Speech and Language (SAiL) Literacy Lab Recent Publications


Tiffany Hogan

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. PLoS​ONE 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.

Saletta, M., Goffman, L., & Hogan, T.P. (2016). Orthography and modality influence speech production in adults and children. Journal of Speech, Language, and Hearing Research, 59, 1-15.

Cabbage, K.L., Hogan, T.P., & Carrell, T.D. (2016). Speech perception differences in children with dyslexia and persistent speech delay. Speech Communication, 82, 14-25.

Green, S., Yang, Y., Alt, M., Brinkley, S., Gray, S., Hogan, T.P., & Cowan, N. (2015). Use of internal consistency coefficients for estimating reliability of experimental tasks scores. Psychonomic Bulletin and Review.

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.

Book Chapters

Hogan, T.P., Cain, K., & Sittner Bridges, M. (2012). Young children’s oral language abilities and later reading comprehension. In T. Shanahan & C. Lonigan (Eds.), Early childhood literacy: The national early literacy panel and beyond (pp. 217-232). Baltimore, Maryland: Paul H. Brookes Publishing Co.

Sittner Bridges, M., Justice, L., Hogan, T.P., & Gray, S. (2012). Promoting lower- and higher-level language skills in early education classrooms. In R. Pianta (Ed.), Handbook of Early Childhood Education (pp. 177-193). New York: The Guilford Press.

Hogan, T.P., Bridges, M.S., Wymer, C., & Volk, R. (2010). Preschool child with specific language impairment. In S. Chabon & E. Cohn (Eds.), Communication disorders: A case-based approach: Stories from the front line. Boston, MA: Allyn & Bacon.

Catts, H.W., Hogan, T.P., & Adlof, S.M. (2005). Developmental changes in reading and reading disabilities. In H.W. Catts & A.G. Kamhi (Eds.), The connections between language and reading disabilities (pp. 25-40). Mahwah, NJ: Lawrence Erlbaum Associates.

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