Bobette Bouton

Special 教育 研究 Project Coordinator Grant Coordinated o Predictors and Subtypes of Reading Disabilities: Implications for Instruction of "Late-Emergers".

Predicting Late Emerging Reading Disabilities (LERD) to determine the cognitive and neurobiological profile associated with LERD, and establish how LERD is similar or different than early reading failure (RD-E).

Cognitive and Neural Processes in Reading Comprehension to examine potential sources of poor reading comprehension among children and adolescents by studying subjects with poor single word reading, subjects with poor reading comprehension despite normal scores on tests of single word reading, and controls with typically developing reading 技能.

Responsiveness-To-Intervention (RTI) to strengthen the Academic Performance of Students with Reading and Math Difficulties o RTI-Reading (IES grant)

Predicting Reading Growth with Dynamic Assessment (Pilot study) Higher 教育 Teaching 经验

Austin Peay State University – 2014-present 

Vanderbilt University – 2014 

University of Georgia – 2010-2014 

Belmont University – 2005-2010

Middle and High School Teaching 经验 – 1995-2000

Empathetic teaching practices. Academic growth and socio-emotional development of young adolescents. Specialized curriculum and pedagogy designed for middle level.

小结,B., McConnell, J. R., Barquero L. A.吉尔伯特，J. K., & 康普顿,D. L. (2018). Upside-down response to 干预: A quasi-experimental study. Learning Disabilities 研究 & Practice, 33(4), 1-8.

史密斯,米. L.斯特拉汉，D., Patterson, B.B., & McGaughey N. (2018). Developmental aspects of young adolescents.

在年代. B. 莫顿 & M. M. :《.), Literature reviews in support of the Middle Level 教育 研究 Agenda (pp. x-x). Charlotte, NC: Information Age Publishing.

小结,B. (2016). Understanding the unique needs of adolescent refugee students. Middle Grades Review, 2(3), article 6.

史密斯,米.斯特拉汉，D.琼斯，J.阿克斯，P.B.库克，C., & McGaughey N. (2016). The MLER SIG research agenda. AERA Special Interest Group. Retrieved from http://mlersig.net /wp- content/uploads/2016/10/MLER-SIG-研究-Agenda-Oct-20161.pdf

小结,B. (2016). Empathy research and teacher preparation: Benefits and obstacles. Journal of the Southeastern Regional Association of Teacher Educators, 25(2), 16-25.

吉尔伯特,J. K.康普顿, D. L.福克斯，D.福克斯，L. S.B., Barquero L.A., 曹,E. (2013). Efficacy of a first-grade responsiveness-to-干预 prevention model for struggling readers. Reading 研究 Quarterly, 48(2), 135-154.

曹,E.康普顿, D. L.福克斯，D.福克斯，L. S. & 小结,B. (2012). Examining the predictive validity of a dynamic assessment of decoding in forecasting response to 干预. Journal of Learning Disabilities

Barquero L. A.康普顿, D. L.吉尔伯特，J. K.， 曹,E.B. D.福克斯，D., & 福克斯,我. S. (2011). 一步 Right Up: Advancing the lowest achievers at Tier 1 directly to Tier 3 (Upside-down RTI). Interactive paper presented at meeting of the Society for the Scientific Study of Reading, St. Pete Beach, FL.

埃尔曼,. M.康普顿, D. L.福克斯，D.福克斯，L.B. (2011). 探索 dynamic assessment as a means of identifying children at-risk of developing comprehension 困难. Journal of Learning Disabilities. Journal of Learning Disabilities, 44(4), 348-357.

福克斯,D.康普顿, D. L.福克斯，L.S.B. & 凯弗雷,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.

康普顿,D.L.福克斯，D.福克斯，L.S.B.吉尔伯特，J.K., Barquero L.A., 曹,E., & 克劳奇,R.C. (2010). Selecting at-risk first-grade readers for early 干预: Eliminating false positives and exploring the promise of a two-stage gated screening 过程. Journal of 教育al Psychology, 102(2), 327-340.

柠檬,C.J.A键.P.F.福克斯，D.P.J.福克斯，L.S.康普顿, D.L.威廉姆斯, S.M., & 小结,B. (2010). Predicting reading growth with event-related potentials: Thinking differently about indexing 'responsiveness.' Learning and Individual Differences, 20(3), 158-166.

福克斯,D.福克斯，L.S.康普顿, D.L.B.卡夫瑞，E., & 山,我. (2007). Dynamic assessment as responsiveness to 干预: A scripted protocol to identify young at-risk readers. Teaching Exceptional Children, 39, 58-63.