Associate Provost for Strategic Initiatives & Innovation
Developmental neuropsychology is the study of the developing brain and its influence on children's behavior. My research explores basic issues related to nervous system development (laterality, modularity, attentional systems) using experimental paradigms, the development of higher cognitive abilities (language, reading, executive functions) in typical and atypical populations, and applied issues focused on developmental or acquired brain disorders (primarily reading disabilities, attention deficit hyperactivity disorders, and pediatric neurological disorders) in children and young adults. Core research issues have centered on the measurement of change and those nervous system and/or environmental factors that influence developmental variations in these groups of children. Other interests include multivariate approaches to diagnosis, classification and measurement, bilingual reading, and reading instruction.
Currently, my research activities are focused on 1) understanding the diagnosis, development and neurodevelopment correlates of dyslexia/reading disabilities in children and adults, including those with multi-lingual or disabled language backgrounds. This research is based on a number of large, multi-site, federally funded grants that have studied reading interventions and dyslexia/reading disabilities. A component of these studies includes FMRI brain imaging studies of children and adults learning to read. 2) studies of children with mitochondrial disease, a neurogenetic metabolic disorder, and its impact on cognition and adaptive functioning using neuropsychological and brain imaging methods.
My interest in the development of children following acquired brain injury has led in the past to a series of related studies including those of children with brain tumors and their adult outcomes.
- Mechanics of Mitochondrial Dysfunction in Autism, Department of Defense
- Childhood Brain Tumor Survivors: Predictors of Adult Functional Outcomes
- Improved Reading Outcomes for Children with MR in K-3
- Multiple Component Remediation for Struggling Middle School Readers, IES, U.S. Dept of Education.
- Testing the Effectiveness, Sustainability and Scalability of an Individualized Reading Program for African-American, Latino and Euro-American Inner City Children, IERI, joint NSF/NICHD/.DOE program
- "Treatment of Developmental Reading Disabilities," NICHD, NIH
- "Neuroimaging in the Evaluation of Reading Disability Interventions," NICHD
- "Linguistic Factors in Early Reading in Bilingual Readers," NICHD
Greenberg, D. Wise, J. Morris, R. Fredrick, L., Rodrigo, V., Nada, A., Pae, Hye (2011). A randomized controlled study of instructional approaches for struggling adult readers. Journal of Educational Effectiveness, 4, 1-17.
Morris, R.D., Lovett, M.W., Wolf, M., Sevick, R.A., Steinbach, K.A., Frijters, J.C. & Shapiro, M. (2010). Multiple component remediation of developmental reading disabilities: A Controlled factorial evaluation of the influence of IQ, socioeconomic status, and race on outcomes. J. Learning Disabilities, 1-29. doi: 10:1177/0022219409355472.
Nada, A.O., Greenberg, D., & Morris, R. (2010). Modeling child-based theoretical reading constructs with struggling adult readers. J. Learning Disabilities, 43(2), 139-153.
Wise, J.C., Sevcik, R.A., Romski, M., Morris, R.D. (2010). The relationship between phonological processing skills and word and nonword identification performance in children with mild intellectual disabilities. Research in Developmental Disabilities, 31(6),1170-1175.
Wolf, M., Barzillai, M., Gottwald, S., Miller, L., Spencer, K., Norton, E., Lovett, M.W., & Morris, R.D. (2009). The RAVE-O intervention: Connecting neuroscience to the classroom. Mind, Brain, and Education, 3(2), 84-93.
Greenberg, D., Pae, H.K., Morris, R.D., Calhoon, M.B., & Nada, A.O. (2009). Measuring adult literacy students’ reading skills using the Gray Oral Reading Test. Ann. of Dyslexia. Doi: 10-1007/511881-009-0027-8.
Zetzler, C, Sevcik, R.A., Morris, R.D. & Clarkson, M.C. (2008) Comodulation masking release (CMR) in children and the influence on reading status. J. Speech, Language, and Hearing Research, 51, 772-784.
Papazoglou, A., King, T., Morris, R., Morris,M. & Krawiecki, N. (2008). Attention mediates radiation’s impact on daily living skills in children treated for brain tumors. Pediatric Blood and Cancer, 50(6), 1253-1257.
Wise, J.C., Pae, H.K., Wolfe, C.B., Sevcik, R.A., Morris, R.D., Lovett, M. & Wolf, M. (2008). Phonological awareness and rapid naming skills of children with reading disabilities and children with reading disabilities who are at-risk for mathematics difficulties. Learning Disabilities Research and Practice, 23(3), 125-136.
Pae, H.K., Sevcik, R.A., Morris, R.D., & Kwon, Y-J (2008). Cross-language interdependence and transfer: Orthography, phonology, and semantics in the reading acquisition of shallow and deep orthographic scripts. J. of Language Sciences, 15(1), 205-228.
Schwanenflugel, P.J., Morris, R.D., Kuhn, M.R., Strauss, G.P., & Sieczko, J.M. (2008). The influence of reading unit size on the development of Stroop interference in early word decoding. Reading and Writing, 21: 177-203.
Shaywitz, S.E., Morris, R. & Shaywitz, B.A. (2008). The education of dyslexic children from childhood to young adulthood. Annual Review of Psychology, 59: 451-475.
