Dr Sabrina Burr

Journal articles

• Denvir E, Di Lonardo Burr S, Rodgers LJ, Mills P, Wylie J & Xu C (2026) Related but independent: Trait math anxiety and the developmental trajectories of state anxiety and arithmetic fluency. Learning and Individual Differences, 128, 102921-102921.
• Baig SS, Illingworth C, McQueen B, Gibbons A, Ravenscroft J, Morton C, Brittain G, Butters E, Di Lonardo Burr S, Ali AN , Majid A et al (2026) Transcutaneous vagus nerve stimulation during motor activity in healthy volunteers: A high-density diffuse optical tomography study. Brain Sciences, 16(146).
• Xu C, Di Lonardo Burr S, Rodgers LJ, Wylie J, Si J, Huang B, Guo K & Li H (2025) A longitudinal investigation of the co-development and bidirectional relations among whole number arithmetic and conceptual and procedural fraction knowledge. Journal of Educational Psychology. View this article in WRRO
• Xu C, Di Lonardo Burr S, McNally-Edwards N, McShane C, Wan L & Wylie J (2024) A holistic investigation of fraction learning: examining the hierarchy of fraction skills, misconceptions, mathematics anxiety and response confidence. Journal of Cognitive Psychology. View this article in WRRO
• Susperreguy MI, Di Lonardo Burr SM, Xu C, Douglas HP, Bourque T, del Río MF, Salinas V & LeFevre J-A (2024) The role of mathematical vocabulary in the development of mathematical skills for Spanish-speaking students. Cognitive Development, 70. View this article in WRRO
• Xu C, Di Lonardo Burr S, Li H, Liu C & Si J (2024) From whole numbers to fractions to word problems: hierarchical relations in mathematics knowledge for Chinese Grade 6 students. Journal of Experimental Child Psychology, 242. View this article in WRRO
• Burr SM, Pirazzoli L, Dopierala AW, Bejjanki VR, Nelson CA, Emberson LL & The Gates Foundation fNIRS Consortium (2024) Longitudinal assessments of functional near-infrared spectroscopy background functional connectivity in low- and middle-income infants during a social cognition task. Journal of Experimental Psychology. General, 153(3), 798-813. View this article in WRRO
• Xu C, Li H, Di Lonardo Burr S, Si J, LeFevre J-A & Zhuo X (2024) We cannot ignore the signs: the development of equivalence and arithmetic for students from grades 3 to 4. Journal of Cognition and Development, 25(1), 46-65. View this article in WRRO
• Xu C, Di Lonardo Burr S & LeFevre J-A (2023) The hierarchical relations among mathematical competencies: from fundamental numeracy to complex mathematical skills.. Canadian Journal of Experimental Psychology / Revue canadienne de psychologie expérimentale, 77(4), 284-295. View this article in WRRO
• Xu C, LeFevre J-A, Di Lonardo Burr S, Maloney EA, Wylie J, Simms V, Skwarchuk S-L & Osana HP (2023) A direct comparison of two measures of ordinal knowledge among 8-year-olds. Journal of Numerical Cognition, 9(2), 253-267. View this article in WRRO
• Xu C, Di Lonardo Burr S, LeFevre J-A, Skwarchuk S-L, Osana HP, Maloney EA, Wylie J, Simms V, Susperreguy MI, Douglas H & Lafay A (2023) Development of children’s number line estimation in primary school: regional and curricular influences. Cognitive Development, 67. View this article in WRRO
• Burr SM, LeFevre J-A, Arnold LE, Epstein JN, Hinshaw SP, Molina BSG, Hechtman L, Hoza B, Jensen PS, Vitiello B , Pelham WE et al (2022) 27.1 Paths to Postsecondary Education Enrollment Among Adolescents With and Without Childhood ADHD. Journal of the American Academy of Child & Adolescent Psychiatry, 61(10), S37-S37.
• Di Lonardo Burr SM, Xu C, Douglas H, LeFevre J-A & Susperreguy MI (2022) Walking another pathway: The inclusion of patterning in the pathways to mathematics model. Journal of Experimental Child Psychology, 222. View this article in WRRO
• Xu C, Di Lonardo Burr S, Skwarchuk S-L, Douglas H, Lafay A, Osana HP, Simms V, Wylie J, Maloney EA & LeFevre J-A (2022) Pathways to learning mathematics for students in French-immersion and English-instruction programs.. Journal of Educational Psychology, 114(6), 1321-1342. View this article in WRRO
• Di Lonardo Burr SM, LeFevre J, Arnold LE, Epstein JN, Hinshaw SP, Molina BSG, Hechtman L, Hoza B, Jensen PS, Vitiello B , Pelham WE et al (2022) Paths to postsecondary education enrollment among adolescents with and without childhood attention‐deficit/hyperactivity disorder (ADHD): A longitudinal analysis of symptom and academic trajectories. Child Development, 93(5), e563-e580. View this article in WRRO
• Di Lonardo Burr SM, Xu C, Li H, Si J, LeFevre J & Wang Y (2022) Fraction mapping and fraction comparison skills among grade 4 Chinese students: An error analysis. British Journal of Educational Psychology, 92(4), 1335-1353. View this article in WRRO
