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Paul T. Cirino, Ph.D.

Paul T. Cirino

Director of Developmental Neuropsychology Lab
Clinical Psychology
Texas Center for Learning Disabilities
Texas Institute for Measurement, Evaluation and Statistics
Ph.D., University of Houston

Health & Biomedical Sciences Building (HBSB), Room 480

Dr. Cirino will be reviewing graduate student applications for the 2019-2020 academic year. Application deadline is Dec 1, 2018. Please see Student Admissions, Outcomes, and Other Data for details.

Research Interests

  • Developmental Neuropsychology
  • Math and Reading Learning Difficulties and Disabilities
  • Attention, Working Memory, and Executive Functions
  • Measurement and Metholodology


  • PSYC 7338: Cognitive Disorders and Lifespan Neuropsychology: II (graduate)
  • PSYC 6356: Clinical Assessment I (graduate)
  • PSYC 6357: Clinical Assessment II (graduate)
  • PSYC 3301: Introduction to Psychological Statistics (undergraduate)
  • PSYC 1300: Introduction to Psychology (undergraduate)

Selected Publications (past 3 years)

*UH student

  • Cirino, P.T., Tolar, T.D., & Fuchs, L.S. (in press). Longitudinal algebra prediction for early versus later takers. Journal of Educational Research.
  • Cirino, P.T., *Child, A.E., & *Macdonald, K. (in press). Longitudinal overlap of reading and math and their predictors. Contemporary Educational Psychology.
  • Miciak, J., Cirino, P.T., Ahmed, Y., *Reid, E., & Vaughn, S. (in press). Executive functions and response to intervention: identification of struggling readers. Learning Disability Quarterly.
  • *Child, A.E., Cirino, P.T., Fletcher, J.M., Willcutt, E.G., & Fuchs, L.S. (in press). A cognitive dimensional approach to understanding shared and unique contributions to reading, math, and attention skills. Journal of Learning Disabilities.
  • Cirino, P.T., Ahmed, Y., Miciak, J., Taylor, W.P., *Gerst, E.H., & Barnes, M.A. (2018). A framework for executive function in the late elementary years. Neuropsychology, 32(2), 176-189.
  • Powell, S.R., Cirino, P.T., & Malone, A.S. (2017). Child-level predictors of responsiveness to evidence-based mathematics intervention. Exceptional Children, 83(4), 359-377.
  • Cirino, P.T., Miciak, J., *Gerst, E., Barnes, M.A., Vaughn, S., *Child, A., & *Huston-Warren, E. (2017). Executive function, self-regulated learning, and reading comprehension: A training study. Journal of Learning Disabilities, 50(4), 450-467.
  • Cirino, P.T., & Willcutt, E.G. (2017). An introduction to the Special Issue: Contributions of executive functions to academic skill. Journal of Learning Disabilities, 50(4), 355-358.
  • *Gerst, E., Cirino, P.T., Yoshida, H., & Fletcher, J.M. (2017). Cognitive and behavioral rating measures of executive function as predictors of academic outcomes in children. Child Neuropsychology, 23(4), 381-407.
  • Fuchs, L.S., Gilbert, J.K., Powell, S.R., Cirino, P.T., Fuchs, D., Hamlett, C.L., Seethaler, P.M., & Tolar, T.D. (2016). The role of cognitive processes, foundational math skill, and calculation accuracy and fluency in word-problem solving versus pre-algebraic knowledge. Developmental Psychology, 52(12), 2085-2098.
  • Cirino, P.T., Tolar, T.D., Fuchs, L.S., & *Huston-Warren, E. (2016). Cognitive and numerosity predictors of mathematical skills in middle school. Journal of Experimental Child Psychology, 145, 95-119.
  • *Raghubar, K.P., Taylor, H., Landry, S., Cirino, P.T., Dennis, M., & Barnes, M.A. (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.
  • Cirino, P.T., Fuchs, L.S., *Elias, J.T, Powell, S.R., & Schumacher, R. (2015). Cognitive and mathematical profiles for different forms of learning disabilities. Journal of Learning Disabilities, 48(2), 156-175.