Manuel J. Justiz Endowed Chair in Math, Science, and Technology in Teacher Education
Professor, Department of Special Education, Mild/Moderate Disabilities and Diversity Program

Research Interests and Expertise

Typical and atypical development of reading comprehension and mathematics

Current Research Projects and Grants

  • 2011–2016, Institute of Education Sciences: A Randomized Trial of a Tutor-Based Mathematics and Attention Intervention for Low-Performing Preschoolers At Risk for Mathematical Difficulties in School (principal investigator)
  • 2012–2016, Institute of Education Sciences: Enhancing Early Learning for Infants With Disabilities: A Responsive Parent Intervention (co-principal investigator)
  • 2011–2016, National Institutes of Health: Texas Center for Learning Disabilities (co-investigator)
  • 2010–2015, Institute of Education Sciences: Understanding Malleable Cognitive Processes and Integrated Comprehension Interventions for Grades 7-12 (co-principal investigator)

Boards, Committees, and Associations

  • Consulting editor: Journal of the International Neuropsychological Society, Journal of Learning Disabilities, Quarterly Journal of Learning Disabilities
  • Regular panel member: Institute of Educational Sciences, Mathematical and Science Education Research Review Panel
  • 2004–2008 chair: Social and Behavioral Sciences Review Committee, U.S. March of Dimes National Grants Review Panel
  • Member: Society for Research in Child Development, International Neuropsychological Association, Society for the Scientific Study of Reading, Council for Exceptional Children, Society for Research on Educational Effectiveness, Canadian Psychological Association, Ontario College of Psychologists

Recent Awards

  • 2009-2013 Endowed Research Chair, Childhood Reading and Learning, The University of Texas Health Science Center at Houston
  • 2005–2006 Presidential Distinguished Professor Award for Teaching, Research, and Service, University of Guelph
  • 2004–2009 University Research Chair, University of Guelph

Representative Publications

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

*Graduate students