Refereed Journal Articles
- Miller-Cotto, D., & Auxter, A. E. (in press). Testing the ecological validity of faded worked examples in algebra. Educational Psychology. [here].
- Miller-Cotto, D., & Byrnes, J. P. (in press). What's the best way to characterize the relationship between working memory and achievement?: An initial examination of competing theories. Journal of Educational Psychology. [here]
- Wang, M.T., Smith, L.V., Miller-Cotto, D., & Huguley, J.P. (2019). Parent racial-ethnic socialization practices and and children of color's academic outcomes. Child Development. [here].
- Byrnes, J.P., Wang, A.H., Miller-Cotto, D. (2019). Children as mediators of their own cognitive development in kindergarten. Cognitive
Development, 50, 80-97. [here]
- Barbieri, C.A., Miller-Cotto, D., Booth, J.L. (2019). Lessening the load of misconceptions: Design based principles for algebra learning.
Journal of the Learning Sciences. [here]
- Byrnes, J.P., Miller-Cotto, D., & Wang, A. (2018). Children as mediators of their own cognitive development: The case of learning science in kindergarten and first grade. Journal of Cognition and Development, 19, 248-277. [here]
- Miller-Cotto, D., & Byrnes, J. P. (2016). Ethnic/racial identity and academic achievement: A meta-analytic review. Developmental Review, 41, 51-70. [here]
- Byrnes, J. P., & Miller-Cotto, D. (2016). The growth of mathematics and reading skills in segregated and diverse schools: An opportunity-propensity analysis of a national database. Contemporary Educational Psychology, 46, 34-51. [here]
- Booth, J. L., McGinn, K. M., Barbrieri, C., Begolli, K. N., Chang, B., Miller-Cotto, D., Young, L. K., & Davenport, J. L. (2017). Evidence for cognitive science principles that impact learning in mathematics. In D. C. Geary, D. B. Berch, R. J. Ochsendorf & K. M. Koepke (Eds.), Acquisition of complex arithmetic skills and higher-order mathematics concepts Vol 3 (pp. 297–325). London: Academic Press. [here]