Michael F. Hock

944 total citations
25 papers, 597 citations indexed

About

Michael F. Hock is a scholar working on Developmental and Educational Psychology, Education and Safety Research. According to data from OpenAlex, Michael F. Hock has authored 25 papers receiving a total of 597 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Developmental and Educational Psychology, 10 papers in Education and 8 papers in Safety Research. Recurrent topics in Michael F. Hock's work include Reading and Literacy Development (12 papers), Disability Education and Employment (8 papers) and Cognitive and developmental aspects of mathematical skills (5 papers). Michael F. Hock is often cited by papers focused on Reading and Literacy Development (12 papers), Disability Education and Employment (8 papers) and Cognitive and developmental aspects of mathematical skills (5 papers). Michael F. Hock collaborates with scholars based in United States. Michael F. Hock's co-authors include Donald D. Deshler, Jean B. Schumaker, Janis A. Bulgren, Jim Knight, B. Keith Lenz, Michael J. Kieffer, Gina Biancarosa, Barbara J. Ehren, Hugh W. Catts and Janet Marquis and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Learning Disabilities and Learning and Individual Differences.

In The Last Decade

Michael F. Hock

23 papers receiving 486 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Michael F. Hock United States 12 381 340 118 114 49 25 597
Mary Beth Calhoon United States 13 454 1.2× 389 1.1× 204 1.7× 94 0.8× 36 0.7× 27 621
Laura Sáenz United States 12 485 1.3× 442 1.3× 82 0.7× 59 0.5× 46 0.9× 18 679
Joseph Betts United States 10 346 0.9× 292 0.9× 132 1.1× 62 0.5× 19 0.4× 12 510
Orly Lipka Israel 12 432 1.1× 238 0.7× 153 1.3× 81 0.7× 37 0.8× 29 614
Meenakshi Gajria United States 10 425 1.1× 317 0.9× 120 1.0× 95 0.8× 30 0.6× 13 593
Jan Hasbrouck United States 9 591 1.6× 470 1.4× 122 1.0× 47 0.4× 57 1.2× 15 764
Jan E. Hasbrouck United States 13 479 1.3× 336 1.0× 169 1.4× 48 0.4× 24 0.5× 21 582
Michael J. Orosco United States 15 420 1.1× 401 1.2× 302 2.6× 64 0.6× 24 0.5× 31 684
Erin K. Washburn United States 13 549 1.4× 511 1.5× 154 1.3× 55 0.5× 67 1.4× 33 757
Anne W. Graves United States 16 514 1.3× 427 1.3× 129 1.1× 94 0.8× 31 0.6× 26 783

Countries citing papers authored by Michael F. Hock

Since Specialization
Citations

This map shows the geographic impact of Michael F. Hock'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 Michael F. Hock with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Michael F. Hock more than expected).

Fields of papers citing papers by Michael F. Hock

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Michael F. Hock. 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 Michael F. Hock. The network helps show where Michael F. Hock may publish in the future.

Co-authorship network of co-authors of Michael F. Hock

This figure shows the co-authorship network connecting the top 25 collaborators of Michael F. Hock. A scholar is included among the top collaborators of Michael F. Hock 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 Michael F. Hock. Michael F. Hock is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Hock, Michael F., et al.. (2022). Exploring Expressions of Possible Selves with High School and College Students with Learning Disabilities. SHILAP Revista de lepidopterología. 11(2).
2.
Berkeley, Sheri, et al.. (2022). Single-Case Experimental Design for Evaluating Basic Reading Interventions for Students With Learning Disabilities: An Illustrative Case. Learning Disability Quarterly. 46(1). 6–16. 2 indexed citations
3.
Davis, Marcia H., et al.. (2020). A computer adaptive measure of reading motivation. Journal of Research in Reading. 43(4). 434–453. 7 indexed citations
4.
Davis, Marcia H., et al.. (2018). A Review of Reading Motivation Scales.. Grantee Submission. 2 indexed citations
5.
Hock, Michael F., et al.. (2017). The Strategic Instruction Model: The Less Addressed Aspects of Effective Instruction for High School Students with Learning Disabilities. Learning Disabilities Research and Practice. 32(3). 166–179. 13 indexed citations
6.
Hock, Michael F., et al.. (2016). The Effects of a Comprehensive Reading Program on Reading Outcomes for Middle School Students With Disabilities. Journal of Learning Disabilities. 50(2). 195–212. 15 indexed citations
7.
Knight, Jim, et al.. (2015). 3 Steps to Great Coaching: A Simple but Powerful Instructional Coaching Cycle Nets Results.. ˜The œJournal of staff development. 36(1). 10. 5 indexed citations
8.
Knight, Jim, et al.. (2012). Record, Replay, Reflect: Videotaped Lessons Accelerate Learning for Teachers and Coaches.. ˜The œJournal of staff development. 33(2). 18–23. 7 indexed citations
9.
Hock, Michael F. & Daryl F. Mellard. (2011). Efficacy of Learning Strategies Instruction in Adult Education. Journal of Research on Educational Effectiveness. 4(2). 134–153. 20 indexed citations
10.
Hock, Michael F., et al.. (2011). Adolescent struggling readers in urban schools: Results of a Latent Class Analysis. Learning and Individual Differences. 21(4). 438–452. 85 indexed citations
11.
Taymans, Juliana M., et al.. (2009). Learning to Achieve: A Review of the Research Literature on Serving Adults with Learning Disabilities. PsycEXTRA Dataset. 27 indexed citations
12.
Hock, Michael F., et al.. (2009). What is the Reading Component Skill Profile of Adolescent Struggling Readers in Urban Schools?. Learning Disability Quarterly. 32(1). 21–38. 111 indexed citations
13.
Deshler, Donald D., Jean B. Schumaker, B. Keith Lenz, et al.. (2009). Ensuring Content-Area Learning by Secondary Students with Learning Disabilities. Journal of Education. 189(1-2). 169–181. 2 indexed citations
14.
Hock, Michael F., Jean B. Schumaker, & Donald D. Deshler. (2001). The Case for Strategic Tutoring.. Educational leadership. 58(7). 50–52. 7 indexed citations
15.
Deshler, Donald D., Jean B. Schumaker, B. Keith Lenz, et al.. (2001). Ensuring Content–Area Learning by Secondary Students with Learning Disabilities. Learning Disabilities Research and Practice. 16(2). 96–108. 118 indexed citations
16.
Hock, Michael F., et al.. (2001). The Effects of an After-School Tutoring Program on the Academic Performance of At-Risk Students and Students with LD. Remedial and Special Education. 22(3). 172–186. 40 indexed citations
17.
Hock, Michael F., Donald D. Deshler, & Jean B. Schumaker. (1999). Tutoring Programs for Academically Underprepared College Students: A Review of the Literature. Journal of College Reading and Learning. 29(2). 101–122. 24 indexed citations
18.
Hock, Michael F.. (1995). Training Strategic Tutors to Enhance Learner Independence.. Journal of developmental education. 19(1). 17 indexed citations
19.
Hock, Michael F., Donald D. Deshler, & Jean B. Schumaker. (1993). Learning Strategy Instruction for At-Risk and Learning-Disabled Adults: The Development of Strategic Learners Through Apprenticeship. Preventing School Failure Alternative Education for Children and Youth. 38(1). 43–49. 10 indexed citations
20.
Hock, Michael F., et al.. (1990). Collaboration for Learning: Strategies for Program Success. Music Educators Journal. 76(8). 44–48. 3 indexed citations

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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