Paul L. Morgan
Paul L. Morgan
Harry and Marion Eberly Fellow, Professor of Education and Demography, Department of Education
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Cited by
Responsiveness‐to‐intervention: Definitions, evidence, and implications for the learning disabilities construct
D Fuchs, D Mock, PL Morgan, CL Young
Learning Disabilities Research & Practice 18 (3), 157-171, 2003
Is there a bidirectional relationship between children's reading skills and reading motivation?
PL Morgan, D Fuchs
Exceptional children 73 (2), 165-183, 2007
Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders
KS Sutherland, T Lewis-Palmer, J Stichter, PL Morgan
The journal of special education 41 (4), 223-233, 2008
Are reading and behavior problems risk factors for each other?
PL Morgan, G Farkas, PA Tufis, RA Sperling
Journal of learning disabilities 41 (5), 417-436, 2008
Who is placed into special education?
J Hibel, G Farkas, PL Morgan
Sociology of education 83 (4), 312-332, 2010
Five-year growth trajectories of kindergarten children with learning difficulties in mathematics
PL Morgan, G Farkas, Q Wu
Journal of Learning Disabilities 42 (4), 306-321, 2009
Risk factors for learning-related behavior problems at 24 months of age: Population-based estimates
PL Morgan, G Farkas, MM Hillemeier, S Maczuga
Journal of abnormal child psychology 37 (3), 401, 2009
Minorities are disproportionately underrepresented in special education: Longitudinal evidence across five disability conditions
PL Morgan, G Farkas, MM Hillemeier, R Mattison, S Maczuga, H Li, ...
Educational Researcher 44 (5), 278-292, 2015
Does early reading failure decrease children's reading motivation?
PL Morgan, D Fuchs, DL Compton, DS Cordray, LS Fuchs
Journal of learning disabilities 41 (5), 387-404, 2008
Science achievement gaps begin very early, persist, and are largely explained by modifiable factors
SM Paul L Morgan, George Farkas, Marianne M Hillemeier
Educational Researcher 45 (1), 18-35, 2016
A propensity score matching analysis of the effects of special education services
PL Morgan, ML Frisco, G Farkas, J Hibel
The Journal of special education 43 (4), 236-254, 2010
Kindergarten children’s growth trajectories in reading and mathematics: Who falls increasingly behind?
PL Morgan, G Farkas, Q Wu
Journal of learning disabilities 44 (5), 472-488, 2011
Racial and ethnic disparities in ADHD diagnosis from kindergarten to eighth grade
PL Morgan, J Staff, MM Hillemeier, G Farkas, S Maczuga
Pediatrics 132 (1), 85-93, 2013
Predicting LD on the basis of motivation, metacognition, and psychopathology: An ROC analysis
GD Sideridis, PL Morgan, G Botsas, S Padeliadu, D Fuchs
Journal of learning disabilities 39 (3), 215-229, 2006
Matthew effects for whom?
PL Morgan, G Farkas, J Hibel
Learning Disability Quarterly 31 (4), 187-198, 2008
Contrasting the effectiveness of fluency interventions for students with or at risk for learning disabilities: A multilevel random coefficient modeling meta‐analysis
PL Morgan, GD Sideridis
Learning Disabilities Research & Practice 21 (4), 191-210, 2006
24‐month‐old children with larger oral vocabularies display greater academic and behavioral functioning at kindergarten entry
PL Morgan, G Farkas, MM Hillemeier, CS Hammer, S Maczuga
Child development 86 (5), 1351-1370, 2015
Are minority children disproportionately represented in early intervention and early childhood special education?
PL Morgan, G Farkas, MM Hillemeier, S Maczuga
Educational Researcher 41 (9), 339-351, 2012
Dialogic reading's potential to improve children's emergent literacy skills and behavior
PL Morgan, CR Meier
Preventing school failure: alternative education for children and youth 52 …, 2008
Increasing task engagement using preference or choice-making: Some behavioral and methodological factors affecting their efficacy as classroom interventions
PL Morgan
Remedial and Special Education 27 (3), 176-187, 2006
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