| State learning disability eligibility criteria: A comprehensive review. KE Maki, RG Floyd, T Roberson School Psychology Quarterly 30 (4), 457, 2015 | 188 | 2015 |
| Updated meta-analysis of learner control within educational technology AC Karich, MK Burns, KE Maki Review of Educational Research 84 (3), 392-410, 2014 | 106 | 2014 |
| A national survey of school psychologists’ practices in identifying specific learning disabilities. NF Benson, KE Maki, RG Floyd, TL Eckert, JH Kranzler, SA Fefer School psychology 35 (2), 146, 2020 | 71 | 2020 |
| A current landscape of specific learning disability identification: Training, practices, and implications KE Maki, SR Adams Psychology in the Schools 56 (1), 18-31, 2019 | 64 | 2019 |
| Specific learning disabilities identification: Do the identification methods and data matter? KE Maki, SR Adams Learning Disability Quarterly 43 (2), 63-74, 2020 | 54 | 2020 |
| Learning disability identification consistency: The impact of methodology and student evaluation data. KE Maki, MK Burns, A Sullivan School Psychology Quarterly 32 (2), 254, 2017 | 45 | 2017 |
| State special education criteria for identifying intellectual disability: A review following revised diagnostic criteria and Rosa's Law. PJ McNicholas, RG Floyd, IL Woods Jr, LJ Singh, MS Manguno, KE Maki School Psychology Quarterly 33 (1), 75, 2018 | 41 | 2018 |
| The relationship between acquisition rate for words and working memory, short-term memory, and reading skills: Aptitude-by-treatment or skill-by-treatment interaction? MK Burns, K Davidson, AF Zaslofsky, DC Parker, KE Maki Assessment for Effective Intervention 43 (3), 182-192, 2018 | 35 | 2018 |
| How do school psychologists interpret intelligence tests for the identification of specific learning disabilities? JH Kranzler, KE Maki, NF Benson, TL Eckert, RG Floyd, SA Fefer Contemporary School Psychology 24 (4), 445-456, 2020 | 33 | 2020 |
| Accuracy of student performance while reading leveled books rated at their instructional level by a reading inventory MK Burns, SM Pulles, KE Maki, R Kanive, J Hodgson, LA Helman, ... Journal of School Psychology 53 (6), 437-445, 2015 | 32 | 2015 |
| Effect of modifying intervention set size with acquisition rate data while practicing single-digit multiplication facts MK Burns, AF Zaslofsky, KE Maki, E Kwong Assessment for Effective Intervention 41 (3), 131-140, 2016 | 28 | 2016 |
| Comparison of reading growth among students with severe reading deficits who received intervention to typically achieving students and students receiving special education MK Burns, KE Maki, KL Brann, JJ McComas, LA Helman Journal of learning disabilities 53 (6), 444-453, 2020 | 27 | 2020 |
| School psychologists’ confidence in learning disability identification decisions KE Maki, MK Burns, AL Sullivan Learning Disability Quarterly 41 (4), 243-256, 2018 | 27 | 2018 |
| Evaluating the effects of repeated reading and continuous reading using a standardized dosage of words read SM Hammerschmidt‐Snidarich, KE Maki, SR Adams Psychology in the Schools 56 (5), 635-651, 2019 | 24 | 2019 |
| Problem analysis at tier 2: Using data to find the category of the problem MK Burns, KE Maki, AC Karich, M Hall, JJ McComas, L Helman Handbook of response to intervention: The science and practice of multi …, 2016 | 22 | 2016 |
| An examination of the relationships between specific learning disabilities identification and growth rate, achievement, cognitive ability, and student demographics. KE Maki, CA Barrett, DB Hajovsky, MK Burns School Psychology 35 (5), 343, 2020 | 19 | 2020 |
| Comparison of progress monitoring data from general outcome measures and specific subskill mastery measures for reading ER Van Norman, KE Maki, MK Burns, JJ McComas, L Helman Journal of School Psychology 67, 179-189, 2018 | 19 | 2018 |
| Response to Intervention for Specific Learning Disabilities Identification: The Impact of Graduate Preparation and Experience on Identification Consistency. KE Maki School Psychology Forum 12 (1), 2018 | 19 | 2018 |
| E., Helman, L., McComas, JJ, & Young, H.(2018) MK Burns, K Maki Contributions of the components of phonemic awareness to letter-sound …, 0 | 19 | |
| Reading fluency intervention dosage: A novel meta-analysis and research synthesis KE Maki, S Hammerschmidt-Snidarich Journal of school psychology 92, 148-165, 2022 | 16 | 2022 |
