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Maki, Kathrin E.



Katie MakiAssistant Professor
Special Education, School Psychology, and Early Childhood Studies

College of Education
University of Florida
2-188 New Norman Hall
PO Box 117050
Gainesville, FL 32611
Phone: 352-273-4292
kathrin.maki@coe.ufl.edu

Research Biography

Kathrin Maki is an Assistant Professor in the School Psychology program. Her research centers on the examination of academic interventions and data-based decision-making within multi-tiered systems of support (MTSS), and the identification of learning disabilities. Specifically, she utilizes an ecological systems framework to (a) examine the effectiveness of specific academic interventions, (b) explore mechanisms impacting academic intervention effectiveness, (c) examine data-based decision rules to target academic interventions to student needs and to determine adequate responsiveness to intervention, and (d) evaluate the methodologies used in learning disabilities identification to ensure all students receive appropriate academic support in schools.

Degrees

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

Key Professional Appointments

Assistant Professor of School Psychology, School of Special Education, School Psychology, and Early Childhood Studies, College of Education, University of Florida (2019-present)

Assistant Professor of Educational Psychology, Department of Educational Psychology, Ball State University (2016-2019)

Activities and Honors

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 Publications

Book Chapters

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.

Journal Articles

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