Faculty profile

Maria Murray

Associate Professor


Contact

211 Hewitt Hall
315.312.2929
maria.murray@oswego.edu

Office hours

Monday, Tuesday, Wednesday 2-4 pm off campus

Maria Murray head shot

Maria S. Murray, PhD, is an associate professor at the State University of New York at Oswego in the Curriculum and Instruction Department, where she teaches courses related to literacy assessment and intervention. Prior to receiving her Ph.D. in Reading Education from Syracuse University, she served as project coordinator for large federally funded early reading intervention grants. Dr. Murray is also founder and CEO of The Reading League, a not-for-profit association dedicated to advancing the awareness, acceptance, and use of evidence-based practices in schools and other education agencies.​

Research

Research interests revolve around the prevention and remediation of reading difficulty. Invented spelling and its relation to phonological awareness, the types of texts used for beginning reading instruction, the connection between research and practice in reading programs, and teacher knowledge about reading instruction.

Publications

  • Munger, K. A., & Murray, M. S. (2017). First-grade spelling scores within the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) screening: An exploratory study. Educational Assessment, 22(2), 124-137.
  • Murray, M. S. (2016). Word recognition skills: One of two essential components of reading comprehension. In K. Munger (Ed.), Steps to success: Crossing the bridge between literacy research and practice. Albany, NY: Open SUNY.
  • Murray, M. S. (2016). Language comprehension ability: One of two essential components of reading comprehension. In K. Munger (Ed.), Steps to success: Crossing the bridge between literacy research and practice. Albany, NY: Open SUNY.
  • Blachman, B. A., Schatschneider, C., Fletcher, J., Murray, M. S., Munger, K. A., & Vaughn, M. (2014). Intensive reading remediation in grade 2 or 3: Are there effects a decade later? Journal of Educational Psychology, (106), 46-57.
  • Murray, M. S., Munger, K. A., & Hiebert, E. H. (2014). An analysis of two reading intervention programs: How do the words, texts, and programs compare? Elementary School Journal. (114), 479-500.

Conferences

  • Murray, M. S., Blachman, B. A., Schatschneider, C., Fletcher, J., Munger, K., & Vaughn, M. (2013). Intensive reading remediation in grade 2 or 3: Examining effects a decade later. Annual Society of the Scientific Studies of Reading, Hong Kong, China. [This research talk was featured as part of a symposium titled, “What Facilitates Reading?”]
  • Murray, M. S., & Munger, K. Analyzing two reading intervention programs: How do the words, texts, and programs compare? (2013). Annual New York State Reading Association conference. Albany, NY.
  • Munger, K., & Murray, M. S. Combining the common core and deliberate practice: Considerations for school psychologists. (2013). Annual New York State Association of School Psychologists conference, White Plains, NY.

Awards and honors

2017 Paul A. Zirkel Education Faculty Award for Excellence in Scholarship and Teaching
2017 Central New York Reading Council Celebrate Literacy Award for exemplary service in the promotion of literacy in the Central New York community
Golden Key Honour Society
Marshall M. Gelfand Special Education Scholarship William D. Sheldon Fellowship


Education

Ph.D., Reading Education, Syracuse University, 2009
MS, Special Education, Concentration in Learning Disabilities, Syracuse University, 1996
BA, Education / History, LeMoyne College, 1987