Megan Rojo

Faculty, Educational Psychology

Assistant Professor

Matthews Hall 304-L

Megan Rojo is an Assistant Professor of Special Education in the Department of Educational Psychology at the University of North Texas. Prior to her career in higher education, she taught in Texas public schools for nearly 10 years, as both a bilingual generalist and a mathematics intervention specialist. Rojo received her Ph.D. in Special Education with an emphasis in Learning Disabilities and Behavioral Disorders from the University of Texas at Austin followed by a post-doctoral fellowship at the Meadows Center for Preventing Educational Risk. Dr. Rojo’s research focuses on early interventions for students with or at risk of being diagnosed with a mathematics disability. Specifically, she is interested in developing and testing early algebra readiness and STEM interventions for elementary and middle school students. Dr. Rojo has expertise in research methodologies including randomized controlled trials, single-case research designs, and meta-analysis.

Rojo, M., Gersib, J., Powell, S., Shen, Z., King, S., &Akther, S. (2024). A meta-analysis of mathematics interventions: Examining the impacts of intervention characteristics. Educational Psychology Review, 36(1), 9.
Rojo, M., Doabler, C.T., &Clarke, B. (2024). Introduction to Special Issue: Number lines to support mathematical understanding. Intervention in School and Clinic. 59(3), 155-157.
Gersib, J., Rojo, M., Ghafghazi, S., Uy, J., &Doabler, C. T. (2024) Measuring success: Integrating number lines into measurement instruction for students with learning disabilities. Intervention in School and Clinic, 59(3), 173-182.
Rojo, M., King, S., &Doabler, C.T. (2024). Teaching fraction to decimal translation using the number line. Intervention in School and Clinic, 59(3), 183-190.
King, S., Rojo, M., &Bryant, D. (2023). Demystifying area and perimeter for students with disabilities. Intervention in School and Clinic, 58(4), 241-248.
Rojo, M., King, S. Gersib, J, &Bryant, D.P. (2023). Rational number interventions for students with mathematics difficulties: A meta-analysis. Remedial and Special Education, 44(3), 225-238.