Publications

Powell, S.R., Urrita, V.Y., Berry, K., & Barnes, M.A. (2022). The word-problem solving and explanations of students experiencing mathematics difficulty: A comparison based on dula-language status. Learning Disability Quarterly.45(1), 6-18. https://doi.org/10.1177/0731948720922198

Cirino, P., Barnes, M.A. Roberts, G., Miciak, J., & Gioia. (2022). Visual attention and reading: A test of their relation across paradigms. Journal of Experimental Child Psychology, 214, 105289. https://doi.org/10.1016/j.jecp.2021.105289

Powell, S.R., Berry, K.A., Fall, A-M, Roberts, G., Barnes, M.A., Fuchs, L.S., et al. (2021). Does word-problem performance maintain? Follow-up one year after implementation of a word-problem intervention. Journal of Research on Educational Effectiveness, 1-26. https://doi.org/10.1080/19345747.2021.1961332

Barnes, M. A., Davis, C.*, Kulesz, P., & Francis, D. (2021). Effects of semantic reinforcement, semantic discrimination and affix frequency on new word learning in skilled and less skilled readers in grades six to twelve, Journal of Experimental Child Psychology, 205, 105083–105083. https://doi.org/10.1016/j.jecp.2020.105083

Barth, A.*, Daniel, J., Roberts, G., Vaughn, S., & Barnes, M. A. (2021). The role of knowledge availability in forming inferences with rural middle grade English Learners. Learning & Individual Differences, 88, 102006.  https://doi.org/10.1016/j.lindif.2021.102006

Martinez-Lincoln, A., Barnes, M. A., & Clemens, N.H. (2021). Differential effectiveness of an inferential reading comprehension intervention for struggling middle school readers in relation to mind wandering, anxiety, mindset, and English Learner status. Annals of Dyslexia, 71(2), 322–345. https://doi.org/10.1007/s11881-020-00209-7

Macdonald, K. T., Barnes, M. A., Miciak, J., Roberts, G., Halverson, K. K., Vaughn, S., & Cirino, P. T. (2021). Sustained attention and behavioral ratings of attention in struggling readers. Scientific Studies of Reading, 25(5), 436–451. https://doi.org/10.1080/10888438.2020.1826950

Powell, S.R., Berry, K., Fall, A-M, Roberts, G., Fuchs, L.S, & Barnes, M. A. (2021). Alternative paths to improved word-problem performance: An advantage for embedding pre-algebraic reasoning instruction within word-problem intervention. Journal of Educational Psychology, 113(5), 898–910. https://doi.org/10.1037/edu0000513

Queally, J. T., Barnes, M. A., Castillo, H. A., Castillo, J., & Fletcher, J. M. (2020). Neuropsychological care guidelines for people with spina bifida. Journal of Pediatric Rehabilitation Medicine, 13(4), 663-673. http://doi.org/10.3233/PRM-200761

Barnes, M.A., Clemens, N.H., Fall, A-M., Roberts, G., Klein, A., Starkey, P., McCandliss, B., Flynn, K., & Zucker, T. (2020). Cognitive correlates of difficulties in math and reading in pre-kindergarten children at high risk for learning disabilities. Journal of Educational Psychology. 112(4), 685–700. https://doi.org/10.1037/edu0000404

Powell, S.R., Urrita, V.Y., Berry, K., & Barnes, M.A. (2020). The word-problem solving and explanations of students experiencing mathematics difficulty: A comparison based on dual language status. Learning Disability Quarterly, 45(1), 6–18. https://doi.org/10.1177/0731948720922198

Fuchs, L., Fuchs, D., Seethaler, Barnes, M. A. (2020). Addressing the role of working memory in mathematical word-problem solving when designing intervention for struggling learners. The International Journal on Mathematics Education, ZDM, 52, 87-96. https://doi.org/10.1007/s11858-019-01070-8

Hall, C., Vaughn, S., Barnes, M. A., Stewart, A. A., Austin, C. R., & Roberts, G. (2020). The effects of inference instruction on the reading comprehension of English learners with reading comprehension difficulties. Remedial and Special Education, 41(5), 259–270. https://doi.org/10.1177/0741932518824983

Powell, S.R., Berry, K.A., & Barnes, M.A. (2020). The role of algebraic reasoning within a word problem intervention for third-grade students with mathematics difficulty. The International Journal on Mathematics Education, ZDM. 52(1), 151-163. https://doi.org/10.1007/s11858-019-01093-1

