Michael F. Hock, Ph.D.
Michael Hock, PhD, is Director of KUCRL, Senior Research Scientist, and Courtesy Associate Professor in the Department of Special Education. Hock’s research interests include adolescent literacy, reading motivation, and tutoring interventions for academically under-prepared adolescents and adults. Additionally, his research focuses on professional development, instructional coaching, and the school change process.
Dr. Hock is currently PI of an IES grant that is developing and validating of an online adaptive measure of reading motivation for adolescents. Additionally, he serves as PI for a grant on flipped instruction funded by the Oak Foundation. In the past, he has served as Co-PI of an IES Teacher Quality design grant, Co-PI of an IES Goal 2 adolescent reading grant, and has received additional funding from NICHD to develop, implement, and evaluate reading interventions for adolescents and adults who struggle with reading. This work has been disseminated in peer-reviewed scholarly publications and studies, found in Learning Disability Quarterly, the Journal of Learning Disabilities, the Journal of Learning and Individual Differences, and the Journal of Research on Educational Effectiveness. Together with Drs. Don Deshler and Irma Brasseur-Hock, he is the author of Fusion Reading, a research-based reading curriculum published by McGraw Hill.
1122 West Campus Road
720 Joseph R. Pearson Hall
Lawrence, Kansas 66045
Tutoring interventions for academically under-prepared adolescents and adults
School change process
Davis, M. H., Wang, W., Kingston, N., & Hock, M. F. (in review). Investigating the dimensionality and internal structure of reading motivation.
Knight, D. S., Hock, M. F., Skrtic, T. M., Bradley, B. A., & Knight, J. (2018). Evaluation of video- based instructional coaching for middle school teachers: Evidenc from a multiple baseline study. The Educational Forum, 82, 1-18. 10.1080/00131725.2018.1474985
Davis, M. H., Tonks, S. M., Hock, M. F., Wang, W. & Rodriguez, A. (2018). A review of reading motivation scales. Reading Psychology. 86(2), 1-67. 10.1080/02702711.2017.1400482
Kingston, N., Wang, W., Davis, M. H., Tonks, S., Tiemann, G., & Hock, M. F. (2017). Gender and grade differences on reading motivation, behavior, engagement, and achievement scales and strength of relationships among the scales. The Center for Educational Testing and Evaluation, Lawrence, KS. Knight, D., Knight, M. J., Hock, M. F., & Skrtic, T. (2017). Cost-Effectiveness of instructional coaching: Implementing a design-based, continuous improvement model to advance teacher professional development in middle schools. Educational Forum.
Calhoon, M. B., Brasseur-Hock, I. F., & Hock, M. F. (2017, October). Evidenced-Based Supplemental Reading Programs: Closing the Research to Practice Chasm. Panel Presentation. 39th International Conference on Learning Disabilities. Baltimore, MD.
Calhoon, M. B., Brasseur-Hock, I. F., & Hock, M. F. (2017, April) Supporting Access to the General Education Curriculum: Improving Reading Comprehension for Adolescents with Reading Disabilities. Boston, MA.
Hock, M. F., & Brasseur-Hock, I. F. (2016, October). Improving reading achievement for adolescents with reading disabilities in middle schools. Interactive paper. 38th International Conference on Learning Disabilities. San Antonio, TX.
Hock, M. F., & Brasseur-Hock, I. F. (2016, October). Analysis of blended instruction and planning for students with learning disabilities. Poster session. 38th International Conference on Learning Disabilities. San Antonio, TX.
Calhoon, M. B., Brasseur-Hock, I. F., Fritschmann, N., Branum-Martin, L., & Hock, M. F. (2016, October). Literacy interventions for adolescents with severe reading disabilities. 38th International Conference on Learning Disabilities. San Antonio, TX.