About: Matthew K Burns

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An Entity of Type : wikibase:Item, within Data Space : wikidata.demo.openlinksw.com associated with source document(s)

researcher ORCID ID = 0000-0001-9946-5729

Attributes	Values
rdf:type	Item
description	forskare (sv) 연구원 (ko) 研究者 (ja) araştırmacı (tr) wetenschapper (nl) дослідник (uk) эрдэмтэн (mn) изилдөөчү (ky) 研究者 (zh) researcher ORCID ID = 0000-0001-9946-5729 (en)
rdfs:label	Matthew K Burns (en) Matthew K Burns (es) Matthew K Burns (nl) Matthew K Burns (pt) Matthew K Burns (pt-br) Matthew K Burns (ast) Matthew K. Burns (it)
skos:prefLabel	Matthew K Burns (en) Matthew K Burns (es) Matthew K Burns (nl) Matthew K Burns (pt) Matthew K Burns (pt-br) Matthew K Burns (ast) Matthew K. Burns (it)
name	Matthew K Burns (en) Matthew K Burns (es) Matthew K Burns (nl) Matthew K Burns (pt) Matthew K Burns (pt-br) Matthew K Burns (ast) Matthew K. Burns (it)
Scopus author ID	wds:Q59159252-4743C738-107A-44C6-BFFD-727FDD173EA9
Scopus author ID	7201870653
given name	wds:Q59159252-80765525-3A8B-4B5A-8B37-EFEBF0C02C43
given name	Matthew
instance of	wds:Q59159252-70E10ABA-B3AE-4524-91B0-F8FE97CDA07D
instance of	Homo sapiens
skos:altLabel	Matthew Burns (en)
occupation	wds:Q59159252-8550BD05-2024-4515-8238-0A0FF1DCDBD1
employer	wds:Q59159252-47A35077-FA8A-422D-AC0C-797790D55676 wds:Q59159252-572ECFC1-8CB3-4CD1-B90B-4077BD11EC46 wds:Q59159252-90F10FC7-0F4C-41C7-A108-AB7137E28495 wds:Q59159252-F75BFF7C-3E7E-4AD4-8865-9BE684462A70
educated at	wds:Q59159252-E9E8D9DF-2972-4A04-B19D-FB1072C368D1
family name	wds:Q59159252-56E7C461-2CB2-4749-8783-77385ECEB31A
occupation	researcher
employer	University of Florida Central Michigan University University of Minnesota University of Missouri
educated at	Andrews University
family name	Burns
ORCID iD	wds:Q59159252-1B66EF65-5567-4712-8B4C-7FF13F1643EC
Dimensions author ID	wds:Q59159252-9A466E58-0E36-4556-8C72-92F97DE24869
ORCID iD	https://orcid.org/0000-0001-9946-5729
ORCID iD	0000-0001-9946-5729
Dimensions author ID	01002627010.20
ResearcherID	wds:Q59159252-9879EA95-25EA-4101-ADEA-1C7A52F66436
ResearcherID	C-2154-2015
is about of	https://www.wikidata.org/wiki/Special:EntityData/Q59159252
is author of	Using performance feedback to enhance implementation fidelity of the problem-solving team process. Practicing school psychologists' perceived role in prevention of school violence. Comparison of progress monitoring data from general outcome measures and specific subskill mastery measures for reading. Analogue evaluation of the effects of opportunities to respond and ratios of known items within drill rehearsal of Esperanto words. Differences in specific learning disability identification with the Woodcock-Johnson IV Examination of the Utility of Various Measures of Mathematics Proficiency Using a Conceptual Understanding and Procedural Fluency Heuristic to Target Math Interventions with Students in Early Elementary Meta-Analysis of Acquisition and Fluency Math Interventions With Instructional and Frustration Level Skills: Evidence for a Skill-by-Treatment Interaction Meta-Analysis of Mathematic Basic-Fact Fluency Interventions: A Component Analysis Examining an executive function rating scale as a predictor of achievement in children at risk for behavior problems. Ethical and legal issues associated with using response-to-intervention to assess learning disabilities Enhancing maintenance and generalization of sight words taught with incremental rehearsal: Applying the depth of processing and generalization frameworks The effects of technology-enhanced formative evaluation on student performance on state accountability math tests Test Review: Measures of academic progress skills Effect of a Computer-Delivered Math Fact Intervention as a Supplemental Intervention for Math in Third and Fourth Grades Effect of Modifying Intervention Set Size With Acquisition Rate Data While Practicing Single-Digit Multiplication Facts Matching Math Interventions to Students’ Skill Deficits Comparison of the Effects of Computer-Based Practice and Conceptual Understanding Interventions on Mathematics Fact Retention and Generalization Meta-analysis of academic interventions derived from neuropsychological data Accuracy of student performance while reading leveled books rated at their instructional level by a reading inventory From Professional Development to Implementation: A District's Experience Implementing Mathematics Tiered Systems of Support Using Curriculum-Based Assessment and Curriculum-Based Measurement to Guide Elementary Mathematics Instruction: Effect on Individual and Group Accountability Scores Advancing the science and practice of precision education to enhance student outcomes. Learning disability identification consistency: The impact of methodology and student evaluation data. Response to Intervention at School: The Science and Practice of Assessment and Intervention Comparing the effects of incremental rehearsal and traditional drill on retention of mathematics facts and predicting the effects with memory Meta-analysis of the effects of academic interventions and modifications on student behavior outcomes. Alignment of K‐8 mathematics interventions with strands of mathematical proficiency in meta‐analytic research Longitudinal Effect of a Volunteer Tutoring Program on Reading Skills of Students Identified as At-Risk for Reading Failure: A Two-Year Follow-Up Study Comparison of ecological validity of learning disabilities diagnostic models Number of repetitions required to retain single-digit multiplication math facts for elementary students Meta-Analytic Review of Responsiveness-To- Intervention Research: Examining Field-Based and Research-Implemented Models School Psychology Research: Combining Ecological Theory and Prevention Science An examination of the relationships between specific learning disabilities identification and growth rate, achievement, cognitive ability, and student demographics A Proposed Algebra Assessment for Use in a Problem-Analysis Framework Comparison of a math fact rehearsal and a mnemonic strategy approach for improving math fact fluency. Comparison of Reading Growth Among Students With Severe Reading Deficits Who Received Intervention to Typically Achieving Students and Students Receiving Special Education Relationship Between Language Skills and Acquisition Rate of Sight Words Among English Language Learners Parent-administered computer-assisted tutoring targeting letter-sound knowledge: Evaluation via multiple-baseline across three preschool students.

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