RESEARCH & PUBLICATIONS
Psychology rooted in science, delivered with care.
Dr. McKinzie Duesenberg-Marshall isn't just a practicing clinician — she's a contributing researcher whose work has been cited over 850 times in peer-reviewed literature. Her publications span academic assessment, reading and math intervention, MTSS implementation, and professional ethics in school psychology.
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That research foundation shapes every evaluation and therapy session she provides to families across St. Charles, O'Fallon, St. Peters, and the greater St. Louis area.
855+
GOOGLE SCHOLAR CITATIONS
10+
PEER-REVIEWED WORKS
PhD
UNIV. OF MISSOURI-COLUMBIA
NCSP
NATL. CERTIFIED SCHOOL PSYCHOLOGIST
What research-informed practice actually means for your child
When you work with Dr. McKinzie, the assessments she uses, the interventions she recommends, and the school advocacy strategies she provides are grounded in the same evidence base she has contributed to. You're not getting a clinician who read a textbook once
— you're getting someone whose own name appears in the citations.
PEER-REVIEWED JOURNAL ARTICLES
Selected Publications
Journal Article
2025
Journal of Learning Disabilities
Meta-Analysis of the Effect of Technology-Based Mathematical Fact Practice on Mathematics Outcomes
This meta-analysis reviewed 12 studies and found that technology-based math fact practice produces meaningful gains for students — especially those at risk for math learning disabilities. The findings help educators and psychologists make smarter decisions about when digital tools actually move the needle versus when they simply match traditional practice. Co-authored with Matthew K. Burns, Monica E. Romero, Katya J. Sussman-Dawson, and Emily Singell.
Math Intervention
Learning Disabilities
MTSS
Meta-Analysis
Journal Article
2023
Learning Disability Quarterly
Decision Accuracy of Commonly Used Dyslexia Screeners Among Students Who Are Potentially at Risk for Reading Difficulties
Not all reading screeners are equally accurate. This study compared the Shaywitz DyslexiaScreen and DIBELS Next across 115 K–3 students and found that DIBELS Next substantially outperformed the alternative in identifying children truly at risk for dyslexia. For parents navigating early reading evaluations, this kind of research directly informs which tools a qualified evaluator should be using. Co-authored with Matthew K. Burns, Amanda M. VanDerHeyden, and colleagues.
Dyslexia
Reading Assessment
Early Identification
Learning Disabilities
Journal Article
PUBLISHED
School Psychology
Effects of Targeting Reading Interventions: Testing a Skill-by-Treatment Interaction in an Applied Setting
This study followed 1,513 students in grades 1–5 and found that students who received interventions specifically matched to their skill deficit grew significantly more than those receiving generic school supports. This "skill-by-treatment" principle is foundational to how Dr. McKinzie approaches evaluation recommendations — matching the intervention to the child, not the other way around. Co-authored with Matthew K. Burns and colleagues.
Reading Intervention
MTSS
Skill-by-Treatment
Academic Achievement
Journal Article
PUBLISHED
School Psychology Review
Recommendations in School Psychological Evaluation Reports for Academic Deficits: Frequency, Types, and Consistency with Student Data
An analysis of 130 school psychological reports across 13 districts found significant variability in the quality and specificity of recommendations provided to students and families. This research shapes how Dr. McKinzie writes her own evaluation reports — with targeted, data-grounded recommendations that actually translate to classroom and home action plans, not boilerplate language. Co-authored with Elizabeth M. McCollom and Matthew K. Burns.
Psychoeducational Evaluation
Report Writing
School Psychology
Academic Intervention
Journal Article
PUBLISHED
School Psychology
Effects of a Classwide Reading Intervention on Reading Fluency and Comprehension of Content Area Text with Students in Middle School
Partner reading with paragraph shrinking — a structured peer-assisted strategy — was tested with eighth-grade students in content areas like science and social studies. The results extended the evidence base for this intervention to older students and subject-specific reading, relevant for families whose middle schoolers are struggling to keep up in content classes. Co-authored with Matthew K. Burns and colleagues.
Reading Fluency
Reading & Comprehension
Middle School
Classwide Intervention
Journal Article
PUBLISHED
School Psychology
The Relationship Between Quality of the Present Level of Academic Achievement and Functional Performance Statement and Student Learning
The PLAAFP — the section of an IEP that describes a student's current strengths and needs — is only valuable if it's written well. This study examined how the quality of that statement connects to actual student outcomes, reinforcing why thorough, individualized evaluation reports matter for IEP development. Co-authored with Matthew K. Burns and colleagues.
PLAAFP
IEP
Special Education
Academic Intervention
BOOK CHAPTERS & EDITED VOLUMES
Contributing Author
Book Chapter
PUBLISHED
Ethics and Law for School Psychologists, 8th Edition
Chapter Contributor — Ethics & Law for School Psychologists
Dr. McKinzie contributed to this definitive professional reference, used in graduate training programs across the country. The chapter addresses practical ethics and legal issues for psychologists practicing in school settings — expertise she applies daily when advising families on their children's educational rights.
Professional Ethics
School Psychology
Legal Practice
Book Chapter
PUBLISHED
Academic Skill Intervention Research
Skill-by-Treatment Interaction Framework for Directing Academic Interventions
This chapter describes the evidence base for matching interventions to a student's specific skill deficit — not assigning a generic program and hoping it works. It's the conceptual backbone of how evaluation recommendations at Minds in Progress are developed: targeted, individualized, and tied to data. Co-authored with Matthew K. Burns.
Academic Intervention
Assessment
MTSS
PEER-REVIEWED JOURNAL ARTICLES
Core Areas of Scholarly Focus
Academic Assessment & Screeners
Evaluating how accurately common tools identify children at risk for reading and math difficulties — and what happens when the wrong screener is used.
Psychoeducational Report Quality
How the quality of evaluation reports — including IEP documents — directly affects whether students receive the right supports in school.
MTSS & Data-Based Instruction
Multi-Tiered Systems of Support and how data-driven decision-making improves outcomes for students with intensive learning needs.
Ethics & Law in School Psychology
Legal and ethical standards for psychologists practicing in educational settings, with practical application for both clinicians and families advocating for their children.
Reading & Math Intervention Science
What interventions actually work, for which students, and under what conditions — including real-world applied settings, not just lab studies.
Dyslexia Identification
Early and accurate identification of reading disabilities — including which screening tools have the evidence behind them and which don't.