Paul Morphy

• PhD, CCC-SLP
• Researcher at Oregon Research Institute

A meta-analysis of vocabulary interventions in grades pre-K to 12 was conducted with 37 studies to better understand the impact of vocabulary on comprehension. Vocabulary instruction was found to be effective at increasing students' ability to comprehend text with custom measures (d = 0.50), but was less effective for standardized measures (d = 0.1...

Making sense of fractions is critical for building the mathematical competence of upper elementary students with and at-risk for a mathematics learning disability. The primary aim of this study was to investigate the effectiveness of teaching students with and at-risk for learning disabilities an intervention in which they learned to construct writ...

A random sample of language arts, social studies, and science middle school teachers from the United States were surveyed about their preparation to teach writing, beliefs about responsibilities for teaching writing, use of evidence-based writing practices, assessment of writing, use of technology, and adaptations for struggling writers. The findin...

Since its advent word processing has become a common writing tool, providing potential advantages over writing by hand. Word processors permit easy revision, produce legible characters quickly, and may provide additional supports (e.g., spellcheckers, speech recognition). Such advantages should remedy common difficulties among weaker writers/reader...

We examined the extent to which strategies instruction, using the Self-Regulated Strategy Development (SRSD) model, would enhance the writing, engagement during writing, and behavior of 44 second-grade students identified as having behavioral and writing difficulties. This study occurred within a comprehensive, integrated, three-tiered model of pre...

The purpose of this meta-analysis was to synthesize findings from 42 interventions (randomized control trials and quasi-experimental studies) on instructional approaches that enhance the mathematics proficiency of students with learning disabilities. We examined the impact of four categories of instructional components: (a) approaches to instructio...

The purpose of this meta-analysis was to synthesize findings from 42 interventions (randomized control trials and quasi-experimental studies) on instructional approaches that enhance the mathematics proficiency of students with learning disabilities. We examined the impact of four categories of instructional components: (a) approaches to instructio...

These three Statements are based on some form of research syntheses. Each was motivated by different interests but all share a purpose - they were conducted to inform policy makers and practitioners about what works. Rather than relying on personal opinion, a consensus of experts, or available research, each statement is based on the results of a s...

Primary grade teachers randomly selected from across the United Sates completed a survey (N = 168) that examined their instructional practices in spelling and the types of adaptations they made for struggling spellers. Almost every single teacher surveyed reported teaching spelling, and the vast majority of respondents implemented a complex and mul...

The effects of a secondary academic intervention, embedded in the context of a positive behavior support model, on the writing of second-grade students at risk for emotional and behavioral disorder and writing problems were examined in this study. Students were taught how to plan and draft a story using the self-regulated strategy development model...