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Welcome to SeeHearSpeak Podcast. I'm Tiffany Hogan, Professor at MGH Institute of Health Professions in Boston Massachusetts. By day I'm a scientist and speech-language pathologist who studies reading, language, and speech development and disorders such as dyslexia, developmental language disorder, and speech sound disorders. Because of my varied interests I have the good fortune of having many interesting conversations with interesting people, and in this podcast I share those interesting conversations with you - clinicians, educators, scholars, students, parents…because these conversations involve topics that we are all passionate about – reading, language, and speech – and helping those who struggle to develop those critical skills. Topics covered in each episode bridge the gap between research and practice, and practice and research. An important augment to these conversations are the resources associated with each episode. Those resources include articles, websites, speaker bios, and even other podcasts. Thank you for listening…and good luck making the world a better place by helping one child at a time.
Tiffany Hogan, PhD, CCC-SLP Learn more about Tiffany’s day job at: https://www.mghihp.edu/tiffany-hogan-phd-ccc-slp |
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JOURNAL articles
Tiffany Hogan's publications by topic.
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. DOI: 10.1371/journal.pone.0204006.
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.
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. DOI: 10.1371/journal.pone.0204006.
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.
Comprehension
Language and Reading Resarch 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 and Reading Resarch 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.
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.
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. DOI: 10.1371/journal.pone.0204006.
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.
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. DOI: 10.1371/journal.pone.0204006.
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
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.
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.