The faculty at the Children’s Learning Institute is dedicated to conducting high quality research projects, which go on to be published in an array of academic journals. Here is a sample of our faculty’s work.


2021 Publications


Ewing-Cobbs, L., Montroy, J., Clark, A. E., Holubkov, R., Cox, C. S., Keenan, H. T. (2021). As Time Goes by: Understanding Child and Family Factors Shaping Behavioral Outcomes After Traumatic Brain Injury. Frontiers in Neurology.

Baggett, K. M., Davis, B., Sheeber, L. B., Miller, K., Leve, C., Mosley, E. A., Landry, S. H., Feil, E. G. (2021). Optimizing Social-Emotional-Communication Development in Infants of Mothers with Depression: A Randomized Controlled Trial Protocol of a Mobile Intervention Targeting Depression and Responsive Parenting. JMIR Research Protocols.

Dennis, E. L., Caeyenberghs, K., Hoskinson, K. R., Merkley, T. L., Suskauer, S., Asarnow, R. F., Babikian, T., Olson, B. B., Bickart, K., Bigler, E. D., Ewing-Cobbs, L., . . . Wilde, E., (2021). White Matter Disruption in Pediatric Traumatic Brain Injury: Results from ENIGMA Pediatric Moderate to Severe Traumatic Brain Injury. Neurology.

Fisher, E. R., Montroy, J., Duque, G., Cox, C. C., Ewing-Cobbs, L., (2021). Post-Concussion and Post-Traumatic Stress Symptoms After Pediatric Traumatic Brain Injury: Shared Vulnerability Factors? Journal of Neurotrauma.

Varghese, C., Bratsch-Hines, M., Aiken, H., Vernon-Feagans, L., (2021). Elementary Teachers’ Intervention Fidelity in Relation to Reading and Vocabulary Outcomes for Students at Risk for Reading-Related Disabilities. Journal of Learning Disabilities.

Keenan, H. T., Clark, A. E., Holubkov, R. Cox, C. S., & Ewing-Cobbs, L. (2021). Trajectories of Children’s Executive Function After Traumatic Brain Injury. JAMA Network Open, 4(3):e212624.

Zucker, T., Varghese, C., Monsegue-Bailey, P., Ply, M., Ramos-Fischer, R., Flores-Cantu, P., Corley, G., Nestlehut, W., Guttentag, C. Recommended Practices for Early Childhood Classrooms during COVID Restrictions. Children’s Learning Institute White Paper, 2021.


2020 Publications


Crawford, A., Varghese, C., Monsegue-Bailey, P. (2020). The Implementation and Scaling of an Early Education Program. Journal of Applied Research on Children: Informing Policy for Children at Risk, 11(1).

Claussenius-Kalman, H. L., Vaughn, K. A., Archila-Suerte, P., Hernandez, A. E. (2020). Highly proficient, balanced bilingualism is related to thinner cortex in two cognitive control regions. Annals of the New York Academy of Sciences. 

Zucker, T. A., Cabell, S. Q., Petscher, Y., Mui, H., Landry, S. H., & Tock, J. (2020). Teaching Together: Pilot study of a tiered language and literacy intervention with Head Start teachers and linguistically diverse families, Early Childhood Research Quarterly, 54(1st Quarter 2021), 136-152.

Gorniak, S. L., Wagner, V. E., Vaughn, K. A., Perry, J., Gulley Cox, L. I., Hernandez, A. E., Pollonini, L. (2020). Functional neuroimaging of sensorimotor cortices in postmenopausal women with type II diabetes. Neurophotonics, 7(3).  

Aiken, H., Varghese, C., Pedonti, S., Bartsch-Hines, M., Vernon-Feagans, L. (2020). Targeted reading intervention teacher certification: An approach to building and sustaining teacher expertise in rural schools. Literacy Research and Instruction.

Baggett, K. M., Davis, B., Landry, S. H., Feil, E. G., Whaley-Carr, A. M., Schnitz, A., & Leve, C. (2020). Understanding the steps toward mobile early intervention for mothers and their infants exiting NICU: A descriptive examination. Journal of Medical Internet Research, 22(7).

Montroy, J. M, Zucker, T. A., Assel, M., Landry, S. H., Anthony, J., Williams, J., Hsu, H., Crawford, A., Johnson, U., Carlo, M., & Taylor, H. (2020). The Texas Kindergarten Entry Assessment: Development, psychometrics, and scale-up of a comprehensive screener. Early Education and Development.

