Featured Literacy Faculty
Tiffany Hogan, PhD, CCC-SLP • Joanna A. Christodoulou, EdD • Patricia Kelley-Nazarro, MS, CCC-SLP • Bonnie Halvorson-Bourgeois, MS, CCC-SLP
Publications & Presentations:
Director, Speech and Language (SAiL) Literacy Lab
Dr. Hogan's research is funded by the National Institutes of Health’s National Institute on Deafness and Other Communication Disorders, and the Department of Education’s Institute of Education Sciences.
Current studies at the SAiL Literacy lab focus on the relation between language development and literacy skills.
Dr. Hogan studies the genetic, neurologic, and behavioral links between oral and written language development, with a focus on co-morbid speech, language and literacy disorders. Current projects aim to improve assessments and create language-based interventions for the classroom; to examine interactions between working memory and word learning; and to determine the underlying deficits associated with apraxia of speech and specific language impairment.
Tiffany P. Hogan is Director of the Speech and Language Literacy Lab (SAiL Literacy Lab), and Professor in the Department of Communication Sciences and Disorders at MGH Institute. Dr. Hogan joined the Institute in July 2013.
Prior to joining the Institute she was an Associate Professor and director of the Link N Literacy Lab at the University of Nebraska-Lincoln. She began her career as an Assistant Professor at the University of Arizona, after graduating from the Department of Speech-Language-Hearing: Sciences and Disorders at the University of Kansas.
Dr. Hogan studies the genetic, neurologic, and behavioral links between oral and written language development, with a focus on co-morbid speech, language and literacy disorders.
Current projects aim to improve assessments and create language-based interventions for the classroom; to examine interactions between working memory and word learning; and to determine the underlying deficits associated with apraxia of speech and specific language impairment.
Dr. Hogan provides doctoral research training for students in the PhD in Rehabilitation Sciences program at the Institute. Her research is funded by the National Institutes of Health’s National Institute on Deafness and Other Communication Disorders and the Department of Education’s Institute of Education Sciences.
Dr. Hogan teaches graduate courses in literacy assessment and intervention, leading literacy change, phonological disorders, and professional issues in academia
Listen to her SeeHearSpeak Podcast.
Green, S., Yang, Y., Alt, M., Brinkley, S., Gray, S., Hogan, T.P., & Cowan, N. (in press). Use of internal consistency coefficients for estimating reliability of experimental tasks scores. Psychonomic Bulletin and Review.
Centanni, T.M., Green, J.R., Iuzzini-Seigel, J., Bartlett, C.W., &Hogan, T.P. (2015). Evidence for gains at 15q11.2 as a susceptibility factor for inherited language impairment. Frontiers in Genetics, 6:272. doi: 10.3389/fgene.2015.00272.
Cabbage, K.L., Farquharson, K., & Hogan, T.P. (2015). Speech perception and working memory in children with persistent speech sound disorders: A case study analysis. Seminars in Speech and Language, 36, 234-246
Centanni, T.M., Sanmann, J.N., Green, J.R., Iuzzini-Seigel, J., Bartlett, C., Sanger, W.G., & Hogan, T.P. (2015). The role of candidate-gene CNTNAP2 in childhood apraxia of speech and specific language impairment. American Journal of Medical Genetics: Neuropsychiatric Genetics, Part B, 9999: 1-8
Iuzzini-Seigel, J., Hogan, T.P., & Green, J.R. (2015). Longitudinal development of speech motor control: Motor and linguistic factors. Journal of Motor Learning and Development, 3, 53-68.
McCarthy, J.H., Hogan, T.P., Beukelman, D.R., & Schwarz, I.E. (2015). Influence of computerized sounding out on spelling performance for children who do and do not rely on AAC. Disability and Rehabilitation: Assistive Technology, 10, 210-230.
Dr. Joanna A. Christodoulou is Assistant Professor in the Department of Communication Sciences and Disorders, and leads the Brain, Education, and Mind (BEAM) Team in the Center for Health and Rehabilitation Research.
MA, Eliot-Pearson Department of Child Development, Tufts University, Medford, MA
EdM, Mind, Brain, and Education, Harvard Graduate School of Education, Cambridge, MA
EdD, Human Development and Psychology, Harvard Graduate School of Education, Cambridge, MA
Dr. Christodoulou integrates roles as clinician, developmental cognitive neuroscientist, and educator, focusing her work on:
- Identifying risk factors from school and home contexts associated with learning challenges
- Investigating effective identification of learning difficulties across clinical and research settings
- Optimizing intervention practices for struggling students
To explore these research areas, Dr. Christodoulou uses neuroimaging and behavioral tools and works with participants as young as four years old through adulthood. Her primary research focus has been on the development of reading and related skills, and approaches to harnessing individual variability to improve educational outcomes. In addition, Dr. Christodoulou studies the brain-behavior dynamic underlying reading and cognitive skills.
Dr. Christodoulou's work has been supported locally, nationally, and internationally. She was awarded the Transforming Education Through Neuroscience Award by the Learning & the Brain Foundation and the International Mind, Brain, and Education Society (2014). She joined a select group of researchers at the White House (2015) to discuss education neuroscience topics and implications for practice. She also received a Faculty Research Fellowship Grant by the Institute (2014) to investigate the impact of summer experiences on reading for students with language-based learning disabilities.
Dr. Joanna A. Christodoulou integrates roles as clinician, developmental cognitive neuroscientist, and educator.