Ahonle, Z., Romero, S., Barnes, M. A., & Sorrells, A. (2019). Vocational rehabilitation in traumatic brain injury: What predictors are associated with successful employment outcomes? Archives of Physical Medicine and Rehabilitation, 100(12), e211–e211. https://doi.org/10.1016/j.apmr.2019.10.155

Cirino, P.T., Kulesz, P.A., Child, A.E., Ware, A.L., Barnes, M. A., Fletcher, J.M., & Dennis, M. (2019). Role of neurocognitive factors in academic fluency for children and adults with spina bifida myelomeningocele. Journal of the International Neuropsychological Society. 25(3), 249-265. https://doi.org/10.1017/S1355617718001200

Cirino, P.T., Miciak, J., Ahmed, Y., Barnes, M.A., Taylor, P., & Gerst, E.H. (2019). Executive function: Association with multiple reading skills. Reading and Writing, 32(7), 1819-1846. https://doi.org/10.1007/s11145-018-9923-9

Montroy, Merz, E. C., Williams, J. M., Landry, S. H., Johnson, U. Y., Zucker, T. A., Assel, M., Taylor, H. B., Lonigan, C. J., Phillips, B. M., Clancy-Menchetti, J., Barnes, M. A., Eisenberg, N., Spinrad, T., Valiente, C., de Villiers, J., & de Villiers, P. (2019). Hot and cool dimensionality of executive function: Model invariance across age and maternal education in preschool children. Early Childhood Research Quarterly, 49, 188–201. https://doi.org/10.1016/j.ecresq.2019.06.011

Cirino, P. T., Ahmed, Y., Miciak, J., Taylor, W. P., Gerst, E. H., & Barnes, M. A. (2018). A framework for executive function in the late elementary years. Neuropsychology, 32(2), 176-189. https://doi.org/10.1037/neu0000427

Peng P., Barnes, M. A., Wang, C., Wang, W., Swanson, L., Dardick, W., Li, S., & Tao, S. (2018). A meta-analysis on the relation between reading and working memory. Psychological Bulletin, 144(1), 48-76. https://doi.org/10.1037/bul0000124

Swanson, E., Barnes, M. A., Fall, A-M., & Roberts, G. (2018). Predictors of reading comprehension among struggling readers who exhibit differing levels of inattention and hyperactivity. Reading & Writing Quarterly: Overcoming Learning Disabilities. 34(2), 132-146. https://doi.org/10.1080/10573569.2017.1359712

Barnes, M. A., Martinez-Lincoln, A.*, & Raghubar, K. (2017).  Mathematical learning disabilities: What does the science tell us about assessment and diagnosis? Perspectives on Language and Literacy 43(1), 10.-19.

Gorman, S., Barnes, M. A., Swank, P., & Ewing-Cobbs, L. (2017). Recovery of working memory following pediatric traumatic brain injury: A longitudinal analysis, Developmental Neuropsychology, 42(3), 127-145. https://doi.org/10.1080/87565641.2017.1315581

Hall, C. & Barnes, M. A. (2017). Inference instruction to support reading comprehension for elementary students with learning disabilities. Intervention in School and Clinic, 52(5), 279–286. https://doi.org/10.1177/1053451216676799

Raghubar, K.P., & Barnes, M. A. (2017). Early numeracy skills in preschool-aged children: A review of neurocognitive findings and implications for assessment and intervention. The Clinical Neuropsychologist. 31(2), 329-351. https://doi.org/10.1080/13854046.2016.1259387

Wolters, C., Barnes, M.A., Francis, D., York. M., & Kulesz. P.A. (2017). Examining a motivational treatment and its impact on adolescents’ reading comprehension and fluency. The Journal of Educational Research (Washington, D.C.), 110(1), 98-109. https://doi.org/10.1080/00220671.2015.1048503

Cirino, P.T., Miciak, J., Gerst, E., Barnes, M.A., Vaughn, S., Child, A., & Huston-Warren, E. (2016). Executive function, self-regulated learning and reading comprehension: A training study. Journal of Learning Disabilities, 50(4), 450–467. https://doi.org/10.1177/0022219415618497

Ahmed, Francis, D. J., York, M., Fletcher, J. M., Barnes, M.A., & Kulesz, P. (2016). Validation of the direct and inferential mediation (DIME) model of reading comprehension in grades 7 through 12. Contemporary Educational Psychology, 44-45, 68–82. https://doi.org/10.1016/j.cedpsych.2016.02.002

