Matthew K Burns
Biographic Data
| ID | 5972533 |
|---|---|
| NAME | Matthew K Burns |
| GIVEN NAMES | Matthew K |
| FAMILY NAME | Burns |
| SIGNATURE | BURNS M K |
| AFFILIATIONS | School of Special Education School Psychology and Early Childhood Studies University of Florida Gainesville Florida USA |
| ORCID | 0000-0001-9946-5729 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Language and reading
Causal Pathways to Risk and Protective Factors for Partial‐Day School Absenteeism for Secondary School Students
INTRODUCTION: Chronic absenteeism, defined as missing 10% or more school days annually, negatively impacts academic achievement and correlates with long-term risks like poverty, poor health, and criminal behavior. While prior research has focused on full-day absences, partial-day absences, missing portions of the school day, are more prevalent and may have detrimental effects on academic outcomes. Despite this significance, PDAs are underexplored…
SLD Models and Assessment Data Sources
This U.S. study experimentally examined whether specific learning disability (SLD) identification model (i.e., ability-achievement discrepancy [Ab-Ach], response-to-intervention [RtI], and patterns of strengths and weaknesses [PSW]) was associated with SLD identification decisions, the confidence in the decision, and the perceived importance of different assessment data sources in identifying SLD. Participants ( N = 264) reviewed a psychoeducatio…
Development and validation of the dyslexia assessment and intervention scale to measure dyslexia knowledge
Relationship Between Reading Pretest and Social Studies Outcomes From Pact
Previous research on Promoting Adolescent Comprehension of Text (PACT) found significant student-level variability in outcomes. The current study examined a potential skill-by-treatment interaction with 1,376 eighth-grade students from 13 middle schools as part of a larger evaluation study. Treatment students scored higher than control students on a measure of social studies content knowledge among students who scored 1 SD below the mean, at the …
Flow Theory as a Potential Theoretical Foundation for Reading at an Instructional Level Among Students in Sixth Grade
Multiple studies have demonstrated a positive effect of having students read books or passages that represent an instructional level of 93%–97% known words, but little is known about the potential theoretical underpinnings of those findings. The current study examined the relationship between instructional level and Csikszentmihalyi's Flow Theory, which posits that a balance between challenge and skill fosters a gratifying state of focus, intrins…
A Meta‐Analysis on the Effects of Peer Tutoring on Emergent Bilinguals’ Academic Achievement
This meta‐analysis investigated the effects of peer tutoring interventions on the academic achievement of Emergent Bilingual (EB) students from preschool through Grade 12. Fourteen studies, including peer‐reviewed journal articles and unpublished dissertations published between 2010 and 2021, were analyzed based on study characteristics, student variables, and intervention characteristics. The findings indicate that peer tutoring yielded a modera…
Effect of an Instructional Program in Foundational Reading Skills on Early Literacy Development of Students in Kindergarten and First Grade
Research has demonstrated the positive effects of systematically teaching phonemic awareness and phonics in kindergarten and first grade, but many commonly used reading curricula do not adequately incorporate these foundational skills. In this study, we examined the efficacy of an instructional program ( UFLI Foundations ) in foundational reading skills (i.e., phonemic awareness and phonics) with students in kindergarten and first grade. We compa…
Early academic and behavior skills as predictors of later mathematics achievement
Early academic skills and behavioral characteristics in students are predictive of later school achievement, but academics and behavior are commonly compartmentalized in research and practice. This study investigated to what extent first‐grade early numeracy (EN), literacy, and behavior ratings predicted fourth‐grade mathematics achievement. In fall of first‐grade, 501 students were given EN and literacy measures and a behavior rating scale compl…
Effects of a classwide reading intervention on reading fluency and comprehension of content area text with students in middle school
Partner reading with paragraph shrinking has been shown to be an effective classwide reading intervention in elementary school, but has yet to be studied with eighth-grade students or with content area reading such as science and social studies. The current study examined the effects of implementing the classwide intervention for 3 wk with 86 students in eighth grade that were randomly assigned to the treatment or a control group. The interventio…
The relationship between quality of the present level of academic achievement and functional performance statement and student learning
The present level of academic achievement and functional performance (PLAAFP) is an essential component of the individualised educational program (IEP) process because it identifies student strengths and areas for growth. However, there is minimal research that examines components of an IEP and student outcomes. The current study examined the relationship between PLAAFP quality and student achievement, and between training and ongoing professiona…
Using data-driven analytics and ecological systems theory to identify risk and protective factors for school absenteeism among secondary students
