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Speech and Language (SAiL) Literacy Lab Recent Publications

Articles by Topic

These are Tiffany Hogan's publications. 

Dyslexia

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. 

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.

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. DOI: 10.1016/j.dcn.2018.05.008.

*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.

Cowan, N., Hogan, T.P., Alt, M., Green, S., Cabbage, K.L., Brinkley, S., & Gray, S. (2017). Short-term memory in childhood dyslexia:  Deficient serial order in multiple modalities. Dyslexia, Aug 23(3), 209-233. DOI: 10.1002/dys.1557.

Alt, M., Hogan, T.P., Green, S., Gray, S., Cabbage, K., & Cowan, N. (2017). Word learning deficits in children with dyslexia.  Journal of Speech, Language, and Hearing Research, 60, 1012-1028. DOI: 10.1044/2016_JSHLR-L-16-0036.

McIlraith, A. L., & Language and Reading Research Consortium. (2016). Predicting word reading ability: A quantile regression study. Journal of Research in Reading, 41(1), 79-96. Role: Co-Author

Murphy, K., LARRC, & Farquharson, K. (2016). Investigating Profiles of Lexical Quality in Preschool and their Contribution to First Grade Reading. Reading and Writing 29(9), 1745-1770. Role: Site PI

*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.

Language and Reading Research Consortium. (2015). Learning to read: Should we keep  things simple? Reading Research Quarterly, 50, 151-169. Role: Co-Author

*McCarthy, J.H., Hogan, T.P., & Catts, H.W. (2012). Is weak oral language associated with poor spelling in school-age children with specific language impairment, dyslexia, or both? Clinical Linguistics and Phonetics, 26, 791-805.

Hogan, T.P. & Thomson, J. (2010). Future advances in the early detection of reading risk: Subgroups, dynamic relations, and advanced methodologies. Journal of Learning Disabilities, 43, 383-386.

Thomson, J. & Hogan, T.P. (2010). Introduction to the special issue: Advances in the early detection of reading risk. Journal of Learning Disabilities, 43, 291-293.

*Catts, H.W., Adlof, S.M., Hogan, T.P., & Ellis-Weismer, S. (2005). Are specific language  impairment and dyslexia distinct disorders? Journal of Speech, Language, and Hearing Research, 48, 1378-1396.

*Hogan, T.P., Catts, H.W., & Little, T.D. (2005). The relationship between phonological awareness and reading: Implications for the assessment of phonological awareness. Language, Speech, and Hearing Services in Schools, 36, 285-293.

Catts, H.W., & Hogan, T.P. (2003). Language basis of reading disabilities and implications for early identification and remediation. Reading Psychology, 24, 223-246.

Catts, H.W., Hogan, T.P., & Fey, M.E. (2003). Subgrouping poor readers on the basis of individual differences in reading-related abilities. Journal of Learning Disabilities, 36, 151-164.

Listening and Reading Comprehension

Language and Reading Research Consortium. Jiang, H, & Farquharson, K. (2018). Are Working Memory and Behavioral Attention Equally Important for Both Reading and Listening Comprehension? A Developmental Comparison. Reading and Writing: An Interdisciplinary Journal, 31(7), 1449-1477. DOI: 10.1007/s11145-018-9840-y. Role: Site PI

Language and Reading Research Consortium (LARRC) and Chiu, Y. D. (2018).  The Simple View of Reading across development: the prediction of grade 3 reading comprehension by prekindergarten skills. Remedial and Special Education, 39(5), 289-303. Role: Site PI

Petscher, Y., Justice, L.M., & Hogan, T.P. (2017). Modeling the early language trajectory of language development and its relation to poor reading comprehension. Child Development, 2017 Jul 5. DOI: 10.1111/cdev.12880.