Kulesz, P.A.*, Francis, D.J., Barnes, M.A., & Fletcher, J.M. (2016). The influence of reader characteristics, comprehension processes and passage features on reading comprehension: An explanatory item response study. Journal of Educational Psychology, 108(8), 1078-1097. https://doi.org/10.1037/edu0000126

Barnes, M. A., Klein, A., Swank, P., Starkey, P., McCandliss, B., Flynn, K., Zucker, T., Huang, K., Fall, A.-M, & Roberts, G. (2016).  Effects of tutorial interventions in mathematics and attention for low-performing preschool children. Journal of Research in Educational Effectiveness, 9(4), 577-606. https://doi.org/10.1080/19345747.2016.1191575

Gorman, S.*, Ewing-Cobbs, L., Barnes, M. A., & Swank, P. (2016). Does processing speed mediate the effect of pediatric traumatic brain injury on working memory? Neuropsychology, 30(3), 263-273. https://doi.org/10.1037/neu0000214

Peng, P., Namkung, J., Barnes, M. A., & Sun, C. (2016). A Meta-analysis of mathematics and working memory: Moderating effects of working memory domain, type of mathematics skill, and sample characteristics. Journal of Educational Psychology. 108(4), 455 473. https://doi.org/10.1037/edu0000079

Barnes, M. A., Stuebing, K. K., Fletcher, J. M., Barth, A. E., & Francis, D. J. (2016). Cognitive difficulties in struggling comprehenders and their relation to reading comprehension: A comparison of group selection and regression-based models. Journal of Research on Educational Effectiveness, 9(2), 153–172. https://doi.org/10.1080/19345747.2015.1111482

Barth, Barnes, M., Francis, D., Vaughn, S., & York, M. (2015). Inferential processing among adequate and struggling adolescent comprehenders and relations to reading comprehension. Reading & Writing, 28(5), 587–609. https://doi.org/10.1007/s11145-014-9540-1

Denton, C.A., Enos, M., York, M.J., Francis, D.J., Barnes, M.A., Kulesz, P.A., Fletcher, J.M., & Carter, S. (2015). Text processing differences in adolescent adequate and poor comprehenders reading accessible and challenging narrative and informational text. Reading Research Quarterly, 50(40), 393-416. https://doi.org/10.1002/rrq.105

Raghubar, K.*, Barnes, M.A., Dennis, M., Cirino, P.T., Taylor, H., & Landry, S. (2015). Neurocognitive predictors of mathematical processing in school-age children with spina bifida and their typically developing peers: Attention, working memory, and fine motor skills. Neuropsychology, 29(6), 861-873. https://doi.org/10.1037/neu0000196

Barnes, M.A., Ahmed, Y., Barth, A.*, & Francis, D.J. (2015). The relation of knowledge-text integration processes and reading comprehension in seventh to twelfth grade students. Scientific Studies of Reading, 19(4), 253-272. https://doi.org/10.1080/10888438.2015.1022650

Lonigan, Phillips, B. M., Clancy, J. L., Landry, S. H., Swank, P. R., Assel, M., Taylor, H. B., Klein, A., Starkey, P., Domitrovich, C. E., Eisenberg, N., de Villiers, J., de Villiers, P., & Barnes, M.A. (2015). Impacts of a comprehensive school readiness curriculum for preschool children at risk of educational difficulties. Child Development, 86(6), 1773-1793. https://doi.org/10.1111/cdev.12460

Merz, Zucker, T. A., Landry, S. H., Williams, J. M., Assel, M., Taylor, H. B., Lonigan, C. J., Phillips, B. M., Clancy-Menchetti, J., Barnes, M.A., Eisenberg, N., & de Villiers, J. (2015). Parenting predictors of cognitive skills and emotion knowledge in socioeconomically disadvantaged preschoolers. Journal of Experimental Child Psychology, 132, 14–31. https://doi.org/10.1016/j.jecp.2014.11.010

Barnes, M. A., Raghubar, K. P.,  English, L., Williams, J. M., Taylor, H., & Landry, S. (2014). Longitudinal mediators of achievement in mathematics and reading in typical and atypical development. Journal of Experimental Child Psychology, 119, 1-16. https://doi.org/10.1016/j.jecp.2013.09.006