Assel, M., Williams, J. M., Foster, M., Hyatt, H., Landry, S. H., Bhavsar, V., Zucker, T. A., Crawford, A., & Montroy, J. M. (2020). Validation of a math progress monitoring measure for pre-kindergarten students. Journal of Psychoeducational Assessment (in press).

Zucker, T. A., Cabell, S. Q., & Pico, D. L. (2020). Going nuts for words: Teaching young children academic vocabulary. The Reading Teacher (in press).

Zucker, T. A., Cabell, S. Q., Oh, Y., & Wang, X. (2020). Asking questions is just the first step: Using upward and downward scaffolds. The Reading Teacher, 74(1). 

Carr, R. C., Bratsch-Hines, M., Varghese, C., & Vernon-Feagans, L. (2020, July) Latent class growth trajectories of letter name knowledge during pre-kindergarten and kindergarten. Journal of Applied Developmental Psychology.

Kook, J. H., Vaughn, K. A., DeMaster, D. M. et al. BVAR-Connect: A Variational Bayes Approach to Multi-Subject Vector Autoregressive Models for Inference on Brain Connectivity Networks. Neuroinform (2020). 

Montroy, J. J., Zucker, T. A., Assel, M. M., Landry, S. H., Anthony, J. L., Williams, J. M., Hsu, H., Crawford, A., Johnson, U. Y., Carlo M. S. , & Taylor, H. B. (2020): The Texas Kindergarten Entry Assessment: Development, Psychometrics, and Scale-Up of a Comprehensive Screener, Early Education and Development.

Alvarenga, P., Zucker, T. A., Tambyraja, S. R., & Justice, L. M. (2020). Contingency in Teacher-Child Emotional State Talk during Shared Book Reading in Early Childhood Classrooms, Early Education and Development.


2019 Publications


Zucker, T. A., Carlo, M. S., Landry, S. H., Masood-Saleem, S. S., Williams, J. M., & Bhavsar, V. (2019). Iterative Design and Pilot Testing of the Developing Talkers Tiered Academic Language Curriculum for Pre-Kindergarten and Kindergarten, Journal of Research on Educational Effectiveness, DOI: 10.1080/19345747.2018.1519623

Deshmukh, R. S., Zucker, T. A., Tambyraja, S. R., Pentimonti, J. M., Bowles, R. P., & Justice, L. M. (2019). Teachers’ use of questions during shared book reading: Relations to child responses. Early Childhood Research Quarterly, 49, 59-68.

Zucker, T. A., McCallum, C., Assel, M. A., & Montroy, J. J., (2019). Teaching Together: Engaging Parents and Preschoolers in STEM Activities & Academic Conversations.

Zucker, T. A., Logan, J., Landry, S. H., Assel, M. A., Montroy, J. J., Millner, K., & Justice, L. (2019). Developing Talkers: Building Effective Teachers of Academic Language Skills 

Children's Learning Institute at The University of Texas Health Science Center at Houston. (2019). Strengthening Texas Rising Star Implementation Study Final Report. Strengthening Texas Rising Star Implementation Study Final Report. Houston, TX.

Hall, C., Steinle, P. K., & Vaughn, S. R. (2019, June). Reading Instruction for English Learners With Learning Disabilities: What Do We Already Know, and What Do We Still Need to Learn? New Directions for Child and Adolescent Development, 2019(166), 145-189.

Hall, C., Vaughn, S., Barnes, M., Stewart, A. A., Austin, C., & Roberts, G. (2019, February). The Effects of Inference Instruction on the Reading Comprehension of English Learners With Reading Comprehension Difficulties. Remedial and Special Education.


2017 Publications


Landry, S. H., Zucker, T. A., Williams, J. M., Merz, E. C., & Guttentag, C. L. (in press) Improving school readiness of high-risk preschoolers: Combining high quality instructional strategies with responsive training for teachers and parents.

Prasad, M. R., Swank, P. R., & Ewing-Cobbs, L. (2017). Long-term school outcomes of children and adolescents with traumatic brain injury. The Journal of Head Trauma Rehabilitation, 32, E24-E32.


