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Tiffany P. Hogan, PhD, CCC-SLP

Special Education and Communication Disorders The University of Nebraska - Lincoln, Lincoln, NE 
Language and Literacy
"Tiffany Hogan"
Cross-listing: LinguisTree - Neurotree


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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.)
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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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