Qureshi, E., Morton, L.L. & Antosz, E. (2002). An interesting profile--University students who take distance education courses show weaker motivation than on-campus students.  Journal of Distance Education Administration, 5(4). http://www.westga.edu/~distance/ojdla/winter54/Qureshi54.htm

Morton, L.L., and Clovis, C.  (2002).   Luddites or Sages? Why do some resist technology/technique in classrooms? SIMILE, Volume 2, Issue 3.. http://www.utpjournals.com/jour.ihtml?lp=simile/issue7/morton1.html

Diffey, N., Morton, L.L., Wolfe, A., and Tuson, J,    (2001).   Language Learner Motivation: Comparing French Class Attitudes of Scottish and Canadian Secondary Pupils.  Scottish Educational Review, 33, 169-182.

Morton, L. L., Wilson, E., and Laing, D. A. (1999). Television Influences on Moral Concerns of Early Adolescents. Guidance & Counseling.

Morton, L. L., Lemieux, C. Diffey, N., & Awender, M. A. (1999). Determinants of withdrawal from the bilingual career track when entering high school. Guidance & Counseling.

Morton, L. L., Smith, A., Diffey, N., & Diubaldo, D. (1998). Adult dichotic processing differences relate to bilingual induction-age. International Journal of Neuroscience, 94, 259-274.

Morton, L. L., Kryk, V., Awender, M. A., & Diubaldo, D (1997). Career choice roots--A preadolescent career focus. Guidance and Counselling, 13(1), 10-15.

Morton, L. L. & McMillan, C. (1997). Determinants of sight-singing proficiency and progress in young children. Canadian Music Educator,38(3), 31-36.

Morton, L. L., Unger, C., & Laing, D. A. (1997). A brief report on the paradoxical effect of co-operative education on school attendance patterns--Program effect or student effect? Guidance and Counselling 12(3), 20-23.

Morton L. L., Vesco, R., Williams, N. H., & Awender, M. A. (1997). Student teacher anxieties related to class management, pedagogy, evaluation, and staff relations. British Journal of Educational Psychology 67, 69-89.

Morton L. L., Diubaldo D., & Awender, M. A. (1996). Vocation related characteristics of Ontario university students on the teaching career path. Guidance and Counselling, 12, 29-36.

Monforton, V. & Morton, L. L. (1995). Does the implementation of transition years philosophy really impact student attitude? Guidance and Counselling,11, 25-28.

Morton, L. L. & Diubaldo, D. (1995). Circadian differences in hemisphere-linked spelling proficiencies. International Journal of Neuroscience, 81, 101-110.

St. Pierre, L., Laing D. A., & Morton, L. L. (1995). The influence of French on the English spelling of children in early French Immersion. Canadian Modern Language Review, 51, 330-347.

Morton, L. L. (1994). Interhemispheric balance patterns detected by selective phonemic dichotic laterality measures in four clinical subtypes of reading-disabled children. Journal of Clinical and Experimental Neuropsychology, 16, 556-567.

Morton, L. L., Allen J. D. & Williams, N. H. (1994). Hemisphericity and information processing in North American Native (Ojibwa) and Non-Native adolescents. International Journal of Neuroscience, 75, 189-202.

Morton, L. L., Dawson, P. & Laing, D. A. (1993). Interpersonal skill development through co-operative education. Guidance and Counselling, 9, 26-31.

Morton, L. L. & Kershner J. R., McLean, M. A. & Wearne, T. D. (1993) Cognitive and neuropsychological response asymmetries for adults on the left-right seating axis. International Journal of Neuroscience, 72, 59-78.

Morton, L. L. & Kershner J. R. (1993). Time-of-day and attentional-order influences on dichotic processing of digits in learning disabled and normal achieving children. International Journal of Neuroscience, 71, 51-61.

Morton, L. L. & Diubaldo, D. (1993). Circadian differences in the dichotic processing of voicing. International Journal of Neuroscience, 68, 43-52.

Morton, L. L. Wojtowicz, M. J., Williams, N. A. & Kershner, J. R. (1992). Time-of-day-induced priming effects on verbal and nonverbal dichotic tasks in male and female adult subjects. International Journal of Neuroscience, 64, 83-96.

