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Faculty Kathrin Maki

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Kathrin Maki 

Associate Professor and Director, School Psychology

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Kathrin Maki

Phone

352-273-4292

Email

kathrin.maki@coe.ufl.edu

Address

PO Box 117050
Gainesville, FL 32611

Connect

@kathrinmaki

About

Kathrin Maki is an Associate Professor in and Director of the School Psychology program. Her research centers on the (1) conceptual, psychometric, and decision-making issues underlying Specific Learning Disabilities (SLD) identification, (2) the use of assessment data to drive academic intervention implementation for students with SLD and other academic difficulties, and (3) individual and environmental factors influencing math anxiety.

Affiliations

  • School of Special Education School Psychology and Early Childhood Studies
  • Lastinger Center for Learning
  • University of Florida Literacy Institute
  • Prevention and Intervention Network Center

Research Interests

Disabilities Assessment and Outcomes, Early Intervention, Evidence-based Practices, Experimental and Quasi-Experimental Design and Analysis, Implementation Science, Intervention, Learning Disabilities / RTI, Literacy, Multi-tiered Systems of Support, Prevention Science, Reading, Response to Intervention, School Psychology

Education

  • Ph.D. 2016 Educational (School) Psychology University of Minnesota
  • M.Ed. 2010 Special Education Vanderbilt University
  • B.A. 2006 Psychology and History University of Michigan
  • Licensed Psychologist, Nationally Certified School Psychologist

Professional Appointments

  • Associate Professor of School Psychology, School of Special Education, School Psychology, and Early Childhood Studies, College of Education, University of Florida (2025-present)
  • Affiliate Faculty, Lastinger Center, University of Florida
  • Assistant Professor of School Psychology, School of Special Education, School Psychology, and Early Childhood Studies, College of Education, University of Florida (2019-2025)
  • Assistant Professor of Educational Psychology, Department of Educational Psychology, Ball State University (2016-2019)

Activities and Honors

  • 2025-2027 Fien Endowed Professorship, College of Education, University of Florida
  • 2023 Honorable Mention, Lightner Witmer Award, Division of School Psychology, American Psychological Association
  • Excellence Award for Assistant Professors, University of Florida
  • Article of the year (2022), School Psychology
  • 2022 Diane E. Haines Teaching Excellence Award, College of Education, University of Florida
  • Early Career Scholar, School Psychology Research Collaboration Conference sponsored by the Society for the Study of School Psychology (February 2019)
  • Assessment for Effective Intervention Article of the Year (2018)

Selected Grants

Project DECODE 2.0: Developing Expertise and Collaborative Opportunities for Dyslexia Educators

Role
  • PI
Funding Agency
  • Office of Special Education Programs, Department of Education
Project Period
  • 2025-2030
Award Amount
  • $1,215,168

A longitudinal investigation of predictors and outcomes of specific learning disabilities identification

Role
  • Co-PI
Funding Agency
  • Institute of Education Sciences
Project Period
  • 2023-2027
Award Amount
  • $1,670,000

Project DECODE: Developing Expertise and Collaborative Opportunities for Dyslexia Educators

Role
  • Co-PI
Funding Agency
  • Office of Special Education Programs, Department of Education
Project Period
  • 2022-2026
Award Amount
  • $1,250,000

Project Brilliance: An Inclusive Approach to Identifying and Supporting Gifted Students with Disabilities.

Funding Agency
  • Jacob K. Javits Gifted and Talented Students Education Program, Office of Elementary and Secondary Education, Department of Education
Project Period
  • 2022-2027
Award Amount
  • $2,609,410

Understanding Math Anxiety: Examining Emotional Arousal, Visual Attention, and Cognition in Math Assessment

Role
  • PI
Funding Agency
  • University of Florida Research Opportunity Seed Fund
Project Period
  • 2021-2023
Award Amount
  • $85,000

Math Anxiety in Elementary Students: Examining the Role of Timing, Task Complexity, Task Difficulty, and Strategy Use

Role
  • PI
Funding Agency
  • Society for the Study of School Psychology
Project Period
  • 2021-2022
Award Amount
  • $10,201

Cognitive profiles of children and youth identified with Specific Learning Disabilities in a response-to-intervention model

Role
  • Co-PI
Funding Agency
  • Woodcock Institute
Project Period
  • 2019-2023
Award Amount
  • 13,921.26

