuchs, D., Berends, M., Fuchs, L. S., Rolle, A., McMaster, K. L., Saenz, L., Schatschneider, C., & Compton, D. L. (Sep 2004–Aug 2009). Scaling Up Peer-Assisted Learning Strategies to Strengthen Reading Achievement. Funded by Institute of Education Sciences. (R305G040104). Total award $5,618,237.
Compton, D. L. (2004–2006). Relating decoding and fluency development in RD children. Funded by National Institute of Child Health and Human Development. (R03HD045726-01). Total award $100,000.
Compton, D. L., Fuchs, D., Fuchs, L. S., & Tyler, N. (2004–2008). Leadership Training Program in LD: Randomized Intervention Research, University-School Relationships, and Cultural Diversity. Funded by United States Department of Education, Office of Special Education Programs. (H325D040050). Total award $800,000.
Fuchs, L. S., Fuchs, D., & Compton, D. L. (2003–2008). Understanding/Preventing Math Problem-Solving Disability. Funded by National Institute of Child Health and Human Development. (RO1HD046154-01). Total award $3,300,000.
Artiles, A. J., & Compton, D. L. (2002–2006). Culturally responsive academic instruction for students with learning disabilities. Funded by United States Department of Education, Office of Special Education Programs. (H325H020075). Total award $800,000.
Compton, D. L. (2001–2004). Linking decoding instruction, decodable text, and metacognitive instruction to effect strong reading comprehension outcomes for children with disabilities. Funded by United States Department of Education, Office of Special Education Programs. (H324D010003). Total award $540,000.
Compton, D. L. (2001–2002). Modeling reading growth in children with mental retardation. Funded by The Hobbs Society, John F. Kennedy Center, Vanderbilt University. Total award $2,000.
Fuchs, D., Reschly, D., Deshler, D., Fuchs, L. S., Compton, D. L., & Mellard, D. (2001–2006). National research center on learning disabilities. Funded by United States Department of Education, Office of Special Education Programs. (H324U010001). Total award $3,500,000.
Compton, D. L. (2000–2001). Assessing the quality of stored representations in normally developing and reading-disabled children. Funded by Peabody College, Vanderbilt University. Total award $4,500.
Compton, D. L. (1997–1998). 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. Total award $2,500.
Compton, D. L. (1996–1997). The role of orthographic redundancy in explaining reading difficulties in children. Funded by Orton Dyslexia Society. Total award $5,000.

Contracts and Grants Pending
Petscher, Yaacov M (Co-PI), Cole, James (Co-PI), Hughes, John (Co-PI), Compton, Donald (PI), & Smith, Kevin (Co-PI). (Aug 2016). Evaluating Content Area Reading Instruction Professional Development: A Partnership Between Seminole County Public Schools and FCRR. Submitted to United States Department of Education.
Petscher, Yaacov M (Co-PI), Compton, Donald (Co-PI), & Steacy, Laura (PI). (Aug 2016). The Role of Lexical Feedback in Children's Complex Word Reading and Spelling Development: An Item-Level and Computational Approach to Identifying Malleable Factors. Submitted to United States Department of Education.
Petscher, Yaacov M (Co-PI), Compton, Donald (PI), & Steacy, Laura (Co-PI). (Aug 2016). Exploring Malleable Factors Influencing Acquisition of Orthographic-Phonological Regularities in a Quasi-Regular Writing System. Submitted to United States Department of Education.
Compton, Donald (PI). (Aug 2015). Start Up Funding for Donald Compton. Submitted to FSU.

Postdoctoral Supervision
Laura M. Steacy (Sep 2015–present).

Service
Florida State University
FSU Institute or Center Service
Director, Florida Center for Reading Research (2016–present).

The Profession
Editor for Refereed Journals
Associate Editor, Scientific Studies of Reading (2015–present).
Co-Editor, Annals of Dyslexia (2006–2010).
Co-Editor, National Reading Conference Yearbook (2006–2008).

Editorial Board Membership(s)
Reading Research Quarterly (2015–present).
Journal of Educational Psychology (2014–present).
Exceptional Children (2004–present).
Journal of Learning Disabilities (2004–present).
Learning Disabilities Research & Practice (2004–present).
Learning Disabilities Quarterly (2002–present).
Scientific Studies of Reading (2002–present).
Journal of Educational Psychology (2003–2008).

Guest Reviewer for Refereed Journals
Reading Research Quarterly (2015).
Reading Psychology (2006).
School Psychology Review (2005).
Journal of School Psychology (2004).
Journal of Emotional and Behavioral Disorders (2003).
Science (2003).
Journal of Research in Reading (2002).
Cognitive Brain Research (2001).
Journal of Applied Behavioral Analysis (2001).
Reading and Writing (2000).

Reviewer or Panelist for Grant Applications
Institute of Education Sciences Reading Synthesis Panel (2010).
Institute of Education Sciences Readings for Understanding Grant Review Panel (2010).
Institute of Education Sciences Reading and Writing Standing Panel (2006–2010).
Institute of Education Sciences National RTI Impact Evaluation (2009).
Institute of Education Sciences Research Grant Review Panel (2007).
NICHD Special Education Panel "Research on Adult and Family Literacy" (1999).

Service to Professional Associations
Past-President, Society for the Scientific Study of Reading (2013–present).
President, Society for the Scientific Study of Reading (2011–2013).
Vice President, Society for the Scientific Study of Reading (2009–2011).
Technical Work Group Member, National Center for Education Evaluation of the Institute of Education Sciences "Response to Intervention (RTI)" (2010).
Expert Panel Member, Committee on "Effective Measurement of Classroom Instruction", National Institute of Child Health and Human Development/International Reading Association Committee (2009).
Vice President Elect, Society for the Scientific Study of Reading (2007–2009).
Technical Work Group Member, National Center for Education Evaluation of the Institute of Education Sciences "Teacher Preparation in Early Reading Instruction" (2007).
Treasurer, Society for the Scientific Study of Reading (1998–2006).
Technical Advisor, National Center for Education Evaluation of the Institute of Education Sciences "Supplemental Literacy Interventions in Freshman Academics" (2005).
Technical Advisory Committee Chair, Institute of Education Sciences National Center for Special Education Research (2004).

The Community
Research Advisory Board Member, AIM Academy (2015–present).

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