Publications
Manuscripts
2022
Burns, M. K., Duesenberg-Marshall, M. D., McCollom, E. M., McCree, N., & Abdelnaby, H. Z. (2022). Preteaching Words to Facilitate an Instructional Level in Reading with a Student with a Specific Learning Disability in Reading. Learning Disabilities: A Multidisciplinary Journal, 27(1).
2021
Burns, M. K., McCollom, E., & Kanive, R. (2021). Theories of reading, writing, and mathematics. Theories of school psychology: Critical perspectives, 226-253.
Stevens, M. A., & Burns, M. K. (2021). Practicing Keywords to Increase Reading Performance of Students With Intellectual Disability. American Journal on Intellectual and Developmental Disabilities, 126(3), 230-248.
Sussman, K., Burns, M. K., & Lembke, E. S. (2021). Effects of ECHO MTSS Teleconsultation Model on Self-Efficacy of Data-Based Individualization of Academic Interventions. Journal of Educational and Psychological Consultation, 1-21.
Stevens, M. A., & Burns, M. K. (2021). Practicing Keywords to Increase Reading Performance of Students With Intellectual Disability. American Journal on Intellectual and Developmental Disabilities, 126(3), 230-248.
Sussman, K., Burns, M. K., & Lembke, E. S. (2021). Effects of ECHO MTSS Teleconsultation Model on Self-Efficacy of Data-Based Individualization of Academic Interventions. Journal of Educational and Psychological Consultation, 1-21.
2020
Burns, M. K., Barrett, C. A., Maki, K. E., Hajovsky, D. B., Duesenberg, M. D., & Romero, M. E. (2020). Recommendations in School Psychological Evaluation Reports for Academic Deficits: Frequency, Types, and Consistency with Student Data. Contemporary School Psychology, 24(4), 478-487.
2019
Burns, M. K., Aguilar, L. N., Young, H., Preast, J. L., Taylor, C. N., & Walsh, A. D. (2019). Comparing the effects of incremental rehearsal and traditional drill on retention of mathematics facts and predicting the effects with memory. School Psychology, 34(5), 521.
Preast, J. L., Burns, M. K., Brann, K. L., Taylor, C. N., & Aguilar, L. (2019, March). Class-Wide Partner Reading Intervention for Science Comprehension. In School Psychology Forum (Vol. 13, No. 1).
Preast, J. L., Burns, M. K., Brann, K. L., Taylor, C. N., & Aguilar, L. (2019, March). Class-Wide Partner Reading Intervention for Science Comprehension. In School Psychology Forum (Vol. 13, No. 1).
2018
Burns. M. K., Maki, K. E., Warmbold-Brann, K., & Preast, J. L. (2018). Using student response to intervention to identify SLD: Requirements, recommendations, and future research. In D. P. Flanagan & V. C. Alfonso (Eds.). Essentials of specific learning disability identification (2nd ed., pp. 257-284). Hoboken, NJ: Wiley.
Taylor, C. N., Aguilar, L., Burns, M. K., Preast, J. L., & Warmbold-Brann, K. (2018). Reliability and relationship to retention of assessing an acquisition rate for sight words with kindergarten students. Journal of Psychoeducational Assessment, 36(8), 798-807.
Taylor, C. N., Aguilar, L., Burns, M. K., Preast, J. L., & Warmbold-Brann, K. (2018). Reliability and relationship to retention of assessing an acquisition rate for sight words with kindergarten students. Journal of Psychoeducational Assessment, 36(8), 798-807.
2017
Burns, M. K., Frederick, A., Helman, L.,Pulles, S. M., McComas, J. J., & Aguilar, L. (2017). Relationship between language proficiency and growth during reading interventions. Journal of Educational Research, 110, 581-588.
Burns, M. K., Taylor, C. N., Warmbold-Brann, K. L., Preast, J. L., Hosp, J. L., & Ford, J. W. (2017). Empirical synthesis of the effect of standard error of measurement on decisions made within brief experimental analyses of reading fluency. Psychology in the Schools, 54, 640-654.
Warmbold-Brann, K., Burns, M. K., Preast, J. L., Taylor, C. N., & Aguilar, L. N. (2017). Meta-analysis of the effects of academic interventions and modifications on student behavior outcomes. School Psychology Quarterly, 32, 291-305.
2016
Burns, M. K., Frederick, A., Helman, L., Pulles, S. M., McComas, J. J., & Aguilar, L. (2016). Relationship between language proficiency and growth during reading interventions. Journal of Educational Research.
Burns, M. K., Pulles, S. M., Maki, K. E., Kanive, R., Hodgson, J., Helman, L. A., McComas, J. J., Preast, J. (in press). Accuracy of student performance while reading leveled books rated at their instructional level by a reading inventory. Journal of School Psychology.
Burns, M. K., Pulles, S. M., Maki, K. E., Kanive, R., Hodgson, J., Helman, L. A., McComas, J. J., Preast, J. (in press). Accuracy of student performance while reading leveled books rated at their instructional level by a reading inventory. Journal of School Psychology.
2015
Burns, M. K., Warmbold-Brann, K., & Zaslofsky, A. F. (2015). Ecological systems theory in School Psychology Review. School Psychology Review, 44, 249-261.
Burns, M., Pulles, S. M., Maki, K. E., Kanive, R., Hodgson, J., Helman, L. A., McComas, J. J., & Preast, J. (2015). Relationship between instructional level as measured by a reading inventory and reading performance in corresponding leveled books. Journal of School Psychology, 53(6), 437-445. doi:10.1016/j.jsp.2015.09.003
Burns, M., Pulles, S. M., Maki, K. E., Kanive, R., Hodgson, J., Helman, L. A., McComas, J. J., & Preast, J. (2015). Relationship between instructional level as measured by a reading inventory and reading performance in corresponding leveled books. Journal of School Psychology, 53(6), 437-445. doi:10.1016/j.jsp.2015.09.003
Bold = student author