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Tiffany Hogan, PhD, CCC-SLP

Photo of Tiffany Hogan, PhD, CCC-SLP
Professor, Communication Sciences and Disorders Director of the SAiL Literacy Lab
Department: 
Communication Sciences and Disoders
SAiL Literacy Lab
Phone: 
(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.

Follow Dr. Hogan's SeeHearSpeak Podcast.


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. 

Publications

Recent Publications

See Dr. Hogan's publications listed by topic.

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. 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.

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.

 


Education

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