Manuel J. Justiz Endowed Chair in Math, Science, and Technology in Teacher Education
Professor, Department of Special Education, Mild/Moderate Disabilities and Diversity Program
Typical and atypical development of reading comprehension and mathematics
Barnes, M. A., Raghubar, K. P*., English, L*., Williams, J., Taylor, H. & Landry, S. (in press). Longitudinal mediators of achievement in mathematics and reading in typical and atypical development. Journal of Experimental Child Psychology.
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.
Pike, M.*, Swank, P., Taylor, H., Landry, S., & Barnes, M. A. (2013). Effect of preschool working memory, language, and narrative abilities on inferential comprehension of school-age in children with spina bifida myelomeningocele and typically developing children. Journal of the International Neuropsychological Society, 19, 1–10.
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.
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. PMCID: PMC2788949