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*current or former student


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.

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.



Macdonald, K.T., Barnes, M.A., Miciak, J., Roberts, G., Halverson, K.K., Vaughn, S.R., & Cirino, P.T. (2020). Behavioral and cognitive attention in struggling readers. Scientific Studies of Reading, 1-16.

Queally, J.T., Barnes, M.A., Castillo, H.A., Castillo, J., & Fletcher, J.M. (2020). SBA Guidelines for the Neuropsychological Care of People with Spina Bifida, Journal of Pediatric Rehabilitative Medicine.

Powell, S.R., Berry, K., Fall, A-M, Roberts, G., Fuchs, L.S, & Barnes, M.A. (2020). Alternative paths to improved word-problem performance: An advantage for embedding pre-algebraic reasoning instruction within word-problem intervention. Journal of Educational Psychology.

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.

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.

Fuchs, L., Fuchs, D., Seethaler, Barnes, M.A. (2020). The role of working memory in mathematical word-problem solving: Implications for instruction and intervention. The International Journal on Mathematics Education, ZDM, 52, 87-96.



Ahonle, Z.J*., Barnes, M.A., Romero, S., Sorrells, A., & Brooks, G.L. (2019). Vocational rehabilitation in traumatic brain injury: What predictors are associated with successful employment outcomes?  Rehabilitation Counseling Bulletin.

Powell, S.R., Berry, K.A., & Barnes, M.A. (2019). The role of algebraic reasoning within a word problem intervention for third-grade students with mathematics difficulty. The International Journal on Mathematics Education, ZDM.

Cirino, P.T., Kulesz, P.A., Child, A.E., Ware, A.L., Barnes, M.A., Fletcher, J.M., & Dennis, M. (2019). The 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.

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 Writing32(7), 1819-1846.

Hall, C*., Vaughn, S., Barnes, M. A., Stewart, A., Austin, C., & Roberts, G. (2019). Effects of inference instruction on the inference generation and reading comprehension of English learners with reading comprehension difficulties in Grades 6 and 7. Remedial and Special EducationRemedial and Special Education52(5), 279-286.

Montroy, J.J., Merz, E.C., Williams, J.M., Landry, S.H., Johnson, U.Y., Zucker, T.A., Assell, M., Taylor, H.B., Lonigan, C.J., Phillips, B.M., Clancy-Menchetti, J., Barnes, M.A., Eisenberg, N., Spinard, T., Valiente, C., de Villiers, J., de Villiers, P., the School Readiness Research Consortium (2019). Hot and cool dimensionality of executive function: Model invariance across age and maternal education in preschool children. Early Childhood Research Quarterly49, 188-201.



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. Neuropsychology32(2), 176-189.

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, 48-76.

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, 132-146.



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, 127-145.

Hall, C.*, & Barnes, M.A. (2017). Making Inferences to Support Reading Comprehension for Upper Elementary Students. Intervention in School and Clinic, 52(5), 279-286.

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.

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.  110(1), 98-109.



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. doi 0022219415618497.

Ahmed, Y., Francis, D.J., York, M., Fletcher, J.M., Barnes, M.A., & Kulesz, P. (2016).  An evaluation of the Direct and Inferential Mediation (DIME) Model of Reading Comprehension using Latent Variables. Contemporary Educational Psychology. 44, 68-82.

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.

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, 577-606.

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.

Peng, P., Namkung, J., Barnes, M., & Sun. C. Y. (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.

Barnes, M.A., Stuebing, K., Fletcher, J.M., Barth, A., & Francis, D. (2016). Investigating Cognitive Difficulties in Struggling Comprehenders: A Comparison of Group Selection and Regression-Based Models. Journal of Research in Educational Effectiveness, 9, 153-172.



Merz, E. C.*, 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, M., de Villiers, J., & School Readiness Research Consortium. (2015). Parenting predictors of cognitive skills and emotion knowledge in socioeconomically disadvantaged preschoolers. Journal of Experimental Child Psychology, 132, 14-31.

