Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches von Raghubar, Kimberly P., Barnes, Marcia A., Hecht, Steven A.

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Addressing the role of working memory in mathematical word-problem solving when designing intervention for struggling learners von Fuchs, Lynn, Fuchs, Douglas, Seethaler, Pamela M., Barnes, Marcia A.

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Hypothermia Therapy after Traumatic Brain Injury in Children von Hutchison, James S, Ward, Roxanne E, Lacroix, Jacques, Hébert, Paul C, Barnes, Marcia A, Bohn, Desmond J, Dirks, Peter B, Doucette, Steve, Fergusson, Dean, Gottesman, Ronald, Joffe, Ari R, Kirpalani, Haresh M, Meyer, Philippe G, Morris, Kevin P, Moher, David, Singh, Ram N, Skippen, Peter W

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Parenting predictors of cognitive skills and emotion knowledge in socioeconomically disadvantaged preschoolers von Merz, Emily C., Zucker, Tricia A., Landry, Susan H., Williams, Jeffrey M., Assel, Michael, Taylor, Heather B., Lonigan, Christopher J., Phillips, Beth M., Clancy-Menchetti, Jeanine, Barnes, Marcia A., Eisenberg, Nancy, de Villiers, Jill

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The role of illustrations in children’s inferential comprehension von Pike, Meredith M., Barnes, Marcia A., Barron, Roderick W.

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Executive Functions: What are they Good for? A Perspective from Intervention Research von Barnes, Marcia A.

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Reading comprehension for students with reading disabilities: Progress and challenges von Vaughn, Sharon, Barnes, Marcia A.

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Building Word-Problem Solving and Working Memory Capacity: A Randomized Controlled Trial Comparing Three Intervention Approaches von Fuchs, Lynn S., Fuchs, Douglas, Sterba, Sonya K., Barnes, Marcia A., Seethaler, Pamela M., Changas, Paul

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Executive function: association with multiple reading skills von Cirino, Paul T., Miciak, Jeremy, Ahmed, Yusra, Barnes, Marcia A., Taylor, W. Pat, Gerst, Elyssa H.

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Visual attention and reading: A test of their relation across paradigms von Cirino, Paul T., Barnes, Marcia A., Roberts, Greg, Miciak, Jeremy, Gioia, Anthony

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43 Interactions of Decoding, Working Memory, and Mind Wandering on Reading Comprehension von Farrell, Abigail, Cirino, Paul T., Barnes, Marcia A., Woods, Steven P.

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Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders von DENNIS, MAUREEN, FRANCIS, DAVID J., CIRINO, PAUL T., SCHACHAR, RUSSELL, BARNES, MARCIA A., FLETCHER, JACK M.

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Cognitive Predictors of Difficulties in Math and Reading in Pre-Kindergarten Children at High Risk for Learning Disabilities von Barnes, Marcia A., Clemens, Nathan H., Fall, Anna-Mária, Roberts, Greg, Klein, Alice, Starkey, Prentice, McCandliss, Bruce, Zucker, Tricia, Flynn, Kylie

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The cognitive phenotype of spina bifida meningomyelocele von Dennis, Maureen, Barnes, Marcia A.

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Effects of semantic reinforcement, semantic discrimination, and affix frequency on new word learning in skilled and less skilled readers in Grades 6 to 12 von Barnes, Marcia A., Davis, Claire, Kulesz, Paulina, Francis, David

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Alternative Paths to Improved Word-Problem Performance: An Advantage for Embedding Prealgebraic Reasoning Instruction Within Word-Problem Intervention von Powell, Sarah R., Berry, Katherine A., Fall, Anna-Maria, Roberts, Greg, Fuchs, Lynn S., Barnes, Marcia A.

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Cognitive Predictors of the Overlap of Reading and Math in Middle School von Cirino, Paul T, Salentine, Cassidy, Farrell, Abby, Barnes, Marcia A, Roberts, Greg

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A Framework for Executive Function in the Late Elementary Years von Cirino, Paul T., Ahmed, Yusra, Miciak, Jeremy, Taylor, W. Pat, Gerst, Elyssa H., Barnes, Marcia A.

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Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade von Fuchs, Lynn S, Fuchs, Douglas, Cho, Eunsoo, Barnes, Marcia A, Koponen, Tuire, Espinas, Daniel R

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The influence of student engagement on the effects of an inferential reading comprehension intervention for struggling middle school readers von Martinez-Lincoln, Amanda, Barnes, Marcia A., Clemens, Nathan H.

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