Morton, L. L. & N. M. Courneya (1991-92). Early school entry and subsequent academic problems. Early Childhood Education, 24 (2), 22-30.

Morton, L. L. & Kershner J. R. (1991). Effects of time-of-day on neuropsychological testing as measured by dichotic listening. International Journal of Neuroscience, 59, 241-251.

Morton, L. L. & B. D. Thibodeau (1991). Lab-based word processing for the learning disabled. Computers in the Schools, 8, 225-227.

Morton, L. L. & Siegel, L. S. (1991). Left ear dichotic listening performance on consonant-vowel combinations and digits in subtypes of reading disabled children. Brain and Language, 40, 162-180.

Morton, L. L., Kershner, J. R. & Siegel, L. S. (1990). The potential for therapeutic applications of music on problems related to memory and attention. The Journal of Music Therapy, 27, 195-208.

Morton, L. L. & N. M. Courneya (1990). Early school entry and subsequent academic problems. Alberta Journal of Educational Research, 36, 311-323.

Morton, L. L. & Kershner, J. R. (1990). Differential negative air ion effects on learning disabled and normal-achieving children. International Journal of Biometeorology 34, 35-41.

Kershner, J. R. & Morton, L. L. (1990). Directed attention dichotic listening in reading disabled children: A test of four models of maladaptive lateralization. Neuropsychologia, 28, 181-198.

Morton, L. L., Lindsay, P. H. & Roche, W. M. (1989). A report on learning disabled children's use of lab-based word processing versus pencil-and-paper for creative writing. Alberta Journal of Educational Research, 35, 283-291.

Morton, L. L., Lindsay, P. H. & Roche, W. M. (1989). Word processing effects on writing productivity and revision at elementary and junior high school levels. Alberta Journal of Educational Research, 35, 145-163.

Greenwood, L. K. & Morton, L. L. (1989). Using teacher ratings to determine if the learning disabled are ready for the regular classroom. British Columbia Journal of Special Education, 13, 67-73.

Morton, L. L. (1988). Word processing and the editing-revising process. Computers in the Schools, 5, 165-178.

Morton, L. L. (1988). Headaches prior to earthquakes. International Journal of Biometeorology, 32, 147-149.

Morton, L. L. & Siegel, L. S. (1988). Summer vacation effects on aspects of written language in the learning disabled. Canadian Journal of School Psychology, 3, 9-18.

Morton, L. L. & Kershner, J. R. (1987). Negative ion effects on hemispheric processing and selective attention in the mentally retarded. Journal of Mental Deficiency Research, 31, 169-180.

Morton, L. L. & Kershner, J. R. (1987). Hemisphere asymmetries, spelling ability and classroom seating in fourth graders. Brain and Cognition, 6, 101-111.

Morton, L. L., McLean, M. A. & Kershner, J. R. (1986). Instructional bias--Ignoring one side of the classroom. Perceptual and Motor Skills, 63, 639-643.

Morton, L. L. (1986). A single-subject study of the effects of time on task and time of day on productivity and achievement in a dysgraphic student. Canadian Journal for Exceptional Children, 3, 23-28.

Morton, L. L. (1985). Qualitative versus quantitative test performance for a learning disabled French Immersion student: A case study. Canadian Journal for Exceptional Children, 2, 43-47.

Morton, L. L. (1985). Educational and psychometric implications of preinstructional spelling proficiency at the grade four level. Canadian Journal for Exceptional Children, 2, 25-29.

Morton, L. L. (1985). Educational and psychometric implications of preinstructional spelling proficiency at the grade three level. Canadian Journal for Exceptional Children, 1, 92-97.

Morton, L. L. & Kershner, J. R. (1985). Time-of-day effects upon children's memory and analogical reasoning. The Alberta Journal of Educational Research, 31, 26-34.

Morton, L. L. & Kershner, J. R. (1984). Negative air ionization improves memory and attention in learning disabled and mentally retarded children. Journal of Abnormal Child Psychology, 12, 353-366.

Lum, T. & Morton, L. L. (1984). Direct instruction in spelling increases gain in spelling and reading skills. Special Education in Canada, 58, 41-45.