Alignment of K‐8 mathematics interventions with strands of mathematical proficiency in meta‐analytic research
The purpose of this paper was to examine current mathematics interventions designed for students in kindergarten through eighth grade to determine how often they incorporated the five strands of mathematical proficiency identified by the National Research Council (2001). The five strands are conceptual understanding, procedural knowledge, strategic competence, adaptive reasoning, and productive disposition. A systematic review of the literature r…
Autism spectrum disorder identification in schools
Autism spectrum disorder (ASD) is\ often diagnosed by clinical practitioners with criteria from the American Psychiatric Association, but an educational diagnosis is usually based on state special education law and is geared towards addressing concerns within schools. The current study aims to examine the extent to which the clinical diagnosis of ASD corresponds to the educational diagnosis of Autism, and what factors and assessments influenced t…
Effect of acquisition rates on off‐task behavior of kindergarten students while learning sight words
Assessing a student's acquisition rates (ARs) is a reliable way to determine how many new words should be taught in one lesson without reducing retention. Exceeding a student's AR can result in frustration and problem behaviors. The purpose of this study was to examine the effect of AR on the off‐task behavior of kindergarten students while participating in a commonly used sight‐word instruction video. Participants included 39 kindergarten studen…
Comparison of Reading Growth Among Students With Severe Reading Deficits Who Received Intervention to Typically Achieving Students and Students Receiving Special Education
This study compared the reading growth of students with and without learning disabilities, and students with and without reading deficits in response to tier 2 reading interventions within a response-to-intervention framework. Participants were 499 second- and third-grade students in six urban schools. Students who scored at or below the 10th percentile on the fall reading screening assessment were identified as having a severe reading deficit an…
Practicing School Psychologists' Perceived Role in Prevention of School Violence
School psychologists have been called upon to take a leadership role in school-violence prevention, but little is known about their involvement in this issue, especially in states where school shootings have occurred. The current study surveyed 258 Michigan school psychologists about their role in prevention of school violence. Analysis suggested respondents felt prepared to address violence prevention but do not have a leadership role and are no…
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Practicing School Psychologists' Perceived Role in Prevention of School Violence
School psychologists have been called upon to take a leadership role in school-violence prevention, but little is known about their involvement in this issue, especially in states where school shootings have occurred. The current study surveyed 258 Michigan school psychologists about their role in prevention of school violence. Analysis suggested respondents felt prepared to address violence prevention but do not have a leadership role and are no…
Comparison of Reading Growth Among Students With Severe Reading Deficits Who Received Intervention to Typically Achieving Students and Students Receiving Special Education
This study compared the reading growth of students with and without learning disabilities, and students with and without reading deficits in response to tier 2 reading interventions within a response-to-intervention framework. Participants were 499 second- and third-grade students in six urban schools. Students who scored at or below the 10th percentile on the fall reading screening assessment were identified as having a severe reading deficit an…
Effect of acquisition rates on off‐task behavior of kindergarten students while learning sight words
Assessing a student's acquisition rates (ARs) is a reliable way to determine how many new words should be taught in one lesson without reducing retention. Exceeding a student's AR can result in frustration and problem behaviors. The purpose of this study was to examine the effect of AR on the off‐task behavior of kindergarten students while participating in a commonly used sight‐word instruction video. Participants included 39 kindergarten studen…
Alignment of K‐8 mathematics interventions with strands of mathematical proficiency in meta‐analytic research
The purpose of this paper was to examine current mathematics interventions designed for students in kindergarten through eighth grade to determine how often they incorporated the five strands of mathematical proficiency identified by the National Research Council (2001). The five strands are conceptual understanding, procedural knowledge, strategic competence, adaptive reasoning, and productive disposition. A systematic review of the literature r…
Autism spectrum disorder identification in schools
Autism spectrum disorder (ASD) is\ often diagnosed by clinical practitioners with criteria from the American Psychiatric Association, but an educational diagnosis is usually based on state special education law and is geared towards addressing concerns within schools. The current study aims to examine the extent to which the clinical diagnosis of ASD corresponds to the educational diagnosis of Autism, and what factors and assessments influenced t…