2016 Publications


Anthony, J. L.(2016).  For which children of economic disadvantage and in which instructional contexts does Earobics Step 1 improve literacy? Journal of Research on Educational Effectiveness, 9, 54-76.

Cox, C. S., Hetz, R. A., Liao, G. P., Aertker, B. M., Ewing‐Cobbs, L., Juranek, J., ... & Dash, P. K. (2016). Treatment of severe adult traumatic brain injury using bone marrow mononuclear cells. Stem Cells.

Ewing‐Cobbs, L., Johnson, C. P., Juranek, J., DeMaster, D., Prasad, M., Duque, G., ... & Swank, P. R. (2016). Longitudinal diffusion tensor imaging after pediatric traumatic brain injury: Impact of age at injury and time since injury on pathway integrity. Human Brain Mapping, 37, 3929-3945.

Faber, J., Wilde, E. A., Hanten, G., Ewing-Cobbs, L., Aitken, M. E., Yallampalli, R., ... & Hunter, J. V. (2016). Ten-year outcome of early childhood traumatic brain injury: Diffusion tensor imaging of the ventral striatum in relation to executive functioning. Brain Injury, 30, 1635-1641.

Gorman, S., Barnes, M. A., Swank, P. R., Prasad, M., Cox Jr, C. S., & Ewing-Cobbs, L. (2016). Does processing speed mediate the effect of pediatric traumatic brain injury on working memory?. Neuropsychology,30, 263.

Hsu, H. Y., Hsu, T. L., Lee, K., & Wolff, L. (2016) Evaluating the construct validity of Ryff's Scales of Psychological Well-being using exploratory structural equation modeling. Journal of Psychoeducational Assessment, 0734282916652756.

Hsu, H. Y., Lin, J. H., Kwok, O., Acosta, S., & Willson, V. (2016). The impact of intra-class correlation on the effectiveness of level-specific fit indices in multilevel structural equation modeling: A Monte Carlo study. Educational and Psychological Measurement, 0013164416642823.

Hubbard, N. A., Hutchison, J. L., Turner, M., Montroy, J. J., Bowles, R. P., Rypma, B. (2016). Depressive thoughts limit working memory capacity in dysphoria. Cognition and Emotion, 30(2), 193-209. doi: 10.1080/02699931.2014.991694

Merz, E. C., Landry, S. H., Johnson, U. Y., Williams, J. M., & Jung, K. (2016). Effects of a responsiveness–focused intervention in family child care homes on children’s executive function. Early Childhood Research Quarterly,34, 128-139.

Merz, E. C., Landry, S. H., Montroy, J. J., Williams, J. M. (2016) Bidirectional associations between parental responsiveness and executive function during early childhood. Social Development, (in-press). doi: 10.1111/sode.12204

Montroy, J. J., Bowles, R. P., & Skibbe, L. E. (2016). The effects of peers’ self-regulation on preschooler’s self-regulation and literacy growth.  Journal of Applied Developmental Psychology, 46, 73-83.

Montroy, J. J., Bowles, R. P., Skibbe, L. E., McClelland, M. M., & Morrison, F. J. (2016). The development of self-regulation across early childhood. Developmental Psychology, (in-press).

Redick, T. S., Shipstead, Z., Meier, M. E., Montroy, J. J., Hicks, K. L., Unsworth, N., … & Engle, R. W. (2016). Cognitive predictors of a common multitasking ability: Contributions from working memory, attention control, and fluid intelligence. Journal of Experimental Psychology: General, 145, 1473-1492.

Solari, E. J., Zucker, T. A., Landry, S. H., & Williams, J. M. (2016). Relative effects of a comprehensive versus reduced training for Head Start teachers who serve Spanish-speaking English learners. Early Education and Development, 1-17.

Zucker, T. A., Williams, J. M., Bell, E. R., Assel, M. A., Landry, S. H., Monsegue-Bailey, P., ... & Bhavsar, V. (2016). Validation of a brief, screening measure of low-income pre-kindergarteners’ science and engineering knowledge. Early Childhood Research Quarterly, 36, 345-357.


2015 Publications


Anthony, J. L. (2015). For which children of economic disadvantage and in which instructional contexts does Earobics Step 1 improve Kindergarteners’ literacy? Journal of Research on Educational Effectiveness. (just accepted).

DeMaster, D. M., Coughlin, C., & Ghetti, S. (2015). Retrieval flexibility and reinstatement in the developing hippocampus. Hippocampus.

