Kathrin E Maki

Biographic Data

ID9511279
NAMEKathrin E Maki
GIVEN NAMESKathrin E
FAMILY NAMEMaki
SIGNATUREMAKI K E
AFFILIATIONSUniversity of Florida
ORCID0000-0002-4036-8972
VERIFIEDYes
TOTAL WORKS11
TOTAL CITATIONS0
AUTHOR COUNT11
EDITOR COUNT0
FIRST PUBLICATION YEAR2020
LATEST PUBLICATION YEAR2026
H-INDEX0

  • Seeing Both Sides

    Open AccessKathrin E Maki, Marie Dougé et al.ARTICLEJournal for the Education of the…2026

    Twice-exceptional learners exhibit both giftedness and disabilities, creating unique learning needs that have been increasingly studied in the gifted education field. Therefore, the goal of this systematic review was to synthesize research on twice-exceptionality, exploring participant demographics, identification and assessment practices, the masking effect, and study purposes. Findings revealed considerable demographic variability, as race/ethn…

  • Peering Through the Kaleidoscope

    Alisa Scherbakova, Lisa Davia Rubenstein et al.ARTICLECreativity Research Journal2026

    This systematic review examined the characteristics and psychometric properties of creativity assessments for PK–12 students. Using the PRISMA framework, we identified 169 unique studies published between 2002 and 2023, which encompassed 288 assessments meeting the inclusion criteria. Four coders independently analyzed all studies using a comprehensive system that included participant demographics, facets of creativity measured, measurement appro…

  • Redefining specific learning disabilities

    Open AccessNicholas F BENSON, Ryan L Farmer et al.ARTICLEJournal of School Psychology2026

  • SLD Models and Assessment Data Sources

    Open AccessKathrin E Maki, Courtenay A Barrett et al.ARTICLEJournal of Learning Disabilities2026

    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…

  • Participatory reading research

    Open AccessKirsten W Newell, Israel Arevalo et al.ARTICLEJournal of School Psychology2025

  • Assessing Beliefs About Intrinsic and Extrinsic Determinants of SLD

    Open AccessCourtenay A Barrett, Kathrin E Maki et al.ARTICLEJournal of Learning Disabilities2025

    Schools conduct comprehensive psychoeducational evaluations to identify students with specific learning disabilities (SLDs) and determine whether they qualify for special education services. This decision-making process is complex and research has documented many factors influencing SLD identification decisions. One such factor may be decision-makers’ beliefs about the underlying causes of SLD, including intrinsic and extrinsic factors. However, …

  • Math anxiety in elementary students

    Open AccessKathrin E Maki, Anne F Zaslofsky et al.ARTICLEJournal of School Psychology2024

  • Differential effectiveness, efficiency, and acceptability of drill‐based interventions targeting multiplication facts

    Open AccessSarah R Adams, Kathrin E MakiARTICLEPsychology in the Schools2023

    Math facts are foundational for later math skill development, but many students demonstrate difficulties with math facts in early schooling. Drill‐based interventions have been shown to effectively target foundational academic skills; however, there is limited research examining drill‐based interventions for teaching math facts compared to basic reading skills. The purpose of this study was to compare the effects of incremental rehearsal (IR), tr…

  • Reading fluency intervention dosage

    Open AccessKathrin E Maki, Stephanie Hammerschmidt-Snidarich et al.ARTICLEJournal of School Psychology2022

  • Dual discrepancy/consistency pattern of strengths and weaknesses method of specific learning disability identification

    Open AccessKathrin E Maki, John H Kranzler et al.ARTICLEJournal of School Psychology2022

  • Comparison of Reading Growth Among Students With Severe Reading Deficits Who Received Intervention to Typically Achieving Students and Students Receiving Special Education

    Open AccessMatthew K Burns, Kathrin E Maki et al.ARTICLEJournal of Learning Disabilities2020

    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…