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Psychology

D-Index
41
Citations
10609
World Ranking
7754
National Ranking
4159

Research.com Recognitions

  • 2021 - Fellow of the American Educational Research Association

Overview

Paul L. Morgan is affiliated with the University at Albany, State University of New York in the United States. Their research focuses primarily on social sciences and psychology, with particular specialization in education and clinical psychology. Among the subfields of their work are developmental and educational psychology, statistics and probability, and safety research.

Their research interests encompass a diverse range of topics, notably early childhood education and development, reading and literacy development, and education discipline and inequality. Other main topics in their work include cognitive and developmental aspects of mathematical skills, parental involvement in education, child and adolescent psychosocial and emotional development, and child development in relation to digital technology.

Paul L. Morgan has contributed to several research papers, including:

  • "Reciprocal effects of reading and mathematics? Beyond the cross-lagged panel model." (2020, Developmental Psychology)
  • "District-Level Achievement Gaps Explain Black and Hispanic Overrepresentation in Special Education" (2020, Exceptional Children)
  • "Longitudinal Trajectories of Reading and Mathematics Achievement for Students With Learning Disabilities" (2022, Journal of Learning Disabilities)
  • "Racial and Ethnic Disparities in Advanced Science and Mathematics Achievement During Elementary School" (2022, Gifted Child Quarterly)
  • "Fixed effect estimates of student-teacher racial or ethnic matching in U.S. elementary schools" (2022, Early Childhood Research Quarterly)

Frequent co-authors include:

  • Adrienne D. Woods
  • George Farkas
  • Marianne M. Hillemeier
  • Yoonkyung Oh
  • Eric Hengyu Hu

The main publication venues for their work are:

  • Journal of Learning Disabilities
  • Exceptional Children
  • School Mental Health
  • Developmental Psychology
  • Gifted Child Quarterly

Among their accolades, Paul L. Morgan was named a Fellow of the American Educational Research Association in 2021.

Best Publications

  • Responsiveness-to-Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct.

    Douglas Fuchs;Devery Mock;Paul L. Morgan;Caresa L. Young

  • Is There a Bidirectional Relationship between Children's Reading Skills and Reading Motivation?:

    Paul L. Morgan;Douglas Fuchs

  • Minorities Are Disproportionately Underrepresented in Special Education: Longitudinal Evidence Across Five Disability Conditions

    Paul L. Morgan;George Farkas;Marianne M. Hillemeier;Richard Mattison

  • Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors

    Paul L. Morgan;George Farkas;Marianne M. Hillemeier;Steve Maczuga

  • Examining the Influence of Teacher Behavior and Classroom Context on the Behavioral and Academic Outcomes for Students With Emotional or Behavioral Disorders

    Kevin S. Sutherland;Teri Lewis-Palmer;Janine Stichter;Paul L. Morgan

  • Five-Year Growth Trajectories of Kindergarten Children With Learning Difficulties in Mathematics:

    Paul L. Morgan;George Farkas;Qiong Wu

  • Risk Factors for Learning-Related Behavior Problems at 24 Months of Age: Population-Based Estimates.

    Paul L. Morgan;George Farkas;Marianne M. Hillemeier;Steven Maczuga

  • Racial and Ethnic Disparities in ADHD Diagnosis From Kindergarten to Eighth Grade

    Paul L. Morgan;Jeremy Staff;Marianne M. Hillemeier;George Farkas

  • 24‐Month‐Old Children With Larger Oral Vocabularies Display Greater Academic and Behavioral Functioning at Kindergarten Entry

    Paul L. Morgan;George Farkas;Marianne M. Hillemeier;Carol Scheffner Hammer

  • Who is Placed into Special Education

    Jacob Hibel;George Farkas;Paul L. Morgan

  • Are Reading and Behavior Problems Risk Factors for Each Other

    Paul L. Morgan;George Farkas;Paula A. Tufis;Rayne A. Sperling

  • Does Early Reading Failure Decrease Children's Reading Motivation?

    Paul L. Morgan;Douglas Fuchs;Donald L. Compton;David S. Cordray

  • A Propensity Score Matching Analysis of the Effects of Special Education Services

    Paul L. Morgan;Michelle L. Frisco;George Farkas;Jacob Hibel

  • Kindergarten Children’s Growth Trajectories in Reading and Mathematics Who Falls Increasingly Behind?

    Paul L. Morgan;George Farkas;Qiong Wu

  • Predicting LD on the basis of motivation, metacognition, and psychopathology: an ROC analysis.

    Georgios D. Sideridis;Paul L. Morgan;George Botsas;Susana Padeliadu

  • Are Black Children Disproportionately Overrepresented in Special Education? A Best-Evidence Synthesis:

    Paul L. Morgan;George Farkas;Michael Cook;Natasha M. Strassfeld

  • Contrasting the Effectiveness of Fluency Interventions for Students with or At Risk for Learning Disabilities: A Multilevel Random Coefficient Modeling Meta‐Analysis

    Paul L. Morgan;Georgios D. Sideridis

  • Are Minority Children Disproportionately Represented in Early Intervention and Early Childhood Special Education

    Paul L. Morgan;George Farkas;Marianne M. Hillemeier;Steve Maczuga

  • Dialogic Reading's Potential to Improve Children's Emergent Literacy Skills and Behavior

    Paul L. Morgan;Catherine R. Meier

  • Executive function deficits in kindergarten predict repeated academic difficulties across elementary school

    Paul L. Morgan;George Farkas;Yangyang Wang;Marianne M. Hillemeier

  • Matthew Effects for Whom

    Paul L. Morgan;George Farkas;Jacob Hibel

Frequent Co-Authors

George Farkas
George Farkas University of California, Irvine
Douglas Fuchs
Douglas Fuchs Vanderbilt University
Georgios D. Sideridis
Georgios D. Sideridis Boston Children's Hospital
Carol Scheffner Hammer
Carol Scheffner Hammer Columbia University
Lynn S. Fuchs
Lynn S. Fuchs Vanderbilt University
George J. DuPaul
George J. DuPaul Lehigh University
Kevin S. Sutherland
Kevin S. Sutherland Virginia Commonwealth University
Kristen L. McMaster
Kristen L. McMaster University of Minnesota
Drew H. Bailey
Drew H. Bailey University of California, Irvine
Donald L. Compton
Donald L. Compton Florida State University

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