She teaches "Diagnostic Methods and Clinical Procedures in Reading and Writing" in the Reading Specialist Licensure Program, and is developing the Brain, Education, and Mind (Beam) Team in the Center for Health and Rehabilitation Research at the Institute.
In 2014 she was recipient of two awards:
2014-2015 MGH Institute Faculty Research Fellowship Award to investigate the impact of summer experiences on reading for students with language-based learning disabilities
2014-2015 Changing Courses Faculty Teaching Fellowship, “Improving our understanding of language challenges: Differentiating Experience Versus Disability in English Language Learners,” to adjust the Diagnostic Methods course by adding case studies and videos to help speech-language pathology students distinguish the extent to which language difficulties are attributable to limited English proficiency or a more global disability. Her mentor is CSD Professor Tiffany Hogan, who also is director of the Speech and Language Literacy Lab (SAiL Literacy Lab).
Christodoulou, J.A., Cyr, A., Murtagh, J., Chang, P., Lin, J., Guarino, A.J., Hook, P., & Gabrieli, J.D.E. (under review). Impact of intensive summer reading intervention for early elementary school children with dyslexia.
Christodoulou, J.A., Del Tufo, S.N., Lymberis, J., Saxler, P.K., Ghosh, S.S., Triantafyllou, C., Whitfield-Gabrieli, S., & Gabrieli, J.D.E. (2014). Brain bases of reading fluency in typical reading and impaired fluency in dyslexia. PLOS ONE.
Christodoulou, J.A., Saxler, P., & Del Tufo, S.N. (2014). New frontiers in education neuroscience. In A. Holliman (Ed.), The Routledge international companion to educational psychology (pp. 202-212). New York: Routledge.
Christodoulou, J.A., Walker, L.M., Del Tufo, S.N., Katzir, T., Gabrieli, J.D.E., Whitfield-Gabrieli, S. & Chang, B.S. (2012). Abnormal structural and functional connectivity in gray matter heterotopia. Epilepsia, 53(6), 1024-32.
Immordino-Yang, M.H., Christodoulou, J.A. & Singh, V. (2012). “Rest is not idleness”: Implications of the brain’s default mode for development and education. Perspectives in Psychological Science, 7(4), 352-364.
Christodoulou, J.A., Kieffer, M., Bloomfield, A., Del Tufo, S.N., Saxler, P., Lymberis, J., Cosman, S., Geiger, G. & Gabrieli, J.D.E. (2012). Time to Read: Relationships between rapid naming automaticity, word fluency, and text fluency and reading comprehension. Society for the Scientific Study of Reading, Montreal.
Literacy & Language CAS Program Director, and Instructor
Trish Kelley-Nazarro is Program Director of the Literacy and Language Certificate of Advanced Study Program.
She also supervises students in the Speech, Language and Literacy Center at the Institute.
Her areas of interest include language, learning, and literacy disabilities/disorders, the relationship between spoken language and literacy, and the role of technology in supporting literacy skills from the emergent stages of literacy to attaining academic literacy in adolescent learners.
Trish Kelley-Nazzaro, MS, CCC-SLP, is Director of the Literacy and Language Certificate of Advanced Study Program and Instructor in the in-house Speech, Language and Literacy Center.
Trish is an ASHA-certified Speech-Language Pathologist, who also holds licensure in the state of Massachusetts. She is certified by the Massachusetts Board of Education as both a Reading Specialist and a Speech-Language Pathologist.
Trish has worked extensively in both hospital and school settings. She has worked in Massachusetts public schools with students with a variety of speech, language and reading disabilities. Prior to that, she was the Outpatient Supervisor at the Mass General Hospital Speech-Language Pathology Department.
While at Mass General, she served patients at both Mass General Hospital and in the Voice and Speech Lab at the Mass Eye and Ear Infirmary. In addition to supervising the outpatient staff at MGH, she supervised numerous graduate students.
Bonnie Halvorson-Bougeois coordinates Reading Services for the Speech, Language and Literacy Center at MGH Institute. She teaches a weekly literacy seminar for first-year graduate students and supervises their first clinical placements in the SLLC.
Bonnie also teaches Multisensory Structured Language Instructions for Struggling Readers with the associated in-house practicum as part of the Certificate of Advanced Study in Reading Program.
Bonnie Halvorson-Bourgeois '07, MS, CCC-SLP, is Assistant Professor in the Department of Communication Sciences and Disorders, and is Coordinator of Literacy Services in the Speech Language and Literacy Center (SLLC).
She teaches courses and provides clinical education for first-year MS graduate students as well as students completing their Certificate of Advanced Study (CAS) in Literacy. She specializes in multisensory, structured instructional methods for struggling readers, and in spoken-written language relationships.
Santeusanio, R. Halvorson-Bourgeois, B. (2014). The Perfect Storm: RTI, the Common Core, and Informational Text. Presentation. International Reading Association (IRA) Annual Conference. New Orleans, LA.
Halvorson-Bourgeois, B & Feller, M. (2014). An Innovative Approach to Teacher Training: Multisensory Structured Reading Instruction. Presentation. Massachusetts Reading Association (MRA) Annual Conference, Boston, MA
Halvorson-Bourgeois, B., Maxwell, L., & Feller, M. (2013). The big picture: Re-thinking dyslexia. Post-film panel discussion, MGH Institute of Health Professions, 05-21-2013.