| 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 | 1889 | 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 | 892 | 2007 |
| 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 | 575 | 2015 |
| 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 | 566 | 2016 |
| 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 | 523 | 2008 |
| Who is placed into special education? J Hibel, G Farkas, PL Morgan Sociology of education 83 (4), 312-332, 2010 | 501 | 2010 |
| 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, 401-413, 2009 | 457 | 2009 |
| 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 | 445 | 2008 |
| 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 | 397 | 2009 |
| 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 | 369 | 2013 |
| 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 | 336 | 2008 |
| 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 | 305 | 2010 |
| 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 | 303 | 2015 |
| 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 | 286 | 2011 |
| 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 | 214 | 2012 |
| Are Black Children Disproportionately Overrepresented in Special Education? A Best-Evidence Synthesis PLM George Farkas, Michael Cook, Natasha M Strassfeld, Marianne M Hillemeier ... Exceptional Children, 0014402916664042, 2016 | 213* | 2016 |
| Replicated evidence of racial and ethnic disparities in disability identification in US schools PL Morgan, G Farkas, MM Hillemeier, S Maczuga Educational Researcher 46 (6), 305-322, 2017 | 211 | 2017 |
| 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 | 203* | 2006 |
| Matthew effects for whom? PL Morgan, G Farkas, J Hibel Learning Disability Quarterly 31 (4), 187-198, 2008 | 193 | 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 | 175 | 2006 |
George FarkasUniversity of California, Irvine在 uci.edu 的电子邮件经过验证
George FarkasUniversity of California, Irvine在 uci.edu 的电子邮件经过验证
Marianne HillemeierPennsylvania State University在 psu.edu 的电子邮件经过验证