Morris, R., Pae, H. K., Arrington, C. & Sevcik, R. (2006). The assessment challenge of Native American educational researchers. J. of American Indian Education, 45(3), 77-91.
Schwanenflugel, P.J., Meisinger, E., Wisenbaker, J.M., Kuhn, M.R., Strauss, G.P., & Morris, R.D. (2006). Becoming a fluent and automatic reader in the early elementary school years. Reading Research Quarterly , 41, 496-522.
Fletcher, J.M., Francis, D.J., Morris, R.D., & Lyon, G.R. (2005). Evidence-Based Assessment of Learning Disabilities in Children and Adolescents. J. of Clinical Child and Adolescent Psychology;, 34(3), 506-522.
Pae, H. P., Wise, J.C., Cirino, P.T., Sevcik, R.A., Lovett, M.W., Wolf, M. & Morris, R. (2005). The Woodcock Reading Master Test: Impact of Normative Changes. Assessment, 12(3), 347-357.
Cirino, P.T., Israelian, M.K., Morris, M.K. & Morris, R.D. (2005). Evaluation of the Double-Deficit Hypothesis in College Students Referred for Learning Disabilities. J. of Learning Disabilities, 38(1), 29-44.
Rashid, F.L., Morris, R.D. & Sevick R.A. (2005). Relationship Between Home Literacy Environment and Reading Achievement in Children with Reading Disabilities. J. of Learning Disabilities, 38(1), 2-11.
Wagner, R.K, Francis, D.J. & Morris, R.D. (2005). Identifying English Language Learners with Learning Disabilities: Key Challenges and Possible Approaches. Learning Disabilities Research & Practice, 20(1), 6-15.
Ledesma, H.M.L. & Morris, R.D. (2005). Patterns of Language Preference Among Bilingual (Filipino-English) Boys. The International Journal of Bilingual Education and Bilingualism, 8(1) 1-19.
Pae, H.K., Sevcik, R.A. & Morris, R. (2004). Cross-language links between English & Korean in second language reading acquisition. J. of Multilingual Communication Disorders, 2(1), 68-79.
Kullgren, K.A., Morris, R.D., Morris, M.K. & Krawiecki, N. (2003). Risk factors associated with long-term social and behavioral problems among children with brain tumors. J. Psychosocial Oncology, 21(1), 73-83.
Cirino, P.T., P.T., Rashid, F.L., Sevcik, R.A., Lovett, M.W., Frijters, J., Wolf, M., & Morris, R. (2002). Psychometric stability of nationally normed and experimental decoding and related measures in children with reading disability. J. of Learning Disabilities, 35(6), 525-538.
Zucker, M., Morris, M.K., Ingram, S.M., Morris, R.D., & Bakeman, R. (2002). Concordance of self- and informant ratings of adult's current and childhood attention-deficit/hyperactivity disorder symptoms. Psychological Assessment, 14(4), 379-389.
Bone, R.B., Cirino, P. T., Morris, R.D., Morris, M.K. (2002). Reading and phonological awareness in reading disabled adults. Developmental Neuropsychology, 21, 305-320.
Haist, F., Song, A.W., Wild K., Faber, T.L., Popp, C.A., & Morris, R.D., (2001). Linking sight & sound: FMRI evidence of primary cortex activation during visual word recognition. Brain & Language, 76, 340-350.
Barrett, D.H., Morris, R.D., Akhtar, F.Z., Michalek, J.E. (2001). Serum dioxin and cognitive functioning among veterans of operation ranch hand. NeuroToxicology, 22(4), 491-502.
Rashid, F.L. , Morris, M.K. & Morris, R.D. ( 2001). Naming and verbal memory skills in adults with ADHD and Reading Disability. Journal of Clinical Psychology, 57, 829-838.
Liss, M., Fein, D., Allen, D., Dunn, M., Feinstein, C., Morris, R., Waterhouse, L. & Rapin, I. (2001). Executive functioning in high-functioning children with autism. J. of Child Psychology & Psychiatry & Allied Disciplines, 42(2), 261-270.
Lewis, J. K., Morris, M. K., Morris, R. D., Krawiecki, N. & Foster, M. A. (2000). Social problem solving in children with acquired brain injuries. Journal of Head Trauma Rehabilitation, 15(3), 930-942.
Fowler, L.A., Hopkins, W.D., Albers, H.E., Morris, R.D. & Hyatt, C.W. (1999). Establish the presence of a body temperature rhythm in chimpanzees (Pan troglodytes) using a tympanic membrane thermometer. Primate, 40(3), 499-508.
Waldrop, S. M., Davis, P. C., Padgett, C. A., Shapiro, M. B., Morris, R. D. (1998). Treatment of brain tumors in children is associated with abnormal MRS ratios in brain tissue remote from the tumor site. Am. J. Neuroradiology, 19, 963-970.
Morris, R.D., Stuebing, K.K., Fletcher, J.M., Shaywitz, S.E., Lyon, G.R., Shankweiler, D.P., Katz, L., Francis, D.J. & Shaywitz, B.A. (1998). Subtypes of reading disability coherent variability around a phonological core. Journal of Educational Psychology, 90(3), 1-27.