| Year |
Citation |
Score |
| 2020 |
Hojnoski RL, Missall KN, Wood BK. Measuring Engagement in Early Education: Preliminary Evidence for the Behavioral Observation of Students in Schools–Early Education: Assessment For Effective Intervention. 45: 243-254. DOI: 10.25384/Sage.C.4348757.V1 |
0.352 |
|
| 2020 |
Zakszeski B, Hojnoski RL, Dever BV, DuPaul GJ, McClelland MM. Early Elementary Trajectories of Classroom Behavior Self-Regulation: Prediction by Student Characteristics and Malleable Contextual Factors School Psychology Review. 49: 161-177. DOI: 10.1080/2372966X.2020.1717373 |
0.333 |
|
| 2019 |
Hendrix NM, Hojnoski RL, Missall KN. Shared Book Reading to Promote Math Talk in Parent-Child Dyads in Low-Income Families. Topics in Early Childhood Special Education. 39: 45-55. DOI: 10.1177/0271121419831762 |
0.499 |
|
| 2017 |
Shapiro ES, Gebhardt S, Flatley K, Guard KB, Fu Q, Leichman ES, Calhoon MB, Hojnoski R. Development and Validity of the Rating Scales of Academic Skills for Reading Comprehension. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association. PMID 28114783 DOI: 10.1037/Spq0000193 |
0.402 |
|
| 2017 |
Hojnoski RL, Caskie GIL, Miller Young R. Early Numeracy Trajectories: Baseline Performance Levels and Growth Rates in Young Children by Disability Status Topics in Early Childhood Special Education. 37: 206-218. DOI: 10.1177/0271121417735901 |
0.442 |
|
| 2017 |
Zakszeski BN, Hojnoski RL, Wood BK. Considerations for Time Sampling Interval Durations in the Measurement of Young Children’s Classroom Engagement: Topics in Early Childhood Special Education. 37: 42-53. DOI: 10.1177/0271121416659054 |
0.448 |
|
| 2016 |
Laracy SD, Hojnoski RL, Dever BV. Assessing the classification accuracy of early numeracy curriculum-based measures using receiver operating characteristic curve analysis Assessment For Effective Intervention. 41: 172-183. DOI: 10.1177/1534508415621542 |
0.338 |
|
| 2016 |
Wood BK, Hojnoski RL, Laracy SD, Olson CL. Comparison of Observational Methods and Their Relation to Ratings of Engagement in Young Children Topics in Early Childhood Special Education. 35: 211-222. DOI: 10.1177/0271121414565911 |
0.401 |
|
| 2016 |
Missall KN, Hojnoski RL, Moreano G. Parent–child mathematical interactions: examining self-report and direct observation Early Child Development and Care. 1-13. DOI: 10.1080/03004430.2016.1193731 |
0.489 |
|
| 2016 |
Pollack B, Hojnoski R, DuPaul GJ, Kern L. Play behavior differences among preschoolers with ADHD: Impact of comorbid ODD and anxiety Journal of Psychopathology and Behavioral Assessment. 38: 66-75. DOI: 10.1007/S10862-015-9497-7 |
0.427 |
|
| 2015 |
Hojnoski R, Polignano J, Columba HL. Increasing Teacher Mathematical Talk During Shared Book Reading in the Preschool Classroom: A Pilot Study Early Education and Development. 1-16. DOI: 10.1080/10409289.2016.1102018 |
0.501 |
|
| 2015 |
Missall K, Hojnoski RL, Caskie GIL, Repasky P. Home Numeracy Environments of Preschoolers: Examining Relations Among Mathematical Activities, Parent Mathematical Beliefs, and Early Mathematical Skills Early Education and Development. 26: 356-376. DOI: 10.1080/10409289.2015.968243 |
0.6 |
|
| 2014 |
Hojnoski RL, Columba HL, Polignano J. Embedding Mathematical Dialogue in Parent-Child Shared Book Reading: A Preliminary Investigation Early Education and Development. 25: 469-492. DOI: 10.1080/10409289.2013.810481 |
0.517 |
|
| 2013 |
Vilardo BA, DuPaul GJ, Kern L, Hojnoski RL. Cross-Age Peer Coaching: Enhancing the Peer Interactions of Children Exhibiting Symptoms of ADHD Child and Family Behavior Therapy. 35: 63-81. DOI: 10.1080/07317107.2013.761043 |
0.392 |
|
| 2012 |
Polignano JC, Hojnoski RL. Preliminary evidence of the technical adequacy of additional curriculum-based measures for preschool mathematics Assessment For Effective Intervention. 37: 70-83. DOI: 10.1177/1534508411430323 |
0.516 |
|
| 2012 |
Hojnoski RL, Wood BK. Challenging Behavior and Early Academic Skill Development: An Integrated Approach to Assessment and Intervention Young Exceptional Children. 15: 29-40. DOI: 10.1177/1096250612455033 |
0.341 |
|
| 2011 |
Methe SA, Hojnoski R, Clarke B, Owens BB, Lilley PK, Politylo BC, White KM, Marcotte AM. Innovations and future directions for Early Numeracy Curriculum-Based Measurement: Commentary on the Special Series Assessment For Effective Intervention. 36: 200-209. DOI: 10.1177/1534508411414154 |
0.405 |
|
| 2009 |
Hojnoski RL, Gischlar KL, Missall KN. Improving child outcomes with data-based decision making: Collecting data Young Exceptional Children. 12: 32-44. DOI: 10.1177/1096250609333025 |
0.466 |
|
| 2009 |
Hojnoski RL, Caskie GIL, Gischlar KL, Key JM, Barry A, Hughes CL. Data display preference, acceptability, and accuracy among urban head start teachers Journal of Early Intervention. 32: 38-53. DOI: 10.1177/1053815109355982 |
0.327 |
|
| 2009 |
Hojnoski RL, Silberglitt B, Floyd RG. Sensitivity to growth over time of the preschool numeracy indicators with a sample of preschoolers in head start School Psychology Review. 38: 402-418. |
0.428 |
|
| 2008 |
Hojnoski RL, Margulies AS, Barry A, Bose-Deakins J, Sumara KM, Harman JL. Analysis of two early childhood education settings: Classroom variables and peer verbal interaction Journal of Research in Childhood Education. 23: 193-209. DOI: 10.1080/02568540809594655 |
0.333 |
|
| 2007 |
Hojnoski RL, Missall KN. Monitoring Preschoolers' Language and Early Literacy Growth and Development: Young Exceptional Children. 10: 17-27. DOI: 10.1177/109625060701000303 |
0.306 |
|
| 2006 |
Floyd RG, Hojnoski R, Key J. Preliminary Evidence of the Technical Adequacy of the Preschool Numeracy Indicators School Psychology Review. 35: 627-644. DOI: 10.1080/02796015.2006.12087967 |
0.306 |
|
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