about
Mathematical development in spina bifidaEffect of preschool working memory, language, and narrative abilities on inferential comprehension at school-age in children with spina bifida myelomeningocele and typically developing children.The effects of pediatric traumatic brain injury on verbal and visual-spatial working memory.Motor contingency learning and infants with Spina Bifida.NUMBER AND COUNTING SKILLS IN KINDERGARTEN AS PREDICTORS OF GRADE 1 MATHEMATICAL SKILLSAssociations Among Parental Education, Home Environment Quality, Effortful Control, and Preacademic Knowledge.The cognitive phenotype of spina bifida meningomyeloceleMath and numeracy in young adults with spina bifida and hydrocephalus.Early information processing among infants with and without spina bifida.Reading and writing skills in young adults with spina bifida and hydrocephalus.Arithmetic processing in children with spina bifida: Calculation accuracy, strategy use, and fact retrieval fluency.Effects of reading goals on reading comprehension, reading rate, and allocation of working memory in children and adolescents with spina bifida meningomyeloceleWhy IQ is not a covariate in cognitive studies of neurodevelopmental disorders.Language development in children with spina bifida.Linguistic outcomes following traumatic brain injury in children.Mathematical skills in 3- and 5-year-olds with spina bifida and their typically developing peers: a longitudinal approach.Parenting predictors of cognitive skills and emotion knowledge in socioeconomically disadvantaged preschoolersEarly brain injury in children: development and reorganization of cognitive function.Response inhibition in children with and without ADHD after traumatic brain injury.Inferential Processing among Adequate and Struggling Adolescent Comprehenders and Relations to Reading Comprehension.Neurocognitive function in same-sex twins following focal radiation for medulloblastomaNeurocognitive predictors of mathematical processing in school-aged children with spina bifida and their typically developing peers: Attention, working memory, and fine motor skills.A model of neurocognitive function in spina bifida over the life span.Does processing speed mediate the effect of pediatric traumatic brain injury on working memory?Cognitive Difficulties in Struggling Comprehenders and their Relation to Reading Comprehension: A Comparison of Group Selection and Regression-Based ModelsArrested development and disrupted callosal microstructure following pediatric traumatic brain injury: relation to neurobehavioral outcomesLate intellectual and academic outcomes following traumatic brain injury sustained during early childhood.Mathematical outcomes and working memory in children with TBI and orthopedic injuryPrediction and stability of mathematics skill and difficultySocial interaction in young children with inflicted and accidental traumatic brain injury: relations with family resources and social outcomes.Executive Function, Self-Regulated Learning, and Reading Comprehension: A Training StudyErrors in multi-digit arithmetic and behavioral inattention in children with math difficulties.Longitudinal mediators of achievement in mathematics and reading in typical and atypical development.The construction of visual-spatial situation models in children's reading and their relation to reading comprehensionMathematics development and difficulties: the role of visual-spatial perception and other cognitive skills.The role of illustrations in children's inferential comprehension.Prospective, declarative, and nondeclarative memory in young adults with spina bifida.Childhood head injury and metacognitive processes in language and memory.The Relation of Knowledge-Text Integration Processes and Reading Comprehension in 7th- to 12th-Grade Students.Enhancing early child care quality and learning for toddlers at risk: the responsive early childhood program.
P50
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P50
description
special education researcher
@en
name
Marcia Barnes
@en
type
label
Marcia Barnes
@en
prefLabel
Marcia Barnes
@en