Lisa Morin

NORFOLK, 23529

M.S.Ed. in Special Education, Old Dominion University, (2005)


Cook, S. Cothren., Collins, L. W., Morin, L. L.. and Riccomini, P. J. (2019). Schema-Based Instruction for Mathematical Word Problem Solving: An Evidence-Based Review for Students With Learning Disabilities. Learning Disability Quarterly , pp. 0731948718823080.
Morin, L. L.. and Agrawal, J. (2017). Dyscalculia Across Disciplines: An Overview of the Literature. Research to Practice: K-12 Scholarship Journal 5 , pp. 19--30.
Morin, L. L.., Watson, S. R., Hester, P. P. and Raver, S. (2017). The use of a bar model drawing to teach word problem solving to students with mathematics difficulties. Learning Disability Quarterly 40 (2) , pp. 91-104.
Agrawal, J. and Morin, L. L.. (2016). Evidence-Based Practices: Applications of Concrete Representational Abstract Framework across Math Concepts for Students with Mathematics Disabilities. Learning Disabilities Research \& Practice 31 (1) , pp. 34--44.
Watson, S. MR., Gable, R. A. and Morin, L. L.. (2016). The role of executive functions in classroom instruction of students with learning disabilities. International Journal of School and Cognitive Psychology 3 (167).
Bobzien, J., Gillis, C., Schwartz, K., Raver, S. A., Hester, P. P. and Morin, L. L.. (2015). Using repeated reading and explicit instruction to teach vocabulary to preschoolers with hearing loss. Infants \& Young Children 28 (3) , pp. 262--280.
Bobzien, J., Gillis, C., Raver, S. A., Hester, P. P., Browning, E. and Morin, L. L.. (2013). An observational study of social communication skills in eight preschoolers with and without hearing loss during cooperative play. Early Childhood Education Journal 41 (5) , pp. 339--346.