Michael F. Hock

Research Centers - Center for Research on Learning
Senior Scientist
Director, Center for Research on Learning
Primary office:
785-864-0567
Joseph R. Pearson Hall
Room 720
1122 West Campus Road
Lawrence, KS 66045


Summary

Michael Hock, Ph.D. is Director of the Center for Research on Learning and Senior Research Scientist at the University of Kansas. His research involves the development and validation of adolescent reading and student motivation interventions that respond to the needs of districts or agencies as well as the needs of academically underprepared adolescents and adults. His interests include the design and validation of instructional strategies and practices for improving student outcomes for adolescents who struggle with learning. His interests also include professional development, instructional coaching, and the change process related to getting research to practice.

Currently, Michael serves as the PI for the University of Kansas Center for Research on Learning's contract for the Kansas Department of Education's Striving Readers grant (2017 to 2021).

Selected Publications

Hock, M. F., & Brasseur-Hock, I. F. (2015). Comprehension instruction for at-risk students. In . (Ed.), Adolescent literacy: Field tested: Effective solutions for every classroom(2ndnd ed.). Newark, NY: The International Reading Association.

Brasseur-Hock, I. F., Hock, M. F., & Deshler, D. D. (2015). Comprehension instruction for at-risk students. In S. R. Paris & K. Headley (Eds.), Comprehension instruction: Research-based best practices(3rd ed.) (pp. 175-193). New York, NY: Guilford.

Hock, M. F., Brasseur-Hock, I. F., & Deshler, D. D. (2015). Reading comprehension instruction for middle and high school students in English language arts: Research and evidence-based practices. In K. L. Santi & D. K. Reed (Eds.), Improving comprehension instruction for middle and high school students (pp. 99-118). New York, NY: Springer. DOI:10.1007/978-3-319-14735-2

Hock, M. F., Brasseur, I. F., & Deshler, D. D. (2015). Possible selves and learners. In S. Lopez & A. Beauchamp (Eds.), The encyclopedia of positive psychology(2nd ed.). Oxford, England: Wiley-Blackwell.

Knight, J. Elford, M. Hock, M. F., Bradley, B. Deshler, D. D., & Knight, D. (2015). 3 steps to great coaching: A simple but powerful instructional coaching cycle net results. JSD: The Learning Forward Journal, 31(1), 10-20.

Hock, M. F., Brasseur-Hock, I. F., & Deshler, D. D. (2014). Responding to the needs of adolescents with severe reading disabilities. New England Reading Association Journal, 49(2), 9-18.

Bradley, B. Knight, J. K., Harvey, S. Hock, M. Knight, D. Skrtic, T. Brasseur-Hock, I. & Deshler, D. (2013). Improving instructional coaching to support middle school teachers in the United States. In T. Plomp & N. Nieveen (Eds.), Educational design research: Part B illustrative cases (pp. 299-318). Enschede, The Netherlands: SLO.

Hock, M. F., Brasseur-Hock, I. F., & Deshler, D. D. (2013). Evidence supporting the Fusion Reading program. Chicago, IL: McGraw-Hill Education.

Brasseur, I. F., Hock, M. F., & Deshler, D. D. (2012). The book study program, Chicago, IL: McGraw-Hill.

Brasseur, I. F., Hock, M. F., & Deshler, D. D. (2012). Fusion reading: Establish the course. Chicago, IL: McGraw-Hill.

Hock, M. F., Brasseur, I. F., & Deshler, D. D. (2012). Fusion strategy integration. Chicago, IL: McGraw-Hill.

Hock, M. F., Brasseur-Hock, I. F., & Deshler, D. D. (2012). Possible selves for readers. Chicago, IL: McGraw-Hill.

Brasseur, I. F., Hock, M. F., & Deshler, D. D. (2012). The bridging strategy.(Rev) Chicago, IL: McGraw-Hill.

Hock, M. F., Brasseur, I. F., & Deshler, D. D. (2012). The PASS strategy. Chicago, IL: McGraw-Hill.

Hock, M. F., Brasseur, I. F., & Deshler, D. D. (2012). The prediction strategy.(Rev) Chicago, IL: McGraw-Hill.

Brasseur, I. F., Hock, M. F., & Deshler, D. D. (2012). The summarization strategy.(Rev) Chicago, IL: McGraw-Hill.

Brasseur, I. F., & Hock, M. F. (2012). The thinking reading program.(Rev.) Chicago, IL: McGraw-Hill.

