Presented by: Marcia Barnes, Ph.D.
Early childhood educators must face a variety of issues when trying to support both typically developing children and children with developmental and learning disorders. Dr. Barnes will present findings from longitudinal studies of the development of math and reading skills in both of these groups of children which will shed some light on these issues. Learn how these findings demonstrate similarities and differences in the developmental precursors of ability and disability in both mathematics and reading. Dr. Barnes will also share what this means for early assessment and how this can guide successful intervention in early childhood programs.
Thursday November 14th | 2:00 PM Eastern
Marcia Barnes, Ph.D.
Marcia A. Barnes, Ph.D., is a Professor in the Department of Pediatrics at the University of Texas at Houston Health Science Center where she holds the Chair in Childhood Reading and Learning in the Children’s Learning Institute. In September of 2013 she will take up a position at the University of Texas at Austin as Professor in the Department of Special Education where she will hold the Manuel J. Justiz Endowed Chair in Math, Science, and Technology in Teacher Education. Dr. Barnes is a cognitive neuropsychologist who studies children’s learning in the areas of reading comprehension and mathematics. Her research focuses on understanding how these academic skills are acquired in typically developing children and in children with learning disabilities including children whose learning difficulties are associated with congenital and acquired neurological disorders. She is the author of over 90 peer-reviewed publications and book chapters, editor of the recently published book entitled Genes, Brain & Development: The Neurocognition of Genetic Disorders (Cambridge U. Press, 2010), and a co-author of the book Learning Disabilities: From Identification to Intervention (Guilford Press, 2007). Dr. Barnes’s research has been funded by the Canadian Institute of Health Research, the Canadian Language and Literacy Research Network, the National Institutes of Health, and the Institute of Education Sciences. Her current research projects include a study that examines sources of reading comprehension difficulties in secondary school students and a randomized controlled trial of a tutor-based mathematics and attention intervention for low performing preschoolers at risk for later math learning difficulties.