Selected Publications

Books / Book Chapters
  • Sullivan, A. L., Ardoin, S. P., Maki, K. E., Harper, E. A., & Kulkarni, T. (2021). Obtaining your first academic job. In R. G. Floyd & T. L. Eckert (Eds.), Handbook of University and Professional Careers in School Psychology (pp. 39-54). Routledge.
  • Burns, M. K., Maki, K. E., & Aguilar, L. (2021). Being a mentor in research. In R. G. Floyd & T. L. Eckert (Eds.), Handbook of University and Professional Careers in School Psychology (pp. 401-418). Routledge.
  • Burns, M. K., Maki, K. E., Warm-bold-Brann, K., & Preast, J. L. (2018). Using response to intervention to identify SLD: Requirements, recommendations, and future research. In V. C. Alfonso & D. P. Flanagan (Eds.), Essentials of Specific Learning Disability Identification, 2nd Edition (pp. 257-285). Hoboken, NJ: Wiley.
  • Burns, M. K., Maki, K. E., Karich, A. C., Hall, M., McComas, J., & Helman, L. (2015). Problem analysis at tier 2: Using data to find the category of the problem. In S. R. Jimerson, M. K. Burns, & A. VanDerHeyden (Eds.), Handbook of Response to Intervention: The Science and Practice of Multi-Tiered Systems of Support, 2nd Ed. New York, New York: Springer.
Articles
  • Maki, K. E., Barret, C., Hajovsky, D. B., Burns, M. K., & Stevens, G.* (in press). SLD models and assessment data sources: Effects on identification and confidence. Journal of Learning Disabilities.
  • Hajovsky, Maki, K. E., Niileksila, C., & McGill, R., (2025). Science and practice of identifying specific learning disabilities: Kind conversations about a wicked problem. Journal of Psychoeducational Assessment, 43(4), 359-379.
  • Dombrowski, S., Benson, N., & Maki, K. E. (2025). The current state of the evidence of PSW for SLD identification: A systematic review. School Psychology Review, 54(3), 363-381.
  • Maki, K. E., Codding, R., Zaslofsky, A. F., Dougé, M. C. E.*, & Thompson, S.* (2024). Students’ perceptions of math task difficulty and their strategy use: Relations with math anxiety and math performance. School Psychology Review. Advanced online version.
  • Maki, K. E., Zaslofsky, A. F., Codding, R., & Woods, B.* (2024). Math anxiety in elementary students: Examining the role of timing, task complexity, task difficulty, and strategy use. Journal of School Psychology. Advanced online version.
  • Maki, K. E. & Hammerschmidt-Snidarich, S. (2022). Reading fluency intervention dosage: A novel research synthesis. Journal of School Psychology, 92, 148-165.
  • Maki, K. E., Kranzler, J. H., & Moody, M. E.* (2022). Dual Discrepancy/Consistency pattern of strengths and weaknesses method for the identification of specific learning disability: Does clinical judgment improve classification accuracy? Journal of School Psychology, 92, 33-48.
Presentations
  • Maki, K. E. Codding, R., Scheman, N., Dougé, M. C. E.*, Zaslofsky, A., Yu, T.*, & Stevens, G. Treatment by Skill Interaction in Practice: Building Better Math Interventions. Presented at the National Association of School Psychologists Annual Convention in Seattle, WA.
  • Maki, K. E. Codding, R., Zaslofsky, A., Dougé, M. C. E.*, Thompson. S.*, & Stevens, G. What is it with math anxiety: Translating research into practice. Presented at the National Association of School Psychologists Annual Convention in Seattle, WA.
  • Burns, M. K., & Maki, K. E., (2025, February). Research-based practices in identifying SLD. Presented at the Learning Disabilities Association of America Annual Convention in Orlando, FL.
  • Benson, N., Maki K. E., & Dombrowski, S. (2024, March). PSW for SLD: What does the diagnostic utility literature indicate? Presented at the National Association of School Psychologists Annual Convention in New Orleans, LA.
  • Maki, K. E., Zaslofsky, A. F., Codding, R. S., Goodridge, A., & VanDerHeyden, A. M. (2023, February). Connecting the Dots: Math anxiety and math performance. Presented at the National Association of School Psychologists Annual Convention in Denver, CO.
  • Maki, K. E., Moody, M. E.*, & Kranzler, J. H., (2022, August). Clinical judgment and specific learning disability classification accuracy. Presented at the American Psychological Association Annual Convention in Minneapolis, MN.
  • Maki, K. E. & Zaslofsky, A. F. (2022, August). Math smarter: Matching intervention to student needs. Presented at the American Psychological Association Annual Convention in Minneapolis, MN.
Other Publications
  • Burns, M. K., Maki, K. E., Warm-bold-Brann, K., & Preast, J. L. (2018). Using response to intervention to identify SLD: Requirements, recommendations, and future research. In V. C. Alfonso & D. P. Flanagan (Eds.), Essentials of specific learning disability identification (2nd ed., pp. 257-285). Hoboken, NJ: Wiley.
  • Maki, K. E. & Adams, S. R. (2019). Specific learning disabilities identification: Do the identification methods and data matter? Learning Disability Quarterly. Advanced online version. doi: 10.1177/0731948719826296
  • Hammerschmidt-Snidarich, S., Maki, K. E., & Adams, S. R. (2019). The differential effectiveness of repeated reading and continuous reading: New conceptualizations of intervention dosage. Psychology in the Schools, 56, 635-651. doi: 10.1002/pits.22241
  • Maki, K. E., & Adams, S. R. (2019). A current landscape of specific learning disability identification: Training, practices, and implications. Psychology in the Schools, 56, 18-31.
  • Burns, M. K., Maki, K. E., Helman, L., McComas, J., & Young, H. (2018). Contributions of the components of phonemic awareness to letter-sound knowledge of kindergarten students. Reading & Writing Quarterly: Overcoming Learning Difficulties, 34, 409-418. doi: 10.1080/10573569.2018.1468835
  • Maki, K. E., Burns, M. K., & Sullivan, A. (2018). School psychologists' confidence in LD identification decisions. Learning Disability Quarterly, 41, 243-256. doi: 10.1177/073194871876925
  • Maki, K. E. (2018). Response to intervention for specific learning disabilities identification: The impact of training and experience on identification consistency. School Psychology Forum, 12, 6-16.
  • Van Norman, E. R., Maki, K. E., Burns, M. K., Helman, L., & McComas, J. J. (2018). Comparison of progress monitoring data from general outcome measures and specific subskill mastery measures for reading. Journal of School Psychology, 67, 179-189.
  • Maki, K. E., Burns, M. K., & Sullivan, A. (2017). Learning disability identification consistency: The impact of methodology and student evaluation data. School Psychology Quarterly, 32, 254-267.
  • Maki, K. E., Floyd, R. G., & Roberson, T. (2015). State learning disability eligibility criteria: A comprehensive review. School Psychology Quarterly, 30, 457-469. doi: 10.1037/spq0000109