Publications
Fyfe, E., Rittle-Johnson, B., & Farran, D. (2019). Predicting success on high-stakes math tests from preschool math measures among children from low-income homes. Journal of Educational Psychology. 111(3), 402-413. https://dx.doi.org/10.1037/edu0000298
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Mowrey, S. C., & Farran, D. C. (2016). Performance and preparation: Alignment between student achievement, teacher ratings, and parent perceptions in urban middle-grades mathematics classrooms. Journal of Urban Learning, Teaching, and Research, 12, 61-74.
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Price, G. R., & Wilkey, E.D. (2017). Cognitive mechanisms underlying the relation between nonsymbolic and symbolic magnitude processing and their relation to math. Cognitive Development, 44, 139-149. http://dx.doi.org/10.1016/j.cogdev.2017.09.003
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Rittle-Johnson, B. Fyfe, E., Hofer, K. & Farran, D. C. (2017). Early Math Trajectories: Low-Income Children’s Mathematics Knowledge from Age 4 to 11. Child Development. https://doi.org/10.1111/cdev.12662
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Rittle-Johnson, B, Farran, D. & Durkin, K. (2020). Marginalized students’ perspectives on instructional strategies in middle-school mathematics classrooms. The Journal of Experimental Education. https://doi.org/10.1080/00220973.2020.1728513
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Wilkey, E.D., Pollack, C., Price, G. R. (2018). Dyscalculia and typical math achievement are associated with individual differences in number specific executive function. Child Development, 00(0), 1-24. https://doi.org/10.1111/cdev.13194