The relationship between quality of the present level of academic achievement and functional performance statement and student learning
The present level of academic achievement and functional performance (PLAAFP) is an essential component of the individualised educational program (IEP) process because it identifies student strengths and areas for growth. However, there is minimal research that examines components of an IEP and student outcomes. The current study examined the relationship between PLAAFP quality and student achievement, and between training and ongoing professiona…
Using data-driven analytics and ecological systems theory to identify risk and protective factors for school absenteeism among secondary students
Early academic and behavior skills as predictors of later mathematics achievement
Early academic skills and behavioral characteristics in students are predictive of later school achievement, but academics and behavior are commonly compartmentalized in research and practice. This study investigated to what extent first‐grade early numeracy (EN), literacy, and behavior ratings predicted fourth‐grade mathematics achievement. In fall of first‐grade, 501 students were given EN and literacy measures and a behavior rating scale compl…
Effects of a classwide reading intervention on reading fluency and comprehension of content area text with students in middle school
Partner reading with paragraph shrinking has been shown to be an effective classwide reading intervention in elementary school, but has yet to be studied with eighth-grade students or with content area reading such as science and social studies. The current study examined the effects of implementing the classwide intervention for 3 wk with 86 students in eighth grade that were randomly assigned to the treatment or a control group. The interventio…
Relationship Between Reading Pretest and Social Studies Outcomes From Pact
Previous research on Promoting Adolescent Comprehension of Text (PACT) found significant student-level variability in outcomes. The current study examined a potential skill-by-treatment interaction with 1,376 eighth-grade students from 13 middle schools as part of a larger evaluation study. Treatment students scored higher than control students on a measure of social studies content knowledge among students who scored 1 SD below the mean, at the …
Flow Theory as a Potential Theoretical Foundation for Reading at an Instructional Level Among Students in Sixth Grade
Multiple studies have demonstrated a positive effect of having students read books or passages that represent an instructional level of 93%–97% known words, but little is known about the potential theoretical underpinnings of those findings. The current study examined the relationship between instructional level and Csikszentmihalyi's Flow Theory, which posits that a balance between challenge and skill fosters a gratifying state of focus, intrins…
A Meta‐Analysis on the Effects of Peer Tutoring on Emergent Bilinguals’ Academic Achievement
This meta‐analysis investigated the effects of peer tutoring interventions on the academic achievement of Emergent Bilingual (EB) students from preschool through Grade 12. Fourteen studies, including peer‐reviewed journal articles and unpublished dissertations published between 2010 and 2021, were analyzed based on study characteristics, student variables, and intervention characteristics. The findings indicate that peer tutoring yielded a modera…
Effect of an Instructional Program in Foundational Reading Skills on Early Literacy Development of Students in Kindergarten and First Grade
Research has demonstrated the positive effects of systematically teaching phonemic awareness and phonics in kindergarten and first grade, but many commonly used reading curricula do not adequately incorporate these foundational skills. In this study, we examined the efficacy of an instructional program ( UFLI Foundations ) in foundational reading skills (i.e., phonemic awareness and phonics) with students in kindergarten and first grade. We compa…
Language and reading
Causal Pathways to Risk and Protective Factors for Partial‐Day School Absenteeism for Secondary School Students
INTRODUCTION: Chronic absenteeism, defined as missing 10% or more school days annually, negatively impacts academic achievement and correlates with long-term risks like poverty, poor health, and criminal behavior. While prior research has focused on full-day absences, partial-day absences, missing portions of the school day, are more prevalent and may have detrimental effects on academic outcomes. Despite this significance, PDAs are underexplored…
SLD Models and Assessment Data Sources
This U.S. study experimentally examined whether specific learning disability (SLD) identification model (i.e., ability-achievement discrepancy [Ab-Ach], response-to-intervention [RtI], and patterns of strengths and weaknesses [PSW]) was associated with SLD identification decisions, the confidence in the decision, and the perceived importance of different assessment data sources in identifying SLD. Participants ( N = 264) reviewed a psychoeducatio…
Development and validation of the dyslexia assessment and intervention scale to measure dyslexia knowledge
Psychology (14 works) · Mathematics education (9 works) · Developmental psychology (8 works) · Pedagogy (7 works) · Reading and Literacy Development (7 works) · Cognitive and developmental aspects of mathematical skills (5 works) · Social Psychology (5 works) · Linguistics (4 works) · Medical education (4 works) · Medicine (4 works)