Dennis. M., Cirino, P. T., Simic, N., Juranek, J., Taylor, W. P., & Fletcher J. M. (2015). White and grey matter relations to simple, choice, and cognitive reaction time in spina bifida. Brain Imaging and Behavior, 1-14. doi: 10.1007/s11682-015-9388-2

Hsu, H. Y., Kwok, O., Acosta, S., & Lin, J. H. (2015). Detecting misspecified multilevel structural equation models with common fit indices: A Monte Carlo study. Multivariate Behavioral Research, 50, 2, 197-215.

Kulesz, P. A., Treble-Barna, A., Williams, V. J., Juranek, J., Cirino, P.T., Dennis, M., & Fletcher, J. M. (2015).  Attention in spina bifida myelomeningocele: Relations with brain volume and integrity. NeuroImage: Clinical, 8, 72-78. doi: 10.1016/j.nicl.2015.03.022

Lonigan, C. J., Phillips, B. M., Clancy, J. L., Landry, S. H., Swank, P. R., Assel, M., ... & Eisenberg, N. (2015). Impacts of a comprehensive school readiness curriculum for preschool children at risk for educational difficulties. Child Development, 86(6), 1773-1793.

Max, J. E., Friedman, K., Wilde, E. A., Bigler, E. D., Hanten, G., Schachar, R. J., ... & Yang, T. T. (2015). Psychiatric disorders in children and adolescents 24 months after mild traumatic brain injury. The Journal of Neuropsychiatry and Clinical Neurosciences, 27, 112-120.

Max, J. E., Wilde, E. A., Bigler, E. D., Hanten, G., Dennis, M., Schachar, R. J., ... & Yang, T. T. (2015). Personality change due to traumatic brain injury in children and adolescents: Neurocognitive correlates. The Journal of Neuropsychiatry and Clinical Neurosciences, 27, 272-279.

Merz, E. C., Landry, S. H., Zucker, T. A., Barnes, M. A., Assel, M., Taylor, H. B., ... & Spinrad, T. L. (2015). Parenting predictors of delay inhibition in socioeconomically disadvantaged preschoolers. Infant and Child Development.

Merz, E. C., Zucker, T. A., Landry, S. H., Williams, J. M., Assel, M., Taylor, H. B., ... & Eisenberg, N. (2015). Parenting predictors of cognitive skills and emotion knowledge in socioeconomically disadvantaged preschoolers. Journal of Experimental Child Psychology, 132, 14-31.

Raghubar, K. P., Barnes, M. A., Dennis, M., Cirino, P. T., Taylor, H., & Landry, S. (2015). Neurocognitive predictors of mathematical processing in school-aged children with spina bifida and their typically developing peers: Attention, working memory, and fine motor skills. Neuropsychology, 29(6), 861-873.

Treble-Barna, A., Juranek, J., Stuebing, K. K., Cirino, P. T., Dennis, M., & Fletcher, J.M. (2015). Prospective and episodic memory in relation to hippocampal volume in adults with spina bifida myelomeningocele. Neuropsychology, 29(1), 92. doi: 10.1037/neu0000111

Williams, V. J., Juranek, J., Stuebing, K. K., Cirino, P. T., Dennis, M., Bowman, R. M., … & Fletcher J. M. (2015).  Postshunt lateral ventricular volume, white matter integrity, and intellectual outcomes in spina bifida and hydrocephalus. Journal of Neurosurgery Pediatrics, 15(4), 410-419.


2014 Publications


Anthony, J. L., Davis, C., Williams, J. M., & Anthony, T. I. (2014). Preschoolers’ oral language abilities: A multilevel examination of dimensionality. Learning and Individual Differences, 35, 56-61.

Anthony, J. L., Dunkelberger, M., & Aghara, R. (2014). Development and validation of a brief assessment of preschoolers’ articulation: The Houston sentence repetition test of articulation. Communication Disorders, Deaf Studies & Hearing Aid, 3, 1-9. doi: 10.4172/2375-4427.1000120

Anthony, J. L., Williams, J. M., Zhang, Z., Landry, S. H., & Dunkelberger, M. J. (2014). Experimental evaluation of the value added by Raising a Reader and supplemental parent training in shared reading. Early Education and Development, 25(4), 493-514.

