Zachary Barnes

Zachary Barnes is an Assistant Professor in the College of Education at Austin Peay State University. His research focuses on reading development, executive function in early childhood, dyslexia screening policies, and strategies for integrating literacy into science education for students with disabilities. He holds a PhD in Literacy Studies from Middle Tennessee State University, an MA in Educational Psychology from Ball State University, and a BS in Psychology from Middle Tennessee State University.

Research interests include examining how executive functions like working memory and cognitive flexibility mediate socioeconomic disparities in reading achievement, translating scientific research on reading screening into practical guidelines for educators, and investigating how science teachers are prepared to support students with disabilities. His work often bridges theoretical research with actionable strategies for practitioners.

Key publications address topics such as vocabulary-building interventions for students with learning disabilities, disciplinary literacy strategies in science classrooms, and the role of mindfulness in early childhood education. Barnes emphasizes collaboration with educators to ensure research findings inform classroom practices effectively.

His recent work highlights the importance of teacher training programs incorporating anti-racist and inclusive pedagogy, as well as the need for clear policies on dyslexia screening in schools. Barnes actively mentors students interested in exploring intersections between education, cognitive development, and disability inclusion.