Barth, A.*, Barnes, M.A., Francis, D., York, M., & Vaughn, S. (2015). Bridging inferences among adequate and struggling adolescent comprehenders and relations to reading comprehension. Reading and Writing. 28, 587-609. PMCID: PMC4496006

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, 393-416.

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. 29(6), 861-873.

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, 253-272.

Lonigan, C. J., Phillips, B. M., Clancy, J., Landry, S. H., Swank, P., Assel, M., Taylor, H. B., Starkey, P., Klein, A., Domitrovich, C. E., Eisenberg, N., de Villiers, J., de Villiers, P., Barnes, M., & the School Readiness Consortium. (2015). Impacts of a comprehensive school readiness curriculum for preschool children at risk of educational difficulties. Child Development, 86, 1773-1793.

Merz, E. C.*, Landry, S.H., Zucker, T.A., Barnes, M.A., Assel, M., Taylor, H.B., Lonigan, C.J., Phillips, B.M., Clancy-Menchetti, J., Eisenberg, N., de Villiers, J., & the School Readiness Research Consortium. (2015). Parenting predictors of delay inhibition in socioeconomically disadvantaged preschoolers. Infant and Child Development, 25(5), 371-390.



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. PMCID: PMC3924776

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. PMCID: PMC3985737

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.

Landry, S.H., Zucker, T., Taylor, H.B., Swank, P.R., Williams, J.M., Assel, M.A., Crawford, A., Clancy-Menchetti, J., Eisenberg, H., Spinrad, T.L., Valiente, C., Lonigan, C.J., Phillips, B.M., Wilson, S., Barnes, M., Starkey, P., Klein, A., and the School Readiness Consortium (2014). Enhancing early childcare quality and learning for toddlers at risk: The responsive early childhood program. Developmental Psychology, 50(2) 526-541.

Arrington, C.N.*, 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, 325-346.

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.

Merz, E. C.*, Landry, S. H., Williams, J. M., Barnes, M. A., Eisenberg, N., Spinrad, T. L., … & Clancy-Menchetti, J. (2014). Associations among parental education, home environment quality, effortful control, and preacademic knowledge. Journal of Applied Developmental Psychology, 35(4), 304-315.



Ornstein, T.J., 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, 1-11.

Raghubar, K.*, Barnes, M.A., Prasad, M., Johnson, C.P., & Ewing-Cobbs, L. (2013). Mathematical outcomes in childhood TBI: Math fact retrieval, computation, and applied problem solving. Journal of the International Neuropsychological Society, 19, 254-263. PMCID: PMC3727918

Taylor, H.T., Barnes, M.A., Landry, S.H., Swank, P., Fletcher, J.M., & Huang, F. (2013). Contingency Learning and Infants with Spina Bifida. Journal of the International Neuropsychological Society, 19, 206-215.

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, 1-10.

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, 1-11.

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



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, 18(2), 229-234.

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, 29-38.

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.



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, 385-392.



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, 110-122.

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, 243-255.

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, 517-525.

Dennis, M. & Barnes, M.A. (2010). The cognitive-behavioral phenotype in spina bifida myelomeningocele. Developmental Disabilities Research Reviews, 16, 31-39.

Taylor, H.B., Landry, S.H., Barnes, M., Cohen, L., Swank, P, and Fletcher, J (2010). Early information processing among infants with and without spina bifida. Infant Behavior and Development, 33, 365-372.

Hutchison, J.S., Frndova, H., Lo, T.Y.M., Guerguerian, A.M. for the Hypothermia Pediatric Head Injury Trial Investigators (M.A. Barnes, investigator, steering committee) and the Canadian Critical Care Trials Group (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, 406-412.



English, L.*, Barnes, M.A., Taylor, H., & Landry, S. (2009). The development of mathematical skills in spina bifida. Developmental Disabilities Research Reviews, 15(1), 28-34.

Dennis, M., 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, 331-343.

Hanten, G., Li, X., Newsome, M., Swank, P., Chapman, S.B., Dennis, M., Barnes, M.A, Ewing-Cobbs, L., & Levin, H.S. (2009). Oral reading and expressive language after childhood TBI: Trajectory and correlates of change over time. Topics in Language Disorders, 29:3, 236-248.

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, 356-371.