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Journal of School Psychology|February 13, 2018
Meta-analysis of targeted small-group reading interventionsMatthew S Hall, Matthew K BurnsJournal of School Psychology|December 17, 2008
Analogue evaluation of the effects of opportunities to respond and ratios of known items within drill rehearsal of Esperanto wordsIsadora Szadokierski, Matthew K BurnsPsychological Reports|April 14, 2004
Practicing school psychologists' perceived role in prevention of school violenceVincent J Dean, Matthew K BurnsAmerican Journal on Intellectual and Developmental Disabilities|April 28, 2021
Practicing Keywords to Increase Reading Performance of Students With Intellectual DisabilityMallory A Stevens, Matthew K BurnsSchool Psychology (Washington, D.C.)|November 30, 2018
Enhancing maintenance and generalization of sight words taught with incremental rehearsal: Applying the depth of processing and generalization frameworksShawna Petersen-Brown, Matthew K BurnsSchool Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association|July 19, 2016
Learning disability identification consistency: The impact of methodology and student evaluation dataKathrin E Maki, Matthew K Burns, Amanda SullivanJournal of School Psychology|December 17, 2008
Ethical and legal issues associated with using response-to-intervention to assess learning disabilitiesMatthew K Burns, Susan Jacob, Angela R WagnerJournal of School Psychology|December 17, 2008
Using performance feedback to enhance implementation fidelity of the problem-solving team processMatthew K Burns, Rebecca Peters, George H NoellSchool Psychology (Washington, D.C.)|February 6, 2023
Evaluating components of the active view of reading as intervention targets: Implications for social justiceMatthew K Burns, Nell K Duke, Kelly B CartwrightSchool Psychology (Washington, D.C.)|November 8, 2019
Differences in specific learning disability identification with the Woodcock-Johnson IVJared T Izumi, Matthew K Burns, Craig L FrisbyPageof 5