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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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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 Education41(5), 259–270.

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, ZDM52(1), 151-163.

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 Rehabilitation100(12), e211–e211.

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.

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.

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 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(1), 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(2), 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(3), 127-145

Hall, C. & Barnes, M. A. (2017). Inference instruction to support reading comprehension for elementary students with learning disabilities. Intervention in School and Clinic52(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 (Washington, D.C.), 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 Disabilities50(4), 450–467.

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 Psychology44-45, 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(4), 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. 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.

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 Effectiveness9(2), 153–172.

Barth, Barnes, M., Francis, D., Vaughn, S., & York, M. (2015). Inferential processing among adequate and struggling adolescent comprehenders and relations to reading comprehension. Reading & Writing28(5), 587–609.

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.

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. Neuropsychology29(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(4), 253-272.

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.

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 Psychology132, 14–31.

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.

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.

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, 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.

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.

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, 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 Psychology35(4), 304–315.

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 Society19(3), 254–263.

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 Society19(2), 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(4), 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(5), 1 11.

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.

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 Neuropsychology7(1), 1–11.

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 Hemophilia18(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(1), 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(3), 385-392.

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 Neuroscience32(5-6), 406–412.

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.

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.

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.

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

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 & Development33(4), 365–372.

English, Barnes, M. A., Taylor, H. B., & Landry, S. H. (2009). Mathematical development in spina bifida. Developmental Disabilities Research Reviews15(1), 28–34.

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 Society15(3), 331–343.

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 Disorders29(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(4), 356-371.