Hock, M. F., Brasseur, I. F., & Deshler, D. D. (2012). The vocabulary program. Chicago, IL: McGraw-Hill.

Knight, J. M., Bradley, B. A., Hock, M. F., Skrtic, T. M., Knight, D. Brasseur-Hock, I. F., Clark, J. Ruggles, M. & Hatton, C. (2012). Record, replay, reflect: Videotaped lessons accelerate learning for teachers and coaches. Journal of Staff Development, 33(2), 18-23.

Hock, M. F., Brasseur-Hock, I. F., & Deshler, D. D. (2012). Fusion reading program. Lawrence, KS: The University of Kansas Center for Research on Learning.

Hock, M. F. (2012). Effective instruction for adults with specific learning disabilities. Journal of Learning Disabilities. Special Issue. Adults with specific Learning Disabilities: The Adult Education Perspective, 45(1), 64-78.

Deshler, D. D., Hock, M. F., Ihle, F. M., & Mark, C. A. (2011). Designing and conducting literacy intervention research. In M. Kamil, P. D. Pearson, E. Birr-Mojr, & P. Afflerbach (Eds.), Handbook of reading research (Vol. IV, pp. 66-83). New York, NY: Routledge.

Brasseur-Hock, I. F., Hock, M. F., Biancarosa, G. Kiefer, M. & Deshler, D. D. (2011). Adolescent struggling readers in urban schools: Results of a latent class analysis. Journal of Psychology and Education: Learning and Individual Differences, 21(4), 438-452.

Hock, M. F., & Mellard, D. (2011). Efficacy of learning strategies instruction in adult education. Journal of Research on Educational Effectiveness, 4(1), 1-20.

Deshler, D. D., & Hock, M. F. (2011). Kansas guide to learning: Literacy: grades 6-12., 101-140. Topeka, KS: Kansas State Department of Education.

Hock, M. F., & Brasseur-Hock, I. F. (2009). Literacy interventions for adolescent struggling readers. In S. R. Paris, D. Fisher, & K. Headley (Eds.), Adolescent literacy, Field tested: Effective solutions for every classroom (pp. 129-142). Newark, NJ: The International Reading Association.

Hock, M. F. (2009). Teaching methods: Instructional methods and arrangements effective for adults with learning disabilities. In J. M. Taymans (Ed.), Learning to achieve: A review of the research literature on serving adults with learning disabilities (pp. 183-208). Washington, DC: National Institute of for Literacy.

Hock, M. F., Brasseur, I. F., & Deshler, D. D. (2009). Nurturing motivation through possible selves. In S. Lopez & A. Beauchamp (Eds.), The encyclopedia of positive psychology. Oxford, England: Wiley-Blackwell.

Hock, M. F., Brasseur, I. F., Deshler, D. D., Catts, H. W., Marquis, J. Mark, C. A., & Wu Stribling, J. (2009). What is the reading component skill profile of adolescent struggling readers in urban schools? Learning Disability Quarterly, 32(1), 21-38.

Hock, M. F. (2009). Teaching methods: Instructional methods and arrangements effective for adults with learning disabilities. Bridges to practice (B2P) literature review. Washington, DC: The National Institute for Literacy.

Hock, M. F., Deshler, D. D., & Brasseur, I. F. (2008). Comprehension instruction for at-risk students. In C. Block, S. Parris, & P. Afferbach (Eds.), Comprehension Instruction(2nd ed.). New York, NY: Guilford Press.

Deshler, D. D., & Hock, M. F. (2008). Designing and evaluating programmatic adolescent literacy interventions. In M. Kamil, D. Pearson, E. Moje, & P. Afflerbach (Eds.), Handbook of reading research (Vol. IV). Mahwah, NJ: Lawrence Erlbaum Associates.

Deshler, D. D., & Hock, M. F. (2007). Adolescent literacy: Where we are—Where we need to go. In M. Pressley, A. Billman, K. Perry, K. Reffitt, & J. Moorhead Reynolds (Eds.), Shaping literacy achievement: Research we have, research we need. New York, NY: Guilford Publications, Inc.

Hock, M. F., Deshler, D. D., & Schumaker, J. B. (2006). Enhancing student motivation through the pursuit of possible selves. In C. Dunkel & J. Kerpelman (Eds.), Possible selves: Theory, research, and applications (pp. 205-221). New York, NY: Nova Science Publishers, Inc.

Deshler, D. D., Hock, M. F., & Catts, H. W. (2006). Enhancing outcomes for struggling adolescent readers. Perspectives, The International Dyslexia Association, 32(3), 21-25.