Barnes, M. A., Raghubar, K.P., Faulkner, H., & Denton C.A. (2014). The Construction of visual-spatial situation models in children’s reading and their relation to reading comprehension. Journal of Experimental Child Psychology, 119, 101-111. https://doi.org/10.1016/j.jecp.2013.10.011

Barnes, M. A., & Raghubar, K. (2014). Mathematics development and difficulties: The role of visual-spatial perception and other neurocognitive skills. Pediatric Blood and Cancer, 61(10), 1729-1733. https://doi.org/10.1002/pbc.24909

Landry, Zucker, T. A., Taylor, H. B., Swank, P. R., Williams, J. M., Assel, M., Crawford, A., Huang, W., Clancy-Menchetti, J., Lonigan, C. J., Phillips, B. M., Eisenberg, N., Spinrad, T. L., de Villiers, J., de Villiers, P., Barnes, M., Starkey, P., & Klein, A. (2014). Enhancing early childcare quality and learning for toddlers at risk: The responsive early childhood program. Developmental Psychology, 50(2) 526-541. https://doi.org/10.1037/a0033494

Arrington, Kulesz, P. A., Francis, D. J., Fletcher, J. M., & Barnes, M. A. (2014). The contribution of attentional control and working memory to reading comprehension and decoding. Scientific Studies of Reading. 18(5), 325-346. https://doi.org/10.1080/10888438.2014.902461

Martin, R., Cirino, P., Sharp, K., & Barnes, M.A. (2014). Number and counting skills in kindergarten as predictors of grade 1 mathematical skills. Learning and Individual Differences. 34, 12-23. https://doi.org/10.1016/j.lindif.2014.05.006

Merz, Landry, S. H., Williams, J. M., Barnes, M. A., Eisenberg, N., Spinrad, T. L., Valiente, C., Assel, M., Taylor, H. B., Lonigan, C. J., Phillips, B. M., & Clancy-Menchetti, J. (2014). Associations among parental education, home environment quality, effortful control, and pre-academic knowledge. Journal of Applied Developmental Psychology, 35(4), 304–315. https://doi.org/10.1016/j.appdev.2014.04.002

Raghubar, Barnes, M. A., Prasad, M., Johnson, C. P., & Ewing-Cobbs, L. (2013). Mathematical outcomes and working memory in children with TBI and orthopedic injury. Journal of the International Neuropsychological Society, 19(3), 254–263. https://doi.org/10.1017/S1355617712001312

Taylor, Barnes, M. A., Landry, S. H., Swank, P., Fletcher, J. M., & Huang, F. (2013). Motor contingency learning and infants with spina bifida. Journal of the International Neuropsychological Society, 19(2), 206–215. https://doi.org/10.1017/S1355617712001233

Pike, M.*, Swank, P., Taylor, H., Landry, S., & Barnes, M. A. (2013). Effect of preschool working memory, language, and narrative abilities on inferential comprehension at school-age in children with spina bifida myelomeningocele and typically developing children. Journal of the International Neuropsychological Society, 19(4), 1-10. https://doi.org/10.1017/S1355617712001579

Ewing-Cobbs, L., Prasad, M. R., Mendez, D., Barnes, M. A., & Swank, P. (2013). Social interaction in young children with inflicted and accidental traumatic brain injury: Relations with family resources and social outcomes. Journal of the International Neuropsychological Society, 19(5), 1 11. https://doi.org/10.1017/S1355617713000210

Landry, S. H., Taylor, H. B., Swank, P. R., Barnes, M. A., & Juranek, J. (2013). Longitudinal mediators of social problem solving in spina bifida and typical development. Rehabilitation Psychology, 58(2), 196-205. https://doi.org/10.1037/a0032500

Ornstein, Max, J. E., Schachar, R., Dennis, M., Barnes, M., Ewing-Cobbs, L., & Levin, H. S. (2013). Response inhibition in children with and without ADHD after traumatic brain injury. Journal of Neuropsychology, 7(1), 1–11. https://doi.org/10.1111/j.1748-6653.2012.02027.x

Miles, B.*, Anderson, P.*, Agostino, A.*, Golomb, M., Achonu, C., Armstrong, D., Blanchette, V., Feldman, B., Iwenofu, L., McLimont, M., McNeely, M., Revel-Vilk, S., Stain, AM., & Barnes, M.A. (2012). Effect of intracranial bleeds on the neurocognitive, behavioral, and adaptive functioning of boys with hemophilia. Haemophilia : the Official Journal of the World Federation of Hemophilia, 18(2), 229–234. https://doi.org/10.1111/j.1365-2516.2011.02632.x

