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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 30 1 Past perspectives and new opportunities for the explanatory item response model [<Journal>] Petscher, Yaacov [Verfasser]; Compton, Donald L. [Verfasser]; Steacy, Laura [Verfasser]. DNB Subject Category Language Show details 2 Using an item-specific predictor to test the dimensionality of the orthographic choice task [<Journal>] Olson, Richard K. [Verfasser]; Kearns, Devin M. [Verfasser]; Compton, Donald L. [Verfasser]. DNB Subject Category Language Show details 3 Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills Siegelman, Noam; Rueckl, Jay G.; Steacy, Laura M.... In: J Mem Lang (2020) BASE Show details 4 Using an Item-Specific Predictor to Test the Dimensionality of the Orthographic Choice Task Compton, Donald L.; Gilbert, Jennifer K.; Kearns, Devin M.... In: Ann Dyslexia (2020) BASE Show details 5 Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities: Does Language of Administration Matter? Cho, Eunsoo; Fuchs, Lynn S.; Seethaler, Pamela M.... In: J Learn Disabil (2020) BASE Show details 6 Is “Response/No Response” Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types with Latent Profile Analysis Peng, Peng; Fuchs, Douglas; Fuchs, Lynn S.... In: J Learn Disabil (2020) BASE Show details 7 Performance variations across reading comprehension assessments: Examining the unique contributions of text, activity, and reader [<Journal>] Collins, Alyson A. [Verfasser]; Compton, Donald L. [Verfasser]; Lindström, Esther R. [Verfasser]. DNB Subject Category Language Show details 8 Dynamic assessment as a screening tool for early identification of reading disabilities: a latent change score approach [<Journal>] Cho, Eunsoo [Verfasser]; Compton, Donald L. [Verfasser]; Josol, Cynde Katherine [Verfasser] DNB Subject Category Language Show details 9 Linking Behavioral and Computational Approaches to Better Understand Variant Vowel Pronunciations in Developing Readers Compton, Donald L.; Steacy, Laura M.; Petscher, Yaacov. - 2019 BASE Show details 10 A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development among At-Risk Readers Peng, Peng; Fuchs, Douglas; Fuchs, Lynn S.. - 2018 BASE Show details 11 Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers Steacy, Laura M.; Compton, Donald L.; Petscher, Yaacov. - 2018 BASE Show details 12 Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data Structures Gilbert, Jennifer; Petscher, Yaacov; Compton, Donald L.; Schatschneider, Chris. - : Frontiers Media S.A., 2016 Abstract: The purpose of this study was to determine if modeling school and classroom effects was necessary in estimating passage reading growth across elementary grades. Longitudinal data from 8367 students in 2989 classrooms in 202 Reading First schools were used in this study and were obtained from the Progress Monitoring and Reporting Network maintained by the Florida Center for Reading Research. Oral reading fluency (ORF) was assessed four times per school year. Five growth models with varying levels of data (student, classroom, and school) were estimated in order to determine which structures were necessary to correctly partition variance and accurately estimate standard errors for growth parameters. Because the results illustrate that not modeling higher-level clustering inflated lower-level variance estimates and in some cases led to biased standard errors, the authors recommend the practice of including classroom cross-classification and school nesting when predicting longitudinal student outcomes. Keyword: Psychology URL: http://www.ncbi.nlm.nih.gov/pubmed/27242608 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4870234/ https://doi.org/10.3389/fpsyg.2016.00695 BASE Hide details 13 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 Steacy, Laura M.; Elleman, Amy M.; Lovett, Maureen W.. - 2016 BASE Show details 14 Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners Powell, Sarah R.; Fuchs, Lynn S.; Cirino, Paul T.. - 2015 BASE Show details 15 Pathways to Third-Grade Calculation versus Word-Reading Competence: Are They More Alike or Different? Fuchs, Lynn S.; Geary, David C.; Fuchs, Douglas. - 2015 BASE Show details 16 Multisyllabic Word Reading as a Moderator of Morphological Awareness and Reading Comprehension Gilbert, Jennifer K.; Goodwin, Amanda P.; Compton, Donald L.. - 2013 BASE Show details 17 First-Grade Cognitive Abilities as Long-Term Predictors of Reading Comprehension and Disability Status Fuchs, Douglas; Compton, Donald L.; Fuchs, Lynn S.. - 2012 BASE Show details 18 Contributions of Domain-General Cognitive Resources and Different Forms of Arithmetic Development to Pre-Algebraic Knowledge Fuchs, Lynn S.; Compton, Donald L.; Fuchs, Douglas. - 2012 BASE Show details 19 Word and Person Effects on Decoding Accuracy: A New Look at an Old Question Gilbert, Jennifer K.; Compton, Donald L.; Kearns, Devin M.. - 2011 BASE Show details 20 The Cognitive and Academic Profiles of Reading and Mathematics Learning Disabilities Compton, Donald L.; Fuchs, Lynn S.; Fuchs, Douglas. - 2011 BASE Show details Page: 1 2

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