About Us


In 2010, Minnesota Center for Reading Research partnered with Minnesota Reading Corps and Target Corporation to develop the PRESS pilot, a three-year initiative to enhance research-based instructional practices in K-3rd grade reading at six Minneapolis schools (public and charter).

Three co-principal investigators from the University of Minnesota were involved in developing the PRESS framework:


Lori Helman

College of Education and Human Development, University of Minnesota

Associate Professor, Curriculum and Instruction

Director, Minnesota Center for Reading Research


Jennifer McComas

College of Education and Human Development, University of Minnesota

Professor, Educational Psychology


Matthew Burns

College of Education, University of Missouri

Associate Dean for Research

(former Professor at University of Minnesota and Co-Director of MCRR)


Articles about PRESS


Current Publications:

  • Burns, M.K., Duesenberg-Marshall, M., Sussman-Dawson, K., Romero, M., Wilson, D., & Felten, M. (2023). Effects of targeting reading interventions: Testing a skill-by-treatment interaction in an applied setting. Preventing School Failure: Alternative Education for Children and Youth. DOI: 10.1080/1045988X.2023.2177982

  • Burns, M. K., Frederick, A., Helman, L., Pulles, S. M., McComas, J. J., & Aguilar, L. (2017). Relationship between language proficiency and growth during reading interventions. The Journal of Educational Research, 110(6), 581-588. doi: 10.1080/00220671.2016.1158689

  • Burns, M. K., Karich, A. C., Maki, K. E., Anderson, A., Pulles, S. M., Ittner, A., McComas, J. J., & Helman, L. (2015). Identifying classwide problems in reading with screening data. Journal of Evidence Based Practices for Schools, 14, 186-204.
  • Burns, M.K., Maki, K. E., Brann, K. L., McComas, J. J., and Helman, L. A. (2020). Comparison of Reading Growth Among Students With Severe Reading Deficits Who Received Intervention to Typically Achieving Students and Students Receiving Special Education, Journal of Learning Disabilities, 53(6). 444-453.
  • Burns, M. K., Maki, K. E., Helman, L., McComas, J. J., and Young, H. (2018). Contributions of the components of phonemic awareness to letter-sound knowledge with kindergarten students in high-poverty urban elementary schools, Reading & Writing Quarterly, 34(5). 409-418.
  • Burns, M. K., Maki, K. E., Karich, A. C., Hall, M., McComas, J., & Helman, L. (2016). 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, Second Edition (pp. 293-307). New York, NY: Springer.
  • Burns, M. K., Pulles, S., Helman, L., Hall, M., McComas, J. (2016). Assessment-based intervention frameworks: an examples of a tier 1 reading intervention in an urban school. In S. L. Graves, Jr. & J.J. Blake (Eds.), Psychoeducational Assessment and Intervention for Ethnic Minority Children: Evidence-Based Approaches (pp. 165-182). Washington, DC: American Psychological Association.

  • Burns, M. K., Pulles, S. M., Maki, K. E., Kanive, R., Hodgson, J., Helman, L., McComas, J.J., & Preast, J. L. (2015). Accuracy of student performance while reading leveled books rated at their instructional level by a reading inventory. Journal of School Psychology, 53(6), 437-445. doi:10.1016/j.jsp.2015.09.003

  • Ittner, A., Helman, L., Burns, M.K., & McComas, J. (2015). Data drive these coaches.Literacy project merges school goals with teachers' learning needs. Journal of Staff Development, 36(2), 20-24 & 46.
  • Maki, K.E., Ittner, A., Pulles, S.M., Burns, M.K., & McComas, J.J. (2021). Effects of an abbreviated class-wide intervention for students in third grade. Contemporary School Psychology. doi.org/10.1007/s40688-020-00343-4
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