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.