Donald L. Compton

10.7k total citations · 2 hit papers
127 papers, 7.5k citations indexed

About

Donald L. Compton is a scholar working on Developmental and Educational Psychology, Statistics and Probability and Education. According to data from OpenAlex, Donald L. Compton has authored 127 papers receiving a total of 7.5k indexed citations (citations by other indexed papers that have themselves been cited), including 116 papers in Developmental and Educational Psychology, 61 papers in Statistics and Probability and 46 papers in Education. Recurrent topics in Donald L. Compton's work include Reading and Literacy Development (110 papers), Cognitive and developmental aspects of mathematical skills (61 papers) and Language Development and Disorders (31 papers). Donald L. Compton is often cited by papers focused on Reading and Literacy Development (110 papers), Cognitive and developmental aspects of mathematical skills (61 papers) and Language Development and Disorders (31 papers). Donald L. Compton collaborates with scholars based in United States, United Kingdom and Australia. Donald L. Compton's co-authors include Lynn S. Fuchs, Douglas Fuchs, Carol L. Hamlett, Joan Bryant, Amy M. Elleman, Russell Gersten, Mark S. Innocenti, Michael D. Coyne, Charles R. Greenwood and Pamela M. Seethaler and has published in prestigious journals such as American Psychologist, Child Development and Journal of Educational Psychology.

In The Last Decade

Donald L. Compton

120 papers receiving 7.0k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Quality Indicators for Group Experimental and Quasi-Experimental Research in Special Education

2005 744 citations Lynn S. Fuchs, Donald L. Compton et al. profile →
Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice.

2019 186 citations Elena L. Grigorenko, Donald L. Compton et al. American Psychologist profile →

Peers

Donald L. Compton

DEP

EDUCA

Rauno Parrila Canada

Yaacov Petscher United States

Stanley L. Deno United States

Asha K. Jitendra United States

Peter F. de Jong Netherlands

Carol L. Hamlett United States

Matthew K. Burns United States

David J. Chard United States

Anna‐Maija Poikkeus Finland

Christopher H. Skinner United States

Rauno Parrila Canada

Donald L. Compton

5.4k ×0.9

DEP

3.1k ×0.9

EDUCA

2.0k ×0.6

1.7k ×1.6

371 ×0.6

Citations per year, relative to Donald L. Compton Donald L. Compton (= 1×) peers Rauno Parrila

Countries citing papers authored by Donald L. Compton

Since Specialization

Citations

This map shows the geographic impact of Donald L. Compton's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Donald L. Compton with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Donald L. Compton more than expected).

Fields of papers citing papers by Donald L. Compton

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Donald L. Compton. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Donald L. Compton. The network helps show where Donald L. Compton may publish in the future.

Co-authorship network of co-authors of Donald L. Compton

This figure shows the co-authorship network connecting the top 25 collaborators of Donald L. Compton. A scholar is included among the top collaborators of Donald L. Compton based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Donald L. Compton. Donald L. Compton is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Steacy, Laura M., et al.. (2025). Exploring Theoretically Relevant Word Reading Instructional Elements: Moving beyond Component Training toward Building Strong Lexical Representations in Children with Dyslexia. Mind Brain and Education. 19(4). 311–316.

Edwards, Ashley A., et al.. (2025). Is the Role of Set for Variability in Word Reading Influenced by Conditions Leading to Partial Decoding?. Scientific Studies of Reading. 29(5). 455–469.

Steacy, Laura M., et al.. (2024). Modeling item-level variance of polysyllabic word reading in developing readers: Exploring semantically related child, word, and child-by-word predictors. Journal of Experimental Child Psychology. 246. 105998–105998. 1 indexed citations

Edwards, Ashley A., et al.. (2023). Modeling Item-Level Spelling Variance in Adults: Providing Further Insights into Lexical Quality. Scientific Studies of Reading. 28(2). 120–141. 2 indexed citations

Edwards, Ashley A., et al.. (2023). Does Spanish knowledge contribute to accurate English word spelling in adult bilinguals?. Bilingualism Language and Cognition. 26(5). 924–941. 1 indexed citations

Edwards, Ashley A., et al.. (2023). Examining the Relationship Between Word Reading and Nonword Reading Development Within an Orthographic Learning Framework. The Elementary School Journal. 123(3). 396–413.

Cho, Eunsoo, et al.. (2022). Relations Among Motivation, Executive Functions, and Reading Comprehension: Do They Differ for Students With and Without Reading Difficulties?. Scientific Studies of Reading. 27(4). 289–310. 3 indexed citations

Steacy, Laura M., et al.. (2020). The Effect of Facilitative Versus Inhibitory Word Training Corpora on Word Reading Accuracy Growth in Children With Dyslexia. Learning Disability Quarterly. 44(3). 158–169. 2 indexed citations

Edwards, Ashley, Laura M. Steacy, Noam Siegelman, et al.. (2020). Unpacking the Unique Relationship Between Set for Variability and Word Reading Development: Examining Word- and Child-Level Predictors of Performance. PsyArXiv (OSF Preprints). 1 indexed citations

10.

Petscher, Yaacov, et al.. (2020). Past perspectives and new opportunities for the explanatory item response model. Annals of Dyslexia. 70(2). 160–179. 16 indexed citations

11.

Grigorenko, Elena L., Donald L. Compton, Lynn S. Fuchs, et al.. (2019). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice.. American Psychologist. 75(1). 37–51. 186 indexed citations breakdown →

12.

Steacy, Laura M. & Donald L. Compton. (2018). Examining the role of imageability and regularity in word reading accuracy and learning efficiency among first and second graders at risk for reading disabilities. Journal of Experimental Child Psychology. 178. 226–250. 14 indexed citations

13.

Miller, Amanda C., Douglas Fuchs, Lynn S. Fuchs, et al.. (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. 37 indexed citations

14.

Compton, Donald L., Douglas Fuchs, Lynn S. Fuchs, et al.. (2010). Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process.. Journal of Educational Psychology. 102(2). 327–340. 145 indexed citations

15.

Varol, Hüseyin Atakan, Subramani Mani, Donald L. Compton, & Lynn S. Fuchs. (2009). Early prediction of reading disability using machine learning.. PubMed Central. 6 indexed citations

16.

Lemons, Christopher J., Alexandra P. Key, Douglas Fuchs, et al.. (2009). Predicting reading growth with event-related potentials: Thinking differently about indexing “Responsiveness”. Learning and Individual Differences. 20(3). 158–166. 8 indexed citations

17.

Compton, Donald L., et al.. (2005). Putting Transfer Back on Trial: Modeling Individual Differences in the Transfer of Decoding-Skill Gains to Other Aspects of Reading Acquisition.. Journal of Educational Psychology. 97(1). 55–69. 19 indexed citations

18.

Fuchs, Douglas, Lynn S. Fuchs, & Donald L. Compton. (2004). Identifying Reading Disabilities by Responsiveness-to-Instruction: Specifying Measures and Criteria. Learning Disability Quarterly. 27(4). 216–227. 164 indexed citations

19.

Baizerman, Michael & Donald L. Compton. (1993). Toward an Integrated, Whole Community Model of Dropout Prevention. 20(4). 17–20. 1 indexed citations

20.

Compton, Donald L. & Michael Baizerman. (1991). Services for At-Risk Students in Schools: Would More Be Better and Is Better Good Enough?.. Children today. 20(1). 8–11.

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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