| The brain and the US education system: Perpetuation of neuromyths W van Dijk, HB Lane Exceptionality 28 (1), 16-29, 2020 | 79 | 2020 |
| Examination of the evidence base for using visual activity schedules with students with intellectual disability AD Spriggs, PJ Mims, W van Dijk, VF Knight The Journal of Special Education 51 (1), 14-26, 2017 | 67 | 2017 |
| Open science in education sciences W van Dijk, C Schatschneider, SA Hart Journal of Learning Disabilities 54 (2), 139-152, 2021 | 65 | 2021 |
| The relation between classroom management and mathematics achievement: A multilevel structural equation model W van Dijk, NA Gage, N Grasley‐Boy Psychology in the Schools 56 (7), 1173-1186, 2019 | 37 | 2019 |
| A systematic review of tier 1 PBIS implementation in alternative education settings NM Grasley-Boy, B Reichow, W van Dijk, N Gage Behavioral Disorders 46 (4), 199-213, 2021 | 33 | 2021 |
| A how-to guide for open-science practices in special education research BG Cook, JI Fleming, SA Hart, KL Lane, WJ Therrien, W van Dijk, ... Remedial and Special Education 43 (4), 270-280, 2022 | 29 | 2022 |
| Morpheme frequency in academic words: Identifying high-utility morphemes for instruction HB Lane, L Gutlohn, W van Dijk Literacy Research and Instruction 58 (3), 184-209, 2019 | 22 | 2019 |
| The effectiveness of visual activity schedules for individuals with intellectual disabilities: A meta-analysis W Van Dijk, NA Gage Journal of Intellectual & Developmental Disability 44 (4), 384-395, 2019 | 17 | 2019 |
| The practical utility of genetic screening in school settings J Shero, W van Dijk, A Edwards, C Schatschneider, EJ Solari, SA Hart npj Science of Learning 6 (1), 12, 2021 | 16 | 2021 |
| RTI and MTSS: Response to Intervention and Multi-Tiered Systems of Support: How Do They Differ and How Are They the Same, If at All? PC Pullen, W van Dijk, VE Gonsalves, HB Lane, KE Ashworth Handbook of response to intervention and multi-tiered systems of support, 5-10, 2018 | 16 | 2018 |
| How Do Intervention Studies Measure the Relation between Implementation Fidelity and Students’ Reading Outcomes? A Systematic Review W van Dijk, HB Lane, NA Gage The Elementary School Journal 124 (1), 56-84, 2023 | 11* | 2023 |
| How to implement visual activity schedules for students with disabilities AD Spriggs, W van Dijk, PJ Mims DADD Online Journal: Research to Practice 2, 21-34, 2015 | 11 | 2015 |
| Assessing measurement invariance across multiple groups: When is fit good enough? W van Dijk, C Schatschneider, S Al Otaiba, SA Hart Educational and Psychological Measurement 82 (3), 482-505, 2022 | 10 | 2022 |
| LDbase SA Hart, C Schatschneider, TR Reynolds, FE Calvo, BJ Brown, ... | 10 | 2020 |
| Academic achievement N Gage, W van Dijk Disproportionality and Social Justice in Education, 199-220, 2022 | 9 | 2022 |
| The Influence of Student Characteristics on Early Elementary Oral Reading Fluency. W van Dijk Journal of Special Education Apprenticeship 7 (1), n1, 2018 | 8 | 2018 |
| Why does construct validity matter in measuring implementation fidelity? A methodological case study W van Dijk, AC Huggins-Manley, NA Gage, HB Lane, M Coyne Assessment for Effective Intervention 47 (2), 67-78, 2022 | 7 | 2022 |
| Exploring individual differences in response to reading intervention: Data from Project KIDS (Kids and Individual Differences in Schools) W Van Dijk, CU Norris, S Al Otaiba, C Schatschneider, SA Hart Journal of open psychology data 10 (1), 2022 | 7 | 2022 |
| Understanding heritability in the context of reading ability and instruction W van Dijk, MC Daucourt, SA Hart The Reading League Journal 3 (1), 24, 2022 | 7 | 2022 |
| Screening screeners: calculating classification indices using correlations and cut-points AA Edwards, W Van Dijk, CM White, C Schatschneider Annals of dyslexia 72 (3), 445-460, 2022 | 6 | 2022 |
Sara HartDept. of Psychology & Florida Center for Reading Research, Florida State Universityכתובת אימייל מאומתת בדומיין fcrr.org
