Christopher J Lonigan
Datos Biográficos
| ID | 1662731 |
|---|---|
| NOMBRE | Christopher J Lonigan |
| NOMBRES | Christopher J |
| APELLIDO | Lonigan |
| FIRMA | LONIGAN C J |
| AFILIACIONES | Florida State University |
| ORCID | 0000-0001-8173-0723 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 62 |
| TOTAL DE CITAS | 655 |
| TOTAL COMO AUTOR | 62 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1988 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 12 |
Unique components of preschool children’s externalizing behaviors that relate to the development of early literacy skills
Exploring invariance of the measurement and prediction of ADHD behaviors in Latino children
Examining the dimensions of inhibition and its relations to early academic skills and externalizing behaviors in a preschool-age sample
Peer effects in small-group language instruction
Impact of supplemental multicomponent early childhood language instruction
Revisiting the definition of dyslexia
Paraprofessionals' use of classroom management in a small‐group intervention
Although previous research suggests the use of classroom management strategies can support student engagement and learning, gaps in the literature still exist including the frequency of classroom management strategies in small‐group instruction. The purpose of this descriptive study was to measure the frequency of paraprofessionals' ( n = 94) classroom management strategies within the context of a small‐group intervention for kindergarteners at‐r…
Early Identification of Children with Dyslexia
Definitions of dyslexia typically make reference to unexpected poor reading, although how best to operationalize unexpected remains an issue. When operationally defined as reading below expectations based on the level of oral language, cases of unexpected poor reading make up fewer than half of cases of poor reading, and cases of unexpected poor reading occur throughout the range of reading proficiency. An implication is that what optimally predi…
Dimensionality of Oppositional Defiant Disorder Symptoms Across Elementary-School Grades
Differential patterns of growth in reading and math skills during elementary school
This study investigated developmental trajectories of reading and math using latent-growth-curve analyses across multiple academic skills, measures, and multiple time periods within a single sample. Reading-related growth was marked by significant individual differences during the early elementary-school period and non-significant individual differences during the late elementary-school period. For math-related skills, non-significant individual …
Executive function, language dominance and literacy skills in Spanish-speaking language-minority children
Supporting language and literacy development with intensive small-group interventions
Influences of the home language and literacy environment on Spanish and English vocabulary growth among dual language learners
Relations between executive functions and academic outcomes in elementary school children
The primary goal of this study was to examine developmental patterns among the relations between components of executive function (EF; working memory [WM], inhibitory control, shifting), and academic outcomes (reading, mathematics, language) in elementary school-age children. These relations were examined within the context of the development of EF and of academic skills utilizing an extension of the unity and diversity, intrinsic cognitive load,…
How the Science of Reading Informs 21st‐Century Education
The science of reading should be informed by an evolving evidence base built on the scientific method. Decades of basic research and randomized controlled trials of interventions and instructional routines have formed a substantial evidence base to guide best practices in reading instruction, reading intervention, and the early identification of at‐risk readers. The recent resurfacing of questions about what constitutes the science of reading is …
Hot and cool dimensionality of executive function
Examining the Simple View of Reading With Elementary School Children
The simple view of reading (SVR) proposes that performance in reading comprehension is the result of decoding and linguistic comprehension, and that each component is necessary but not sufficient for reading comprehension. In this study, the joint and unique predictive influences of decoding and linguistic comprehension for reading comprehension were examined with a group of 757 children in Grades 3 through 5. Children completed multiple measures…
Development of first- and second-language vocabulary knowledge among language-minority children
This study evaluated the development of vocabulary knowledge over the course of two academic years, beginning in preschool, in a large sample ( N = 944) of language-minority children using scores from single-language vocabulary assessments and conceptual scores. Results indicated that although children began the study with higher raw scores for Spanish vocabulary knowledge than for English vocabulary knowledge, this was reversed by the end of the…
Dimensionality of preschoolers’ informal mathematical abilities
Measurement of early literacy skills among monolingual English-speaking and Spanish-speaking language-minority children
A head-to-toes approach to computerized testing of executive functioning in young children
Identifying differences in early literacy skills across subgroups of language-minority children
The purpose of this study was to identify subgroups of language-minority children and evaluate whether differences in level and rate of growth of early literacy skills differed across subgroups. Five-hundred and twenty-six children completed measures of Spanish and English language and early literacy skills at the beginning, middle, and end of the preschool year. Latent growth models indicated that children's early literacy skills were increasing…
Home literacy practices and preschool children’s emergent writing skills
Impacts of a literacy-focused preschool curriculum on the early literacy skills of language-minority children
Examining the predictive relations between two aspects of self-regulation and growth in preschool children’s early literacy skills
There is strong evidence that self-regulatory processes are linked to early academic skills, both concurrently and longitudinally. The majority of extant longitudinal studies, however, have been conducted using autoregressive techniques that may not accurately model change across time. The purpose of this study was to examine the unique associations between 2 components of self-regulation, attention and executive functioning (EF), and growth in e…
