Tiffany Hogan, PhD, CCC-SLP

Photo of Tiffany Hogan, PhD, CCC-SLP
Professor, Communication Sciences and Disorders Director of the SAiL Literacy Lab
Communication Sciences and Disoders
SAiL Literacy Lab
(617) 724-1054
Office Location: 
Center for Health & Rehabilitation Research, Building 79/96 – Office 211

Tiffany P. Hogan is 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.

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. See Dr. Hogan's CV for funded research grants.

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.

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. 


Recent Publications

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, 1-14.

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.


BS, Speech-Language Pathology, University of Central Missouri
MS, Speech-Language Pathology, University of Central Missouri
PhD, Speech-Language Pathology, University of Kansas

Curriculum Vitae