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Psychology

D-Index
54
Citations
11288
World Ranking
4591
National Ranking
2551

Overview

Paul T. Cirino is affiliated with the University of Houston in the United States. Their research spans psychology and medicine, with a focus on developmental and educational psychology, cognitive neuroscience, statistics and probability, experimental and cognitive psychology, and education.

Their main areas of study include reading and literacy development, cognitive and developmental aspects of mathematical skills, attention deficit hyperactivity disorder, writing and handwriting education, neuroscience related to education and cognitive function, childhood cancer survivors' quality of life, and education, achievement, and giftedness.

Frequent publication venues for their work are:

  • Journal of the International Neuropsychological Society
  • Pediatric Blood & Cancer
  • Reading & Writing Quarterly
  • Mind Brain and Education
  • Bilingualism Language and Cognition

Frequent co-authors collaborating with Paul T. Cirino include:

  • Steven Paul Woods
  • Marcia A. Barnes
  • Kelly T. Macdonald
  • Johanna Bick
  • Jeremy Miciak

Representative recent publications by Paul T. Cirino include:

  • Long-term cognitive and academic outcomes among pediatric brain tumor survivors treated with proton versus photon radiotherapy, 2021, Pediatric Blood & Cancer
  • The Role of Reading Anxiety among Struggling Readers in Fourth and Fifth Grade, 2021, Reading & Writing Quarterly
  • Reporting of Demographic Variables in Neuropsychological Research: An Update of O'Bryant et al.'s Trends in the Current Literature, 2020, Journal of the International Neuropsychological Society
  • The Not-So-Simple View of Writing in Struggling Readers/Writers, 2021, Reading & Writing Quarterly
  • The Structure of Processing Speed in Children and Its Impact on Reading, 2021, Journal of Cognition and Development

Best Publications

  • Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders.

    Maureen Dennis;David J. Francis;Paul T. Cirino;Russell Schachar

  • Validity of the behavior rating inventory of executive function in children with ADHD and/or Tourette syndrome

    E. Mark Mahone;Paul T. Cirino;Paul T. Cirino;Laurie E. Cutting;Laurie E. Cutting;Paula M. Cerrone;Paula M. Cerrone

  • Measuring socioeconomic status: Reliability and preliminary validity for different approaches.

    Paul T. Cirino;Christopher E. Chin;Rose A. Sevcik;Maryanne Wolf

  • The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia

    Maryanne Wolf;Alyssa Goldberg O'Rourke;Calvin Gidney;Maureen Lovett

  • Response to Intervention for Middle School Students With Reading Difficulties: Effects of a Primary and Secondary Intervention.

    Sharon Vaughn;Paul T. Cirino;Jeanne Wanzek;Jade Wexler

  • Improving At-Risk Learners' Understanding of Fractions

    Lynn S. Fuchs;Robin F. Schumacher;Jessica Long;Jessica M. Namkung

  • Intensive Intervention for Students with Mathematics Disabilities: Seven Principles of Effective Practice

    Lynn S. Fuchs;Douglas Fuchs;Sarah Rannells Powell;Pamela M. Seethaler

  • The Response to Intervention of English Language Learners at Risk for Reading Problems

    Sylvia Linan-Thompson;Sharon Vaughn;Kathryn Prater;Paul T. Cirino

  • Effectiveness of an English Intervention for First‐Grade English Language Learners at Risk for Reading Problems

    Sharon Vaughn;Patricia Mathes;Sylvia Linan‐Thompson;Paul Cirino

  • Remediating number combination and word problem deficits among students with mathematics difficulties: A randomized control trial

    Lynn S. Fuchs;Sarah Rannells Powell;Pamela M. Seethaler;Paul T. Cirino

  • Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems

    Sharon Vaughn;Paul T. Cirino;Sylvia Linan-Thompson;Patricia G. Mathes

  • Effectiveness of Spanish Intervention for First-Grade English Language Learners at Risk for Reading Difficulties

    Sharon Vaughn;Sylvia Linan-Thompson;Patricia G. Mathes;Paul T. Cirino

  • The interrelationships of mathematical precursors in kindergarten

    Paul T. Cirino

  • Cognitive and Mathematical Profiles for Different Forms of Learning Difficulties

    Paul T. Cirino;Lynn S. Fuchs;John T. Elias;Sarah Rannells Powell

  • Development and aging of the healthy human brain uncinate fasciculus across the lifespan using diffusion tensor tractography

    Khader M. Hasan;Amal Iftikhar;Arash Kamali;Larry A. Kramer

  • The effects of strategic counting instruction, with and without deliberate practice, on number combination skill among students with mathematics difficulties

    Lynn S. Fuchs;Sarah Rannells Powell;Pamela M. Seethaler;Paul T. Cirino

  • The Relations Among Oral and Silent Reading Fluency and Comprehension in Middle School: Implications for Identification and Instruction of Students With Reading Difficulties

    Carolyn A. Denton;Amy E. Barth;Jack M. Fletcher;Jade Wexler

  • Reading Skill Components and Impairments in Middle School Struggling Readers.

    Paul T. Cirino;Melissa A. Romain;Amy E. Barth;Tammy D. Tolar

  • Errors in Multi-Digit Arithmetic and Behavioral Inattention in Children With Math Difficulties

    Kimberly Raghubar;Paul Cirino;Marcia Barnes;Linda Ewing-Cobbs

  • The measurement of reflective function in adolescents with and without borderline traits

    Carolyn Ha;Carla Sharp;Carla Sharp;Karin Ensink;Peter Fonagy

  • Improving At-Risk Learners' Understanding of Fractions.

    Lynn S. Fuchs;Robin F. Schumacher;Jessica Long;Jessica Namkung

Frequent Co-Authors

Jack M. Fletcher
Jack M. Fletcher University of Houston
Sharon Vaughn
Sharon Vaughn The University of Texas at Austin
Lynn S. Fuchs
Lynn S. Fuchs Vanderbilt University
David J. Francis
David J. Francis University of Houston
Maureen Dennis
Maureen Dennis University of Toronto
Robin G. Morris
Robin G. Morris King's College London
Douglas Fuchs
Douglas Fuchs Vanderbilt University
Carol L. Hamlett
Carol L. Hamlett Vanderbilt University
Karla K. Stuebing
Karla K. Stuebing University of Houston
Linda Ewing-Cobbs
Linda Ewing-Cobbs The University of Texas Health Science Center at Houston

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