Project Activities
Structured Abstract
Setting
Sample
Research design and methods
Control condition
Key measures
Data analytic strategy
People and institutions involved
IES program contact(s)
Products and publications
Products: The products from this project include published reports on behavioral profiles of children with different developmental trajectories in reading, including typically developing readers, those with early-emerging reading disability, and those with different types of late-emerging reading disability. Defining behavioral profiles for these different types of readers will help inform reading instruction for students in elementary school.
Book chapter
Compton, D.L., Elleman, A.M., and Catts, H.W. (2012). Searching for Supplementary Screening Measures to Identify Children at High Risk for Developing Later Reading Problems Assessing. In J. Sabatini, and E.R. Albro (Eds.), Reading in the 21st Century: Aligning and Applying Advances in the Reading and Measurement Sciences. Lanham, MD: Rowman and Littleford Education.
Compton, D.L., Miller, A.C., Gilbert, J.K., and 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, and P. McCardle (Eds.), Unraveling the Behavioral, Neurobiological, and Genetic Components of Reading Comprehension (pp. 135-147). Baltimore, MD: Brookes Publishing.
Journal article, monograph, or newsletter
Cho, C., Compton, D.L., Gilbert, J.K., Steacy, L.M., Collins, A.A., and Lindstrom, E.R. (2017). Development of First-Graders' Word Reading Skills: For Whom Can Dynamic Assessment Tell Us More?. Journal of Learning Disabilities, 50(1): 95-112.
Cho, E., and Compton, D.L. (2015). Construct and Incremental Validity of Dynamic Assessment of Decoding Within and Across Domains. Learning and Individual Differences, 37: 183-196.
Gilbert, J.K., Goodwin, A.P., Compton, D.L., and Kearns, D.M. (2014). Multisyllabic Word Reading as a Moderator of Morphological Awareness and Reading Comprehension. Journal of Learning Disabilities, 47(1): 34-43.
Kearns, D.M., Steacy, L.M., Compton, D.L., Gilbert, J.K., Goodwin, A.P., Cho, E., Lindstrom, E.R., and 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(4): 368-94.
Steacy, L.M., Kearns, D.M., Gilbert, J.K., Compton, D.L., Cho, E., Lindstrom, E.R., and 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(1), 51-69.
Related projects
Supplemental information
Co-Principal Investigators: Fuchs, Douglas; Fuchs, Lynn
Across the elementary grades, reading development follows many different trajectories. Building upon prior IES-funded research on response-to-intervention to prevent and identify children with reading disabilities (Compton, Fuchs, and Fuchs, 2006; R324G060036, http://ies.ed.gov/funding/grantsearch/details.asp?ID=390), the research team will collect additional primary data on a sample of children who have been followed longitudinally from first through fourth grade. In the present study, these children will be identified as one of five types of readers: those with (1) typical development; (2) early-emerging reading disability; (3) late-emerging reading disability (LERD) with word-level deficits only; (4) LERD with comprehension deficits only; or (5) LERD with both word-level and comprehension deficits. Currently, little is known about those children who begin elementary school as typically developing readers and then later are identified as having a reading disability (i.e., 'Late Emergers'). In this project, the research team will identify characteristics of children that may be amenable to intervention in order to guide instruction for all children and particularly for 'Late Emergers.'
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