Language and Reading Research Consortium, Jiang, H., & Davis, D. (2017).  Let’s Know! proximal impacts on PK through G3 children’s comprehension-related skills. The Elementary School Journal, 118, 177-206. Role: Co-Author

Language and Reading Research Consortium & Logan, J. (2017). Pressure points in reading comprehension: A quantile multiple regression analysis. Journal of Educational Psychology, 109(4), 451-464. Role: Site PI

Language and Reading Research Consortium (2017). Oral language and listening comprehension: Same or different constructs? Journal of Speech, Language, and Hearing Research, 60, 1273-1284. Role: Site PI

Alonzo, C.A., Yeomans-Maldonado, G., Murphy, K., Bevens, B. & the Language and Reading Research Consortium. (2016). Predicting Second Grade Listening Comprehension using Pre-Kindergarten Measures. Topics in Child Language Disorders, 36, 312-333. Role: Lead Senior Author; Corresponding Author

Language and Reading Research Consortium. (2016).Use of the Curriculum Research Framework (CRF) for developing a reading-comprehension curricular supplement for the primary grades. The Elementary School Journal, 116, 1-28. Role: Co-Author

Hogan, T.P., Adlof, S.M., & Alonzo, C.N. (2014). On the importance of listening comprehension. International Journal of Speech-Language Pathology, 16, 199-207.

Language and Reading Research Consortium, Pratt, A., & Logan, J. (2014). Improving language-focused comprehension instruction in primary-grade classrooms: Impacts of the Let’s Know! curriculum. Educational Psychology Review, 26, 357-377. doi:10.1007/s10648-014-9275-1. Role: Site PI

Hogan, T.P., Bridges, M.S., Justice, L.M., & Cain, K. (2011). Increasing higher- level language skills to improve reading comprehension. Focus on Exceptional Children, 44, 1-19.

Language Impairment

*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.

Language and Reading Research Consortium (LARRC), Jiang, H., Logan, J., & Rongfang, J. (2018). Modeling the nature of grammar and vocabulary trajectories from pre-kindergarten to third grade. Journal of Speech, Language, and Hearing Research, 61, 910-923. Role: Site PI

Language and Reading Research Consortium, Arthur, A., & Davis, D. L. (2016). A pilot study of the impact of double-dose robust vocabulary instruction on children’s vocabulary growth. Journal of Research on Educational Effectiveness, 9(2): 173-200. DOI: 10.1080/19345747.2015.1126875. Role: Co-Lead Author, Corresponding Author

Language and Reading Research Consortium (LARRC), Farquharson, K. and Murphy, K.A. (2016) Ten Steps to Conducting a Large, Multi-Site, Longitudinal Investigation of Language and Reading in Young Children. Frontiers in Developmental Psychology, 7(419), 1-16. DOI: 10.3389/fpsyg.2016.00419. Role: Site PI

*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.

Language and Reading Research Consortium, Johanson, M., & Arthur, A. (2015). Improving the language skills of Pre-Kindergarten students: Preliminary impacts of the Let’s Know! experimental curriculum. Child and Youth Care Forum, 1-26. Role: Site PI

Language and Reading Research Consortium (2015). The dimensionality of language ability in young children. Child Development, 86, 1948-1965. Role: Site PI

Centanni, T.M., Green, J.R., Iuzzini-Seigel, J., Bartlett, C.W., & Hogan, T.P. (2015). Evidence for the multiple hits genetic theory for inherited language impairment: a case study. Frontiers in Genetics, 6, 272. DOI: 10.3389/fgene.2015.00272.

Redmond, S.M., Ash, A.C., & Hogan, T.P. (2015). Consequences of co-occurring attention deficit/hyperactivity disorder on children’s language impairments. Language, Speech, and Hearing Services in Schools, 46, 68-80.

*Farquharson, K., Centanni, T.M., Franzluebbers, C. & Hogan, T.P. (2014). Phonological and lexical influences on phonological awareness in children with specific language impairment and dyslexia. Frontiers in Educational Psychology, 2014(5), 838. DOI: 10.3389/fpsyg.2014.00838.

*McCarthy, J.H., Hogan, T.P., & Catts, H.W. (2012). Is weak oral language associated with poor spelling in school-age children with specific language impairment, dyslexia, or both? Clinical Linguistics and Phonetics, 26, 791-805.

Richtsmeier, P., Gerken, L., Goffman, L., & Hogan, T.P. (2009). Statistical frequency in  perception affect children’s lexical production, Cognition, 111, 372-377. 

*Catts, H.W., Adlof, S.M., Hogan, T.P., & Ellis-Weismer, S. (2005). Are specific language  impairment and dyslexia distinct disorders? Journal of Speech, Language, and Hearing Research, 48, 1378-1396.

Phonology

*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.

