Donald Compton
Associated IES Content
FY2017
Reading, Writing, and Language Development FY2022
FY2022 - FY2023
Reading, Writing, and Language Development
Grant
Building up Mathematical Problem Solving of Students with Extensive Support Needs
The Principal Investigator (PI) will conduct a program of research for improving math outcomes among secondary students with extensive support needs (students who require ongoing support, such as students with intellectual disability, autism, or multiple disabilities). In addition, the PI will participate in mentoring and training activities to develop knowledge and skills related to math content and pedagogy, mixed methods research, and grant writing and grants management. Math skills are i...
Federal funding program:
Award number:
R324B190019
Grant
Optimizing Emergent Literacy Interventions for Children with Autism
The Principal Investigator (PI) will conduct a program of research aimed at developing effective emergent literacy instruction for children with autism spectrum disorders (ASD) while participating in mentoring and training activities to develop knowledge and skills related to adaptive interventions, sequential multiple assignment randomized trial (SMART) designs, publication, and grant funding. Findings from emerging research suggest that many children with ASD demonstrate early signs of rea...
Federal funding program:
Award number:
R324B180035
Grant
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
The purpose of this project is to continue to build a partnership between SCPS and FCRR, and to begin to examine the effects of the Next Generation Content Area Reading Professional Development (CARPD) on the literacy outcomes of struggling high school students. The state of Florida requires districts to provide reading interventions to students who score the lowest on a statewide reading assessment, and SCPS began implementing CARPD to train teachers to infuse literacy strategies into the c...
Federal funding program:
Award number:
R305H180030
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
Grant
Predictors and Subtypes of Reading Disabilities: Implications for Instruction of 'Late Emergers'
Comprehension of text requires the coordination of a complex set of skills. At a minimum, children need to be able to decode printed words on a page and comprehend spoken language in order to read with understanding. One goal of this exploratory research is to determine whether these two skill sets - word-level skills and linguistic comprehension - are independent of each other. A second goal is to understand how development in these two skill domains may be related to reading problems.
Federal funding program:
Award number:
R305A100034
FY2009 IES Peer Reviewers
FY2009 IES Research Peer Review Panel
FY2008 IES Peer Reviewers
FY2008 IES Research Peer Review Panel
FY2007 IES Peer Reviewers
FY2007 IES Research Peer Review Panel
FY2006 IES Peer Reviewers
FY2006 IES Peer Reviewers
Grant
Response-To-Intervention as an Approach to Preventing and Identifying Learning Disabilities in Reading
The purpose of this project is to address key measurement issues associated with the response-to-intervention (RTI) process: Who should enter the RTI process? How does one determine whether effective Tier 2 intervention has been conducted? What is a valid and practical method of monitoring responsiveness to Tier 2 instruction? What is a valid definition of 'nonresponsiveness' (i.e., reading disabled [RD])?
Federal funding program:
Award number:
R324G060036
Grant
Evaluating a Multicomponent Reading Intervention Designed to Address the Diverse Needs of Struggling Readers in Late Elementary School
In this project, the researchers developed a multi-component reading program to address the diverse needs of late elementary school students who are struggling readers. The researchers proposed that any intervention designed to work with these children must be multi-pronged, citing that national evaluations consistently demonstrate that approximately one-third of fourth graders do not easily make sense of what they read. The research team developed instructional dialogues, strategies, and ma...
Federal funding program:
Award number:
R305G050101
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