Daniel Hajovsky

Associate Professor

Texas A&M University

United States

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About

Daniel Hajovsky is an Associate Professor at Texas A&M University in the United States. His research focuses on specific learning disabilities, cognitive-reading relations, and assessment practices in educational contexts. He has published recent articles examining neurological disorders in diverse student populations, the impacts of assessment models on identification, and the interplay between cognitive abilities and mathematical achievement.

Articles (18)

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Associate Professor

University of Missouri Kansas City

UNITED STATES

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Daniel Hajovsky

Research Interests

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Articles (18)

Partitioning Influences on SLD Decision Outcomes and Confidence: School Psychologists’ Decision-Making Style, Beliefs, and Sociodemographic Characteristics

A case study examining a neurological disorder in a culturally and linguistically diverse early elementary student.

SLD Models and Assessment Data Sources: Effects on Identification and Confidence

Toward a Consensus Model of Cognitive–Reading Achievement Relations Using Meta-Structural Equation Modeling

Science and Practice of Identifying Specific Learning Disabilities: Kind Conversations About a Wicked Problem

Understanding Contextual Specificity in Cognitive-Reading Relations: Moderation by Age and IQ

General Ability Level Moderates Cognitive–Achievement Relations for Mathematics

Describing the Relationship Between Word Decoding, Oral Language, Phonemic Awareness, and the Orthographic Lexicon in the KTEA-3 and WIAT-4

A longitudinal examination of parallel growth and reciprocal changes in teacher–student relationships and academic achievement.

Do Cognitive–Achievement Relations Vary by General Ability Level?

Evaluating Phonemic Awareness and Orthographic Mapping With the Woodcock–Johnson IV

Specific Learning Disability Identification in an RtI Method: Do Measures of Cognitive Ability Matter?

Examination of differential effects of cognitive abilities on reading and mathematics achievement across race and ethnicity: Evidence with the WJ IV

Reciprocal Relations Between Children’s Social and Academic Skills Throughout Elementary School

The sexes do not differ in general intelligence, but they do in some specifics

Neurodiversity and Intelligence: Evaluating the Flynn Effect in Children with Autism Spectrum Disorder

Gender differences in children’s social skills growth trajectories

Language used in school psychological evaluation reports as predictors of SLD identification within a response to intervention model.

Collaborators (10)

Matthew Burns

Morgan K. Sekula

Kathrin E. Maki

Lamia Bagasrawala

Jacqueline M. Caemmerer

John Froiland

Andryce Clinkscales

Ryan McGill

Benjamin Mason

Steven Chesnut

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