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Hugh Catts, PhD

Affiliations: 
Florida State University, Tallahassee, FL, United States 
Area:
language and literacy
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Parents

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Children

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Amy E. Barth grad student 2006 University of Kansas
Tiffany P. Hogan grad student 2006 University of Kansas
Tiffany P. Hogan grad student 2006 University of Kansas
Evette Edmister grad student 2007 University of Kansas
William M. Gillispie grad student 2008 University of Kansas
Suzanne M. Adlof grad student 2009 University of Kansas
Melinda S. Bridges grad student 2009 University of Kansas
Sandra Wright grad student 2010 University of Kansas

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Publications

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Catts HW, Terry NP, Lonigan CJ, et al. (2024) Revisiting the definition of dyslexia. Annals of Dyslexia
Catts HW. (2021) The critical role of oral language deficits in reading disorders: reflections on Snowling and Hulme (2021). Journal of Child Psychology and Psychiatry, and Allied Disciplines
Petscher Y, Cabell SQ, Catts HW, et al. (2020) How the Science of Reading Informs 21st-Century Education. Reading Research Quarterly. 55: S267-S282
Alonzo CN, McIlraith AL, Catts HW, et al. (2020) Predicting Dyslexia in Children With Developmental Language Disorder. Journal of Speech, Language, and Hearing Research : Jslhr. 1-12
Petscher Y, Solari EJ, Catts HW. (2019) Conditional Longitudinal Relations of Elementary Literacy Skills to High School Reading Comprehension. Journal of Learning Disabilities. 52: 324-336
Catts HW. (2018) The Simple View of Reading: Advancements and False Impressions Remedial and Special Education. 39: 317-323
Kamhi AG, Catts HW. (2017) Epilogue: Reading Comprehension Is Not a Single Ability-Implications for Assessment and Instruction. Language, Speech, and Hearing Services in Schools. 1-4
Catts HW, Kamhi AG. (2017) Prologue: Reading Comprehension Is Not a Single Ability. Language, Speech, and Hearing Services in Schools. 1-4
Stanley CT, Petscher Y, Catts H. (2017) A longitudinal investigation of direct and indirect links between reading skills in kindergarten and reading comprehension in tenth grade Reading and Writing. 31: 133-153
Catts HW, McIlraith A, Bridges MS, et al. (2016) Viewing a phonological deficit within a multifactorial model of dyslexia Reading and Writing. 30: 613-629
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