Schumaker, J. B., Deshler, D. D., Woodruff, S. K., Hock, M. F., Bulgren, J. A., & Lenz, B. K. (2006). Reading strategy interventions: Can literacy outcomes be enhanced for at-risk adolescents? Teaching Exceptional Children, 38(3), 64-68.

Hock, M. F., & Tollefson, J. (2006). Strategic instruction model links to national reading panel recommendations. Stratenotes, 14(6).

Hock, M. F. (2005). Students with learning disabilities or attention-deficit/hyperactivity disorder. In E. Getzel & P. Wehman (Eds.), Going to college: Expanding opportunities for people with disabilities (pp. 233-252). Baltimore, MD: Brookes Publishing Co.

Hock, M. F., & Mellard, D. (2005). Reading comprehension strategies for adult literacy outcomes. Journal of Adolescent and Adult Literacy, 49(3), 192-200.

Hock, M. F., Schumaker, J. B., & Deshler, D. D. (2003). Possible selves: Nurturing student motivation. Lawrence, KS: Edge Enterprises, Inc.

Hock, M. F., & Deshler, D. D. (2003). Don’t forget the adolescents. Principal Leadership, 4(3), 51-56.

Hock, M. F., & Deshler, D. D. (2003). “No child” leaves behind teen reading proficiency. Education Digest, 69(4), 27-36.

Hock, M. F., Deshler, D. D., & Faggella-Luby, M. (2003). Evidence-based secondary school reform models. New York, NY: Carnegie Corporation of New York.

Deshler, D. D., Schumaker, J. B., Lenz, B. K., Bulgren, J. A., Hock, M. F., Knight, J. & Ehren, B. (2001). Ensuring content-area learning by secondary students with learning disabilities. Learning Disabilities Research and Practice, 16(2), 96-108.

Hock, M. F., Schumaker, J. B., & Deshler, D. D. (2001). The case for strategic tutoring. Educational Leadership, 58(7), 50-52.

Hock, M. F., Pulvers, K. A., Deshler, D. D., & Schumaker, J. B. (2001). The effects of an after school tutoring program on the academic performance of at-risk and students with learning disabilities. Remedial and Special Education, 22(3), 172-186.

Hock, M. F., Deshler, D. D., & Schumaker, J. B. (2000). Strategic tutoring. Lawrence, KS: Edge Enterprises, Inc.

Hock, M. F., Deshler, D. D., & Schumaker, J. B. (1999). Tutoring programs for academically underprepared college students: A review of the literature. Journal of College Reading and Learning, 29(2), 101-122.

Hock, M. F., Schumaker, J. B., & Deshler, D. D. (1998). Closing the gap to success in secondary schools: A model for cognitive apprenticeship. In M. Pressley, K. Harris, S. Graham, & D. Deshler (Eds.), Teaching every child every day: Learning in diverse schools and classrooms (pp. 1-52). Cambridge, MA: Brookline Books.

Hock, M. F. (1997). Student motivation and commitment: A cornerstone of strategy instruction. Strategram, 7(3).

Hock, M. F., Schumaker, J. B., & Deshler, D. D. (1995). Training strategic tutors to enhance learner independence. Journal of Developmental Education, 19(1), 18-26.

Bulgren, J. A., Hock, M. F., Schumaker, J. B., & Deshler, D. D. (1994). The effects of instruction in a paired associates strategy on the information mastery performance of students with learning disabilities. Learning Disabilities Research and Practice, 10(1), 22-37.

Hock, M. F., Deshler, D. D., & Schumaker, J. B. (1993). Learning strategies instruction for at-risk and learning disabled adults: The development of strategic learners through apprenticeship. Preventing School Failure, 38(1), 43-49.

Hock, M. F. (1993). The college experience for students with learning disabilities. Overland Park, KS: The Council for Learning Disabilities.

Hock, M. F. (1993). The ”poetry” of strategy instruction. Strategram, 5(3).

Hock, M. F. (1992). Strategic learning through apprenticeship. Strategram, 5(2).

Academic Degrees

  • PhD, Special Education with LD emphasis and minor in Educational Policy & Leadership, University of Kansas, Lawrence, KS, 1998
  • MA, Special Education with emphasis in Learning Disabilities, University of South Dakota, Vermillion, SD, 1978
  • BS, History with a minor in Russian & Secondary-level Teaching Certification, Mankato State University, Mankato, MN, 1972

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