Publications

Ashley A. Edwards, Wilhelmina van Dijk, Christine M. White, Christopher Schatschneider (2022). Screening screeners: calculating classification indices using correlations and cut-points. Annals of Dyslexia.

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Wilhelmina van Dijk, Cynthia U. Norris, Sara A. Hart (2022). Using twins to assess what might have been: The co-twin control design. Research on Social Work Practice.

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Wilhelmina van Dijk, Danielle L. Pico, Rachel Kaplan, Valentina Contesse, Holly B. Lane (2022). Using Performance Measures to Predict Early Childhood Reading Outcomes: An Exploratory Longitudinal Analysis. Computers in the Schools.

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David J. Peyton, Wilhelmina van Dijk, Loretta Mason-Williams (2022). Meeting the moment: Impact of TEACH grant on US undergraduate education degree completion in high-need content areas. Higher Education Policy.

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Wilhelmina van Dijk, Cynthia U. Norris, Stephanie Al Otaiba, Christopher Schatschneider, Sara A. Hart (2022). Exploring individual differences in response to reading intervention: Data from Project KIDS (Kids and Individual Differences in Schools). Journal of Open Psychology Data.

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W. van Dijk, Nicolette M. Grasley-Boy (2022). Progress monitoring: Assessment and measurement.. Teaching students with emotional and behavioral disorders.

Nicholas Gage, Wilhelmina van Dijk (2022). Academic Achievement. Disproportionality and Social Justice in Education.

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J. Shero, W. van Dijk, A. Edwards, C. Schatschneider, E. J. Solari, S. A. Hart (2021). The practical utility of genetic screening in school settings. npj Science of Learning.

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Wilhelmina van Dijk, A. Corinne Huggins-Manley, Nicholas A. Gage, Holly B. Lane, Michael Coyne (2021). Why does construct validity matter in measuring implementation fidelity? A methodological case study. Assessment for Effective Intervention.

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Wilhelmina van Dijk, Chris Schatschneider, Stephanie Al Otaiba, Sara Hart (2021). Assessing measurement invariance across multiple groups: When is fit good enough?.

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Wilhelmina van Dijk, Mia Cristina Daucourt, Sara Hart (2021). Understanding Heritability in the Context of Reading Ability and Instruction. The Reading League Journal.

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Wilhelmina van Dijk, Christopher Schatschneider, Sara A. Hart (2021). Open Science in Education Sciences. Journal of Learning Disabilities.

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W. van Dijk (2021). Experimental Designs. Research methods in special education.

Wilhelmina van Dijk, Chris Schatschneider, Stephanie Al Otaiba, Sara Ann Hart (2021). Do Student Behavior Ratings Predict Response to Comprehensive Reading Approaches?.

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B. G. Cook, J. I. Fleming, S. A. Hart, Kathleen Lynne Lane, William J. Therrien, Wilhelmina van Dijk, S. E. Wilson (2021). A How-To Guide for Open-Science Practices in Special Education Research. Remedial and Special Education.

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Nicolette M. Grasley-Boy, Brian Reichow, Wilhelmina van Dijk, Nicholas Gage (2020). A Systematic Review of Tier 1 PBIS Implementation in Alternative Education Settings. Behavioral Disorders.

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C. Schatschneider, A. Edwards, W. van Dijk (2020). The methodology of the National Reading League Panel report: Then and Now. The Reading League Journal.

Wilhelmina van Dijk, Holly B. Lane (2020). The brain and the US education system: Perpetuation of neuromyths. Exceptionality.

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Wilhelmina van Dijk, Christopher Schatschneider, Sara A Hart (2020). Open Science in Education Sciences. Journal of Learning Disabilities.

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W. van Dijk, Holly B. Lane, Nicholas A Gage (2019). The Relation Between Implementation Fidelity and Students’ Reading Outcomes: A Systematic Review of the Literature..

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W. van Dijk, Nicholas A. Gage (2019). The effectiveness of visual activity schedules for individuals with intellectual disabilities: A meta-analysis. Journal of Intellectual & Developmental Disability.

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Holly B. Lane, Linda Gutlohn, W. van Dijk (2019). Morpheme Frequency in Academic Words: Identifying High-Utility Morphemes for Instruction. Literacy Research and Instruction.

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W. van Dijk (2019). The relation between implementation fidelity of reading intervention and students' reading outcomes.

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W. van Dijk, N. A. Gage, N. Grasley-Boy (2019). The effect of behavior and classroom management on upper elementary students' mathematics achievement: A multilevel structural equation model.. Psychology in the Schools.

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Wilhelmina van Dijk, Holly B Lane (2019). Effects of different camera perspectives on preservice teachers’ written reflections. The Journal of Special Education Apprenticeship.

Wilhelmina van Dijk (2018). The influence of student characteristics on early elementary oral reading fluency. The Journal of Special Education Apprenticeship.

Paige C Pullen, W. van Dijk, Vivian E Gonsalves, Holly B Lane, Kristen E Ashworth (2018). Response to Intervention and Multi-Tiered Systems of Support: How Do They Differ and How Are They the Same, If at All?. Handbook of Response to Intervention and Multi-Tiered Systems of Support.

Amy D. Spriggs, Pamela J. Mims, Wilhelmina van Dijk, Victoria F. Knight (2017). Examination of the Evidence Base for Using Visual Activity Schedules With Students With Intellectual Disability. The Journal of Special Education.

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Amy D. Spriggs, Wilhelmina van Dijk, Pamela J. Mims (2015). How to implement visual activity schedules for students with disabilities. DADD Online Journal.