• Xu C, Li H, Di Lonardo Burr S, Si J, LeFevre J-A & Huang B (2022) Divide and conquer: Relations among arithmetic operations and emerging knowledge of fraction notation for Chinese students in Grade 4. Journal of Experimental Child Psychology, 217. View this article in WRRO
• Susperreguy MI, Di Lonardo Burr S, Douglas H, Xu C, LeFevre J-A, del Río MF & Salinas V (2022) Home mathematics environment and math performance of Chilean students in kindergarten and Grades 1 to 3. Early Childhood Research Quarterly, 59, 84-95. View this article in WRRO
• Xu C, Lafay A, Douglas H, Di Lonardo Burr S, LeFevre J-A, Osana HP, Skwarchuk S-L, Wylie J, Simms V & Maloney EA (2022) The role of mathematical language skills in arithmetic fluency and word-problem solving for first- and second-language learners. Journal of Educational Psychology, 114(3), 513-539. View this article in WRRO
• MacLeod B & Di Lonardo Burr SM (2022) Phonetic imitation of the acoustic realization of stress in Spanish: production and perception. Journal of Phonetics, 92. View this article in WRRO
• Di Lonardo Burr SM, Turner J, Nietmann J & LeFevre J-A (2021) When does the story matter? No evidence for the foregrounding hypothesis in math story problems. Journal of Numerical Cognition, 7(3), 259-274. View this article in WRRO
• Retanal F, Johnston NB, Di Lonardo Burr SM, Storozuk A, DiStefano M & Maloney EA (2021) Controlling-supportive homework help partially explains the relation between parents’ math anxiety and children’s math achievement. Education Sciences, 11(10). View this article in WRRO
• Di Lonardo Burr SM & LeFevre J-A (2021) The subject matters: relations among types of anxiety, ADHD symptoms, math performance, and literacy performance. Cognition and Emotion, 35(7), 1334-1349. View this article in WRRO
• Xu C, LeFevre J-A, Skwarchuk S-L, Di Lonardo Burr S, Lafay A, Wylie J, Osana HP, Douglas H, Maloney EA & Simms V (2021) Individual differences in the development of children’s arithmetic fluency from grades 2 to 3.. Developmental Psychology, 57(7), 1067-1079. View this article in WRRO
• Song CS, Xu C, Maloney EA, Skwarchuk S-L, Di Lonardo Burr S, Lafay A, Wylie J, Osana HP, Douglas H & LeFevre J-A (2021) Longitudinal relations between young students’ feelings about mathematics and arithmetic performance. Cognitive Development, 59. View this article in WRRO
• Xu C, Burr SDL, Douglas H, Susperreguy MI & LeFevre J-A (2021) Number line development of Chilean children from preschool to the end of kindergarten. Journal of Experimental Child Psychology, 208. View this article in WRRO
• Di Lonardo Burr S & LeFevre J-A (2021) Fixated in more familiar territory: providing an explicit midpoint for typical and atypical number lines. Quarterly Journal of Experimental Psychology, 74(3), 523-535. View this article in WRRO
• Di Lonardo Burr SM, Douglas H, Vorobeva M & Muldner K (2020) Refuting misconceptions: computer tutors for fraction arithmetic. Journal of Numerical Cognition, 6(3), 355-377. View this article in WRRO
• Silinskas G, Di Lonardo Burr S, Douglas H, Xu C, LeFevre J-A, Garckija R, Gabrialaviciute I & Raiziene S (2020) Responsive home numeracy as children progress from kindergarten through Grade 1. Early Childhood Research Quarterly, 53, 484-495.
• Susperreguy MI, Di Lonardo Burr S, Xu C, Douglas H & LeFevre J (2020) Children’s home numeracy environment predicts growth of their early mathematical skills in kindergarten. Child Development, 91(5), 1663-1680. View this article in WRRO
• Di Lonardo Burr SM & LeFevre J-A (2020) Confidence is key: unlocking the relations between ADHD symptoms and math performance. Learning and Individual Differences, 77. View this article in WRRO
• Di Lonardo Burr SM, Huebner MG, Newman K & LeFevre J-A (2020) Fixated in unfamiliar territory: Mapping estimates across typical and atypical number lines. Quarterly Journal of Experimental Psychology, 73(2), 279-294.
• Di Lonardo Burr S, Xu C & Susperreguy MI () The role of school socioeconomic status in early mathematical development in Chile. Journal of Experimental Child Psychology.
• Xu C, Di Lonardo Burr S, Yu S, LeFevre J-A, Li H, Si J, Wang Y & Wu S () Capturing the interconnected development of whole number arithmetic operations using a network approach. Developmental Psychology.
• Lafay A, Adrien E, Di Lonardo Burr S, Douglas H, Provost-Larocque K, Xu C, LeFevre J-A, Maloney EA, Osana HP, Skwarchuk S-L & Wylie J () Transcoding of French numbers for first- and second-language learners in third grade. Quarterly Journal of Experimental Psychology, 174702182311743-174702182311743.

Book chapters

• Di Lonardo Burr SM, Xu C, Susperreguy MI, Skwarchuk S-L & LeFevre J-A (2025) The Intersections of the Home Literacy and Home Numeracy Environments in Different Countries and Contexts, Literacy Studies (pp. 69-84). Springer Nature Switzerland