Accelerating language development through picture book reading
Development of emergent literacy and early reading skills in preschool children
Although research has identified oral language, print knowledge, and phonological sensitivity as important emergent literacy skills for the development of reading, few studies have examined the relations between these aspects of emergent literacy or between these skills during preschool and during later reading. This study examined the joint and unique predictive significance of emergent literacy skills for both later emergent literacy skills and…
Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds
Home environments and young Latino children's school readiness
The home literacy environment and Latino head start children's emergent literacy skills
This study examined children's early literacy skills in both English and Spanish at entry to preschool to investigate the pattern of association among these skills and their families' home language and literacy practices. The participants were 392 primarily Latino immigrant (85%) families and their children. Mothers completed questionnaires about their families and their home literacy environment (HLE), and children's emergent literacy skills wer…
Examining the dimensionality of effortful control in preschool children and its relation to academic and socioemotional indicators
Effortful control (EC) is an important developmental construct, associated with socioemotional growth, academic performance, and psychopathology. EC is defined as the ability to execute goal-directed behavior to inhibit or delay a prepotent response in favor of a subdominant response. Extant research indicates that EC may be multidimensional. Confirmatory factor analysis with a sample of 234 preschoolers was used to determine if tasks designed to…
Contributions of emergent literacy skills to name writing, letter writing, and spelling in preschool children
Relations of the home literacy environment (HLE) to the development of reading‐related abilities
S The home literacy environment (HLE) is an important variable in the development of a number of developmental and educational outcomes; however, a number of questions concerning its conceptualization and relations to diverse outcomes are unanswered. This study examined the relations of six different conceptualizations of the HLE to oral language, phonological sensitivity, and early literacy development in a longitudinal sample of 115 preschooler…
Relations between executive functions and academic outcomes in elementary school children
The primary goal of this study was to examine developmental patterns among the relations between components of executive function (EF; working memory [WM], inhibitory control, shifting), and academic outcomes (reading, mathematics, language) in elementary school-age children. These relations were examined within the context of the development of EF and of academic skills utilizing an extension of the unity and diversity, intrinsic cognitive load,…
How the Science of Reading Informs 21st‐Century Education
The science of reading should be informed by an evolving evidence base built on the scientific method. Decades of basic research and randomized controlled trials of interventions and instructional routines have formed a substantial evidence base to guide best practices in reading instruction, reading intervention, and the early identification of at‐risk readers. The recent resurfacing of questions about what constitutes the science of reading is …
Enhancing early child care quality and learning for toddlers at risk
Despite reports of positive effects of high-quality child care, few experimental studies have examined the process of improving low-quality center-based care for toddler-age children. In this article, we report intervention effects on child care teachers' behaviors and children's social, emotional, behavioral, early literacy, language, and math outcomes as well as the teacher-child relationship. The intervention targeted the use of a set of respo…
Phonological sensitivity
S This study investigated the order of acquisition of phonological sensitivity skills among preschool and kindergarten children. Phonological sensitivity was examined in terms of four levels of linguistic complexity (words, syllables, onsets and rimes, phonemes) across four levels of task complexity (blending detection, elision detection, blending, and elision). Participants were 947 two‐ to five‐year‐old children from diverse backgrounds. Hierar…
Examining the predictive relations between two aspects of self-regulation and growth in preschool children’s early literacy skills
There is strong evidence that self-regulatory processes are linked to early academic skills, both concurrently and longitudinally. The majority of extant longitudinal studies, however, have been conducted using autoregressive techniques that may not accurately model change across time. The purpose of this study was to examine the unique associations between 2 components of self-regulation, attention and executive functioning (EF), and growth in e…
Developmental trajectories of preschool early literacy skills
This study utilized latent growth-curve analyses to determine if the early literacy skills of children who were Spanish-speaking language-minority (LM) followed a similar quantitative growth profile over a preschool year as that of a group of children from a comparable socioeconomic (SES) background but who were not LM. Participants, who ranged in age from 37 to 60 months (M = 50.73; SD = 5.04), included 540 Spanish-speaking LM and 408 non-LM chi…
The National Early Literacy Panel
This article summarizes Developing Early Literacy: Report of the National Early Literacy Panel, which was published in 2008. That report provides an extensive meta-analysis of approximately 300 studies showing which early literacy measures correlate with later literacy achievement. It also provides a series of meta-analyses of a comprehensive collection of experimental and quasi-experimental studies of ways of teaching early literacy (preschool a…
Developing Early Literacy Skills
This rejoinder provides responses to the conceptual concerns expressed in the nine critiques published in this issue of Educational Researcher of