Farquharson, K., Centanni, T.M., Franzluebbers, C. & Hogan, T.P. (2014). Phonological and lexical influences on phonological awareness in children with specific language impairment and dyslexia. Frontiers in Educational Psychology, 2014(5), 838. DOI: 10.3389/fpsyg.2014.00838.

Hogan, T.P., Bowles, R., Catts, H.W., & Storkel, H.L. (2011). The influence of neighborhood density and word frequency on phoneme awareness in 2nd and 4th grades. Journal of Communication Disorders, 44, 49-58.

Hogan, T.P. (2010). Word-level phonological and lexical characteristics interact to influence phoneme awareness. Journal of Learning Disabilities, 43, 346-356.

Hoover, J.R., Storkel, H.L., & Hogan, T.P. (2010). A cross-sectional comparison of the effects of phonotactic probability and neighborhood density on word learning by preschool children. Journal of Memory and Language, 63, 100-116.

Storkel, H.L., Armbruster, J., & Hogan, T.P. (2006). Differentiating phonotactic probability and neighborhood density in adult word learning. Journal of Speech, Language, and Hearing Research, 49, 1175-1192.

*Hogan, T.P., Catts, H.W., & Little, T.D. (2005). The relationship between phonological awareness and reading: Implications for the assessment of phonological awareness. Language, Speech, and Hearing Services in Schools, 36, 285-293.

Speech Sound Disorders

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. PLoS​ ONE 13(10): e0204006.

Iuzzini-Seigel, J., Hogan, T.P., & Green, J.R. (2017). Speech inconsistency in children with Childhood Apraxia of Speech, Language Impairment, and Speech Delay: Depends on the Stimuli. Journal of Speech, Language, and Hearing Research, 60, 1194-1210.

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.

Cabbage, K.L., Farquharson, K., & Hogan. T.P. (2015). Speech perception and working memory in children with residual speech errors: 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-Siegel, J., Hogan, T.P., Rong, P., & Green, J.R. (2015). Longitudinal development of speech motor control: Motor and linguistic factors. Journal of Motor Learning and Development, 3, 53-68.

Iuzzini-Siegel, J., Hogan, T.P., & Green, J.R. (2015). Reliance on auditory feedback in children with Childhood Apraxia of Speech. Journal of Communication Disorders, 54, 32-42.=

Bilingualism

Language and Reading Research Consortium (LARRC), Yeomans-Maldonado, G., Bengochea, A., & Mesa, C. (in press). The dimensionality of oral language in kindergarten Spanish-English dual-language learners. Journal of Speech, Language, and Hearing Research. Role: Site PI

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.

*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.

Language and Reading Research Consortium. (2015). The dimensionality of Spanish in  young Spanish-English dual-language learners. Journal of Speech, Language, and Hearing Research, 58, 754-66. doi:10.1044/2015_JSLHR-L-13-0266, Role: Site PI

Miscellaneous Topics

Language and Reading Research Consortium (LARRC) and Muijselaar, M. M. L. (2018).  The dimensionality of inference making: Are local and global inferences distinguishable? Scientific Studies of Reading, 22(2), 117-136. Role: Site PI

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.

Cabbage, K.L., Brinkley, S., Gray, S., Alt, M., Cowan, N., Green, S., Kuo, T., & Hogan, T.P.  (2017). Assessing working memory in children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM). Journal of Visualized Experiments, 2017 Jun 12 (124). DOI: 10.3791/55121.

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, 1-14

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.

Davidson, M.M., Ellis Weismer, S., Alt, M., & Hogan, T.P. (2013). Survey on perspectives of pursuing a PhD in communication sciences and disorders. Contemporary Issues in Communication Science and Disorders, 40, 98-115.

McCarthy, J.H., Beukelman, D.R., & Hogan, T.P. (2011). Impact of computerized “Sounding out” on spelling performance of a child who uses AAC: A preliminary report. ASHA AAC Perspectives, 119-124.

*Publications with asterisks are listed under more than one topic.

Book Chapters

Cabbage, K.L. & Hogan, T.P. (2014). Phonological Awareness (Development of). In P. Brooks & B. Kempe (Eds.), Encyclopedia of Language Development (pp. 451-454). Thousand Oaks, CA: SAGE Publications.

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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