Gorman, S.*, Barnes, M.A., Prasad, M., & Ewing-Cobbs, L. (2012). The effects of pediatric brain injury on verbal and visual-spatial working memory. Journal of the International Neuropsychological Society, 18(1), 29-38. https://doi.org/10.1017/S1355617711001251

Martin, R. B., Cirino, P. T., Barnes, M. A., Ewing-Cobbs, L., Fuchs, L. S., Stuebing, K. K., & Fletcher, J. M. (2012). Prediction and stability of mathematics skill and difficulty. Journal of Learning Disabilities, 46(5), 428-443. https://doi.org/10.1177/0022219411436214

Barnes, M.A., Stubbs, A*., Raghubar, K.P.*, Agostino, A.*, Taylor, H., Landry, S.B., Fletcher, J.M., & Smith-Chant, B.* (2011). Mathematical skills in 3- and 5- year olds with spina bifida and their typically developing peers: A longitudinal approach. Journal of the International Neuropsychological Society, 17(3), 385-392. https://doi.org/10.1017/S1355617711000233

Hutchison, Frndova, H., Lo, T.-Y. M., & Guerguerian, A. M. (2010). Impact of hypotension and low cerebral perfusion pressure on outcomes in children treated with hypothermia therapy following severe traumatic brain injury: A post hoc analysis of the hypothermia pediatric head injury trial. Developmental Neuroscience, 32(5-6), 406–412. https://doi.org/10.1159/000323260

Raghubar, K.*, Barnes, M.A., & Hecht, S. (2010). Working memory and mathematics: A review of developmental, individual difference and cognitive approaches. Learning and Individual Differences, 20(2), 110-122. https://doi.org/10.1016/j.lindif.2009.10.005

Pike, M.A.*, Barnes, M.A., & Barron, R.W. (2010). The role of illustrations in children’s inferential comprehension. Journal of Experimental Child Psychology, 105(3), 243-255. https://doi.org/10.1016/j.jecp.2009.10.006

English, L.*, Barnes, M.A., Fletcher, J.M., & Dennis, M. (2010). Effects of reading goals on reading comprehension, reading rate, and allocation of working memory in children with spina bifida myelomeningocele. Journal of the International Neuropsychological Society, 16(3), 517-525. https://doi.org/10.1017/S1355617710000123

Dennis, M. & Barnes, M.A. (2010). The cognitive-behavioral phenotype in spina bifida myelomeningocele: spina bifida – a multidisciplinary perspective. Developmental Disabilities Research Reviews, 16, 31-39. https://doi-org.proxy.library.vanderbilt.edu/10.1002/ddrr.89

Taylor, Landry, S. H., Barnes, M., Swank, P., Cohen, L. B., & Fletcher, J. (2010). Early information processing among infants with and without spina bifida. Infant Behavior & Development, 33(4), 365–372. https://doi.org/10.1016/j.infbeh.2010.03.005

English, Barnes, M. A., Taylor, H. B., & Landry, S. H. (2009). Mathematical development in spina bifida. Developmental Disabilities Research Reviews, 15(1), 28–34. https://doi.org/10.1002/ddrr.48

Dennis, Francis, D. J., Cirino, P. T., Schachar, R., Barnes, M. A., & Fletcher, J. M. (2009). Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders. Journal of the International Neuropsychological Society, 15(3), 331–343. https://doi.org/10.1017/S1355617709090481

Hanten, Li, X., Newsome, M. R., Swank, P., Chapman, S. B., Dennis, M., Barnes, M., Ewing-Cobbs, L., & Levin, H. S. (2009). Oral reading and expressive language after childhood traumatic brain injury trajectory and correlates of change over time. Topics in Language Disorders, 29(3), 236–248. https://doi.org/10.1097/TLD.0b013e3181b531f0

Raghubar, K.*, Cirino, P., Barnes, M.A., Ewing-Cobbs, L., Fuchs, L. & Fletcher, J.M.  (2009). Errors in multi-digit arithmetic and behavioral attention in children with math difficulties. Journal of Learning Disabilities, 42(4), 356-371. https://doi.org/10.1177/0022219409335211