Willa van Dijk Ph.D.

Publications | Book Chapters

• van Dijk, W., (2022). Academic Achievement: Disproportionality and Social Justice in Education . Springer
• van Dijk, W., (2021). Experimental Designs.: Research Methods in Special Education. Slack, Inc

An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.

Publications | Journal Articles

Academic Journal

• van Dijk, W., (2025). Augmenting Analysis of Single-Case Math Interventions with Bayesian Multilevel Models: Examining Effect Visualization and Magnitude Uncertainty. School Psychology, doi: 10.35542/osf.io/qs8nd
• van Dijk, W., (2025). Data Sharing for Randomized Controlled Trials in Social Work. Research on Social Work Practice, doi: 10.1177/10497315231186799
• van Dijk, W., (2025). Decrypting the Codes: Investigating a Reading Intervention’s Impact on Math Problem Solving and Calculation Fluency. Psychology in the Schools, doi: http://doi.org/10.1002/pits.23578
• Gillam, R., Gillam, S.L, van Dijk, W., (2025). The direct and indirect effects of an oral narrative intervention for children with or at risk for language and reading disorders. Mind, Brain, and Education
• van Dijk, W., (2025). Using twins to assess what might have been: The cotwin control design. Research on Social Work Practice, doi: 10.1177/10497315221120604
• van Dijk, W., (2025). Parallel models of reading and math cognition. Canadian Journal of Experimental Psychology
• van Dijk, W., (2025). Examining differential intervention effects: Do early literacy intervention effects vary by student abilities and characteristics?. Exceptional Children
• van Dijk, W., (2025). Group Design Studies in Rural Special Education: Opportunities for Advancing Evidence-Based Practice. Rural Special Education Quarterly, 44:3, 141-149. doi: 10.1177/87568705251338538
• van Dijk, W., (2025). Providing Outsider and Insider Perspectives Using Mixed-Methods Social Network Analyses. Rural Special Education Quarterly, 44:4, 213-225. doi: 10.1177/87568705251331022
• van Dijk, W., (2025). Advancing Open Science in School Psychology: Opportunities, Innovations, and Future Directions to Support Transparency, Access, and Accountability. School Psychology Review, 54:4, 433-442. doi: 10.1080/2372966x.2025.2522589 *
• van Dijk, W., (2024). Comparing Tier 1 reading instruction with Tier 3 intervention thorugh an observational snapshot of school-implemented Response to Intervention across grades 1-5. Reading and Writing
• van Dijk, W., (2024). Measuring Elementary Student Reading Gain in the Context of School-Implemented Multitiered Systems of Support. Remedial and Special Education, doi: 10.1177/07419325241268563
• van Dijk, W., (2024). Educational experiences of U.S. children during the 2020–2021 school year in the context of the COVID-19 pandemic.. Developmental Psychology, 60:7, 1298-1312. doi: 10.1037/dev0001488
• van Dijk, W., (2024). Student behavior ratings and response to Tier 1 reading intervention: which students do not benefit?. Journal of Research on Educational Effectiveness, 17:3, 491-512. doi: 10.1080/19345747.2023.2194894
• Na, C., Clarke Midura, J., Shumway, J., van Dijk, W., Lee, V.R, (2024). Validating a performance assessment of computational thinking for early childhood using item response theory. International Journal of Child-Computer Interaction, 40, 100650. doi: 10.1016/j.ijcci.2024.100650
• van Dijk, W., (2024). Special Education Researchers’ Knowledge, Attitudes, and Reported Use of Open Practices. Remedial and Special Education, doi: 10.1177/07419325241237268
• van Dijk, W., (2023). Meeting the Moment: Impact of TEACH Grant on US Undergraduate Education Degree Completion in High-Need Content Areas. Higher Education Policy, 36:3, 431-456. doi: 10.1057/s41307-022-00263-3
• van Dijk, W., (2023). A Targeted Review of Open Practices in Special Education Publications. Exceptional Children, 89:3, 238-255. doi: 10.1177/00144029221145195
• van Dijk, W., (2022). Screening screeners: calculating classification indices using correlations and cut-points. Annals of Dyslexia, 72:3, 445-460. doi: 10.1007/s11881-022-00261-5
• van Dijk, W., (2022). A how-to guide for open-science practices in special education research.. Remedial and Special Education, 43:4, 270-280. doi: 10.1177/07419325211019100
• van Dijk, W., (2022). Understanding heritability in the context of reading ability and instruction.. The Reading League Journal
• van Dijk, W., (2022). Exploring Individual Differences in Response to Reading Intervention: Data from Project KIDS (Kids and Individual Differences in Schools).. Journal of Open Psychological Data, 10, doi: 10.5334/jopd.58
• van Dijk, W., (2021). Assessing measurement invariance across multiple groups: When is fit good enough?. Educational and Psychological Measurement, 82:3, 482-505. doi: 10.1177/00131644211023567
• van Dijk, W., (2021). The practical utility of genetic screening in school settings.. npj Science of Learning, 6:12, doi: 10.1038/s41539-021-00090-y
• van Dijk, W., (2021). Why does construct validity matter in measuring implementation fidelity? A methodological case study. . Assessment for Effective Intervention, 47:2, 67-78. doi: 10.1177/1534508421998772
• van Dijk, W., (2021). A Systematic Review of Tier 1 PBIS Implementation in Alternative Education Settings. Behavioral Disorders, 46:4, 199-213. doi: 10.1177/0198742920915648
• van Dijk, W., (2021). Open Science in Education Science.. Journal of Learning Disabilities, 54:2, 139-152. doi: 10.1177/0022219420945267
• Schatschneider, C., Edwards, A., van Dijk, W., (2020). The methodology of the National Reading Panel report: Then and now.. The Reading League Journal, 3:1, 16-19.
• van Dijk, W., (2020). The brain and the US education system: Perpetuation of neuromyths.. Exceptionality, 28:1, 16-29. doi: 10.1080/09362835.2018.1480954
• van Dijk, W., (2019). The effectiveness of visual activity schedules for individuals with intellectual disabilities: A meta-analysis.. Journal of Intellectual and Developmental Disability, 44:4, 384-394. doi: 10.3109/13668250.2018.1431761
• van Dijk, W., (2019). The relation between classroom management and mathematics achievement: A multilevel structural equation model. Psychology in the Schools, 56:7, 1173-1186. doi: 10.1002/pits.22254
• van Dijk, W., (2019). Morpheme frequency in English: Identifying high-utility morphemes for instruction.. Literacy Research and Instruction, 58:3, 184-209. doi: 10.1080/19388071.2019.1617375

An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.

Publications | Other

An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.