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Tiffany P. Hogan, PhD, CCC-SLP

Affiliations: 
Special Education and Communication Disorders The University of Nebraska - Lincoln, Lincoln, NE 
Area:
Language and Literacy
Website:
http://www.unl.edu/barkley/faculty/thogan.shtml
Google:
"Tiffany Hogan"
Cross-listing: LinguisTree - Neurotree

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Parents

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Hugh Catts grad student 2006 University of Kansas
 (Phonological-lexical processing and word learning in preschool children differing in phonological awareness.)
Hugh Catts grad student 2006 University of Kansas
 (Phonological-lexical processing and word learning in preschool children differing in phonological awareness.)

Children

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Natalie V. Covington research assistant 2012 University of Nebraska - Lincoln (Neurotree)
Sara J. Benham research assistant 2012-2013 University of Nebraska, East Campus, Lincoln, Nebraska
Xue Bao grad student 2019- MGH Institute of Health Professions
Jillian H. McCarthy grad student 2011 University of Nebraska - Lincoln (LinguisTree)
Kelly F. Farquharson grad student 2009-2012 University of Nebraska - Lincoln
Kelly F. Farquharson grad student 2009-2012 University of Nebraska - Lincoln
Kathryn L. Cabbage grad student 2013 University of Nebraska - Lincoln (LinguisTree)
Crystle N. Alonzo grad student 2013-2018 MGH Institute of Health Professions
Lauren S. Baron grad student 2014-2018 MGH Institute of Health Professions
Rouzana Komesidou post-doc 2018-
Tracy M. Centanni post-doc 2013-2015 MGH- Institute of Health Professions

Collaborators

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Jordan R. Green collaborator 2008- University of Nebraska - Lincoln
BETA: Related publications

Publications

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Mettler HM, Alt M, Gray S, et al. (2022) Phonological Working Memory and Sentence Production in School-Age Children with Typical Language, Dyslexia, and Comorbid Dyslexia and Developmental Language Disorder. Journal of Child Language. 1-35
Komesidou R, Feller MJ, Wolter JA, et al. (2022) Educators' Perceptions of Barriers and Facilitators to the Implementation of Screeners for Developmental Language Disorder and Dyslexia. Journal of Research in Reading. 45: 277-298
Alonzo CN, Komesidou R, Wolter JA, et al. (2022) Building Sustainable Models of Research-Practice Partnerships Within Educational Systems. American Journal of Speech-Language Pathology. 1-13
Gray SI, Levy R, Alt M, et al. (2022) Working Memory Predicts New Word Learning Over and Above Existing Vocabulary and Nonverbal IQ. Journal of Speech, Language, and Hearing Research : Jslhr. 1-26
Curran M, Komesidou R, Hogan TP. (2022) Less Is More: Implementing the Minimal Intervention Needed for Change Approach to Increase Contextual Fit of Speech-Language Interventions. Language, Speech, and Hearing Services in Schools. 1-12
Alt M, Fox A, Levy R, et al. (2021) Phonological working memory and central executive function differ in children with typical development and dyslexia. Dyslexia (Chichester, England)
Farquharson K, Hogan TP, Fox AB. (2021) Factors that influence non-word repetition performance in children with and without persistent speech sound disorders. International Journal of Language & Communication Disorders
Erikson JA, Alt M, Gray S, et al. (2021) Phonological Vulnerability for School-Aged Spanish-English-Speaking Bilingual Children. International Journal of Bilingual Education and Bilingualism. 24: 736-756
Bao X, Qu H, Zhang R, et al. (2020) Modeling Reading Ability Gain in Kindergarten Children during COVID-19 School Closures. International Journal of Environmental Research and Public Health. 17
Zuk J, Dunstan J, Norton E, et al. (2020) Multifactorial pathways facilitate resilience among kindergarteners at risk for dyslexia: A longitudinal behavioral and neuroimaging study. Developmental Science. e12983
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