Matthew K. Burns

My research focuses on improving instruction for children with varying abilities and disabilities. I explore the application of learning and ecological theories to assessment and subsequent instruction. I am also interested in systemic change to reform the education of children with unique learning needs through measuring children’s response to intervention (RtI). Thus, I study curriculum-based assessment for instructional design, matching curricular material and student skill, problem-solving team, special education labels, and consultative service delivery for special education. I currently co-direct the Minnesota Center for Reading Research (www.cehd.umn.edu/reading) and an co-principal investigator for the Path to Reading Excellence in School Sites project (http://www.cehd.umn.edu/reading/PRESS/default.html), which is a multi-year and multi-million dollar partnership to incorporate quality core instruction, data-driven instructional decisions and interventions, expanded support for English Language Learners, and meaningful professional development to support systemic change in elementary schools.

Before joining the faculty at the University of Minnesota I was a faculty member for five years at Central Michigan University, a school psychologist for six years, and a special education administrator for one year. I currently serve as an Editor of School Psychology Review, and am the immediate past Editor of Assessment for Effective Intervention.

(all EPSY courses)

Publications

1. * denotes a student co-author

   Burns, M. K. & Gibbons, K. (2013). Response to intervention implementation in elementary and secondary schools: Procedures to assure scientific-based practices (2^nd edition). New York: Routledge.

2. Burns, M. K., Riley-Tillman, T. C., & VanDerHeyden, A. M. (2013). Advanced RTI applications: Intervention design and implementation. New York: Guilford.

3. Burns, M. K., *Kanive, R., & *Degrande, M. (in press). Effect of a computer-delivered math fact intervention as a supplemental intervention for math in third and fourth grades. Remedial and Special Education.

4. *Parker, D. C., Burns, M. K., McMaster, K., & Shapiro, E. S. (in press). Extending curriculum-based assessment to early writing. Learning Disabilities Research and Practice.

5. *Petersen-Brown, S. & Burns, M. K. (in press). Adding a vocabulary component to incremental rehearsal to enhance maintenance and generalization. School Psychology Quarterly.

6. Burns, M. K. (2011). School psychology research: Combining ecological theory and prevention science. School Psychology Review. 40, 132-139.

7. Burns, M. K. (2011). Matching conceptual and procedural math interventions to student deficits. Assessment for Effective Intervention, 36, 210-218.

8. Burns, M. K., *Hodgson, J., *Parker, D. C., & *Fremont, K. (2011). Comparison of the effectiveness and efficiency of text previewing and preteaching keywords as small-group reading comprehension strategies with middle school students. Literacy Research and Instruction, 50, 241-252.

9. Burns, M. K. & *Kwoka, H., *Lim, B, Crone*, M. Haegele*, K., Parker*, D. C., Petersen*, S. & Scholin, S. E.  (2011). Minimum reading fluency necessary for comprehension among second-grade students. Psychology in the Schools, 48, 124-132.

10. Codding, R. S., Burns, M. K., & Lukito, G. (2011). Meta-analysis of mathematic computation fluency interventions: A component analysis. Learning Disability Research & Practice, 26, 36-47.

11. Cook, C.R., Burns, M. K., Browning-Wright, D., & Gresham, F.M. (2011). A guide to refining and retooling school psychological practice in the era of RtI. Palm Beach, LRP Publications.

12. *Parker, D. C., McMaster, K., & Burns, M. K. (2011). Determining an instructional level for beginning writing skills. School Psychology Review, 40, 158-167.

13. Volpe, R. J., Burns, M. K., DuBois, M., & *Zaslofsky, A. F. (2011). Computer-assisted tutoring: Teaching letter sounds to kindergarten students using incremental rehearsal. Psychology in the Schools, 48, 332-342.

14. VanDerHeyden, A. M. & Burns, M. K. (2010). Essentials of response to intervention. New York: Wiley.

15. Burns, M. K., *Klingbeil, D. A., & Ysseldyke, J. (2010). The effects of technology enhanced formative evaluation on student performance on state accountability math test. Psychology in the Schools, 47, 582-591.

16. Burns, M. K., *Scholin, S. E., Kosciolek, S., & Livingston, J. (2010). Reliability of decision-making frameworks for response to intervention for reading. Journal of Psychoeducational Assessment, 28, 102-114.

17. Burns, M. K. & Sterling-Turner, H. (2010). Comparison of efficiency measures for academic interventions based on acquisition and maintenance of the skill. Psychology in the Schools, 47, 126-134.

18. Burns, M. K., Codding, R. S., *Boice, C. H., & Lukito, G. (2010). Meta-analysis of acquisition and fluency math interventions with instructional and frustration level skills: Evidence for a skill by treatment interaction.School Psychology Review, 39, 69-83

19. *Beck, M., Burns, M. K., & Lau, M. (2009). Preteaching unknown items as a behavioral intervention for children with behavioral disorders. Behavior Disorders, 34, 91-99.

20. Burns, M. K., Ardoin, S., *Parker, D. C., *Hodgson, J., *Klingbeil, D. A., & *Scholin, S. (2009). Interspersal technique and behavioral momentum for reading word lists. School Psychology Review, 38, 428-434.

21. Burns, M. K., & *Boice, C. H. (2009). Comparison of the relationship between words retained and intelligence for three instructional strategies among students with low IQ. School Psychology Review, 38, 284-292.

22. Burns, M. K., & Ysseldyke, J. E. (2009). Reported prevalence of evidence-based instructional practices in special education. Journal of Special Education, 43, 3-11.

23. Matchett*, D. L., & Burns, M. K. (2009). Increasing word recognition fluency with an English language learner. Journal of Evidence Based Practices in Schools, 10, 194-209.