Barnes, M. A., Raghubar, K. P., English, L., Williams, J. M., Taylor, H., & Landry, S. H. (2014). Longitudinal mediators of achievement in mathematics and reading in typical and atypical development. Journal of Experimental Child Psychology, 119, 1-16. doi: 10.1017/S1355617712001233.09.006.

Brown, A. L. & Johnson, U. Y. (2014). The impact of HIPPY participation on school readiness and parent involvement. Dialog, 17(1), 74-87.

Carlo, M. S., Barr, C. D., August, D. A., Calderón,  M., & Artzi, L. (2014).  Language of instruction as a moderator for transfer of reading comprehension skills among Spanish-speaking English language learners. Bilingual Research Journal, 37(3), 287-310.

Dickerson, A. S., Pearson, D. S., Loveland, K. A., Rahbar, M. H., & Filipek, P. A. (2014). Role of parental occupation in autism spectrum disorder diagnosis and severity. Research in Autism Spectrum Disorders, 8(9), 997-1007.

Ewing-Cobbs, L., Bloom, D. R., Prasad, M. R., Waugh, J. K., Cox, C. S., & Swank, P. R. (2014).  Assessing recovery and disability after physical trauma: The pediatric injury functional outcome scale. Journal of Pediatric Psychology, 39(6), 653-665. 

Feil, E. G., Baggett, K., Davis, B., Leve, C., Landry, S. H., & Sheeber, L. B. (2014). Who participates in an Internet-based research program for mothers of infants? A secondary prevention research study among low-income families. Journal of Applied Research on Children: Informing Policy for Children at Risk, 5(1), 4.

Guttentag, C. L., Landry, S. H., Williams, J. M., Baggett, K. M., Noria, C. W., Borkowski, J. G., … & Carta, J. J. (2014). “My Baby & Me”: Effects of an early, comprehensive parenting intervention on at-risk mothers and their children. Developmental Psychology, 50(5), 1482-1496. doi: 10.1037/a0035682.

Guttentag, C. L. (2014) Using live coaching and video feedback to teach responsive parenting skills: Experience from the PALS project. Journal of Applied Research on Children: Informing Policy for Children at Risk, 5(1), 5.

Hsu, H. Y., Skidmore, S. T., Li, Y., & Thompson, B. (2014). Forced zero cross-loading misspecifications in measurement component of structural equation models: Beware of even “small” misspecifications. Methodology: European Journal of Research Methods for the Behavioral and Social Sciences, 10, 4, 138-152.

Kulesz, P. A., Tian, S., Juranek, J., Fletcher, J. M., Francis, D. J. (2014). Relations between volumetric measures of brain structure and attentional function in spina bifida: Utilization of robust statistical approaches. Neuropsychology, 29(2), 212. doi: 10.1037/neu0000166

Landry, S. H., & Cooper, C. L. (Eds.). (2014). Wellbeing: A Complete Reference Guide, Wellbeing in Children and Families (Vol. 1). John Wiley & Sons.

Landry, S. H. (2014). Can parents be supported to use a responsive interaction style with young children?. Wellbeing.

Merz, E. C., Landry, S. H., Williams, J. M., Barnes, M. A., Eisenberg, N., Spinrad, T. L., ... & Phillips, B. M. (2014). Associations among parental education, home environment quality, effortful control, and preacademic knowledge. Journal of applied developmental psychology, 35(4), 304-315.

Montroy, J. J., Bowles, R. P., Skibbe, L. E., & Foster, T. D. (2014). Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement. Early Childhood Research Quarterly, 29, 298-309. doi: 10.1016/j.ecresq.2014.03.002

Ornstein, T. J., Sagar, S., Schachar, R. J., Ewing-Cobbs, L., Chapman, S. B., Dennis, M., … & Max, J. E. (2014). Neuropsychological performance of youth with secondary attention-deficit/hyperactivity disorder 6- and 12-months after traumatic brain injury. Journal of the International Neuropsychological Society, 20(10), 971-981. PMID:25489810

Ware, A. L., Juranek, J., Williams, V. J., Cirino, P. T., Dennis, M., & Fletcher, J. M. (2014). Anatomical and diffusion MRI of deep gray matter in pediatric spina bifida. NeuroImage: Clinical, 5, 120-127. doi: 10.1016/j.nicl.2014.05.012