Invited Edited Chapters
Hoskyn, M., (in press). The Prevention Science Perspective in Implementing Instructional Research In Sylvia Rosenfield & Virginia Berninger (Eds.), Translating Science-Supported Instruction into Evidence-based Practices: Understanding and Applying the Implementation Process.
Hoskyn, M., (in press). The development of working memory: Implications for children’s early learning and social communication, Sokol, B., Carpendale, J., & Yeung, A. (Eds.), Social-Regulation: Exploring the Relation between Social Interaction, Social-Cognition, and the Development of Executive Function.
Hoskyn, M. (2004). Language processes and reading disabilities. In B. Wong (Ed.), Learning about Learning Disabilities, (3rd edition), San Diego: Elsevier Science.
Swanson, H. L., O’Shaughnessy, T. E., McMahon, C. M., & Hoskyn, M. (1998). A selective synthesis of single subject design intervention research on students with learning disabilities. In T. E. Scruggs & M. A. Mastropieri (Eds.), Advances in learning and behavioral disabilities: Vol 12 (pp. 79–126). Stanford, CT: JAI Press.