Tiffany Hogan, PhD, CCC-SLP
- Director of the SAiL Literacy Lab
- Professor
- Communication Sciences and Disorders
- Research: SAiL Literacy Lab
Tiffany P. Hogan is the Director of the Speech and Language (SAiL) Literacy Lab, and Professor in the Department of Communication Sciences and Disorders at MGH Institute. Dr. Hogan joined the Institute in July 2013.
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. 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 provides doctoral research training for students in the PhD in Rehabilitation Sciences program at the Institute and undergraduate and graduate students from numerous fields of study. She teaches graduate courses in literacy assessment and intervention, leading literacy change, and professional issues in academia.
Dr. Hogan is committed to implementing science and translating research into practice. She serves on national committees of the American Speech-Language-Hearing Association and is an elected board member of the Society for the Scientific Study of Reading.
Follow Dr. Hogan's SeeHearSpeak Podcast.
- BS, Speech-Language Pathology, University of Central Missouri
- MS, Speech-Language Pathology, University of Central Missouri
- PhD, Speech-Language Pathology, University of Kansas
Research Interests
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.
Presentations
Alt, M., Gray, S., Green, S., Hogan, T.P., Petscher, Y., Fox, A., & Cowan, N. (2018, May). Working memory profiles of children with dyslexia, developmental language disorder, and typical development. Invited talk presented to the community at the University of Hong Kong, Hong Kong.
Hogan, T.P. (2018, April). Language and literacy development and disorders. MGH Institute of Health Professions CEU Event, Boston.
Hogan, T.P. (2018, February). Comprehension. Invited talk presented to the Georgetown MA Special Education Parent Advisory Council (SEPAC), Georgetown, MA.
Recent Publications
See Dr. Hogan's publications listed by topic.
Adlof, S.M. & Hogan, T.P. (in press). If we don’t look, we won’t see: Measuring language development to inform literacy instruction. Policy Insights from the Behavioral and Brain Sciences.
Gray, S., Fox, A., Green, S., Alt, M., Hogan, T.P., Petscher, Y., & Cowan, N. (2019). Working memory profiles of children with dyslexia, developmental language disorder, or both. Journal of Speech, Language, and Hearing Research, 62, 1839-1858.
Hendricks, A., Adlof, S.M. Alonzo, C. N., Fox, A. B., & Hogan, T.P. (2019). Identifying children at risk for developmental language disorder using a brief, whole-classroom screen. Journal of Speech, Language, and Hearing Research, 62, 896-908.
Hogan, T.P. (2018). Five ways speech-language pathologists can positively impact children with dyslexia. Language, Speech, and Hearing Services in Schools, 49, 902-905.
Adlof, S.M. & Hogan, T.P. (2018). Understanding dyslexia in the context of developmental language disorders. Language, Speech, and Hearing Services in Schools, 49, 762-773.
Hogan, T.P. (2018). Five ways speech-language pathologists can positively impact children with dyslexia. Language, Speech, and Hearing Services in Schools, 49, 902-905. DOI: 10.1044/2018_LSHSS-DYSLC-18-0102.
Hogan, T.P. (2018). What speech-language pathologists need to know about dyslexia. Language, Speech, and Hearing Services in Schools, 49, 759-761. DOI: 10.1044/2018_LSHSS-DYSLC-18-0098.
Adlof, S.M. & Hogan, T.P. (2018). Understanding dyslexia in the context of developmental language disorders. Language, Speech, and Hearing Services in Schools, 49, 762-773. DOI: 10.1044/2018_LSHSS-DYSLC-18-0049.
Cabbage, K.L., Farquharson, K., Iuzzini-Seigel, J., Zuk, J., & Hogan, T.P. (2018). Exploring the overlap between dyslexia and speech sound production deficits. Language, Speech, and Hearing Services in Schools, 49, 774-786. DOI: 10.1044/2018_LSHSS-DYSLC-18-0008.
Erikson, J., Alt, M., Gray, S, Green, S., Hogan, T.P., & Cowan, N. (2018). Phonological Vulnerability for School-Aged Spanish-English-Speaking Bilingual Children. International Journal of Bilingual Education and Bilingualism, 21. DOI: 10.1080/13670050.2018.1510892.
Baron, L. S., Hogan, T. P., Alt, M., Gray, S., Cabbage, K. L., Green, S., & Cowan, N. (2018). Children with dyslexia benefit from orthographic facilitation during spoken word learning. Journal of Speech, Language, and Hearing Research, 61(8), 2002-2014. DOI: 10.1044/2018_JSLHR-L-17-0336.
Arizmendi, G.D, Alt, M., Gray, S., Hogan, T.P., Green, S, & Cowan, N. (2018). Do bilingual children have an executive function advantage? Results from inhibition, shifting, and updating tasks. Language, Speech, and Hearing Services in Schools, 49(3), 356-378. DOI: 10.1044/2018_LSHSS-17-0107.
Zuk, J., Iuzzini-Seigel, J., Cabbage, K.L., Green, J.R., & Hogan, T.P. (2018). Poor speech perception is not a core deficit of childhood apraxia of speech: Preliminary findings. Journal of Speech, Language, and Hearing Research, 61(3), 583-592. DOI: 10.1044/2017_JSLHR-S-16-0106.
Farquharson K., Hogan T.P., Hoffman L., Wang J., Green K.F., Green J.R. (2018) A longitudinal study of infants’ early speech production and later letter identification. PLoSONE 13(10): e0204006.
Centanni, T.M., Pantazis, D., Truong, D.T., Gruen, J.R., Gabrieli, J.D.E., & Hogan, T.P. (2018). Increased variability of stimulus-driven cortical responses is associated with genetic variability in children with and without dyslexia. Developmental Cognitive Neuroscience, 34, 7-17.
Gray, S., Green, S., Alt, M., Hogan, T.P., Kuo, T., Brinkley, S., & Cowan, N. (2017). The structure of working memory in young school-age children and its relation to intelligence. Journal of Memory and Language, 92, 183-201.
Farquharson, K., Hogan, T.P., & Bernthal, J. (2017). Working memory in school-age children with and without a persistent speech sound disorder. International Journal of Speech-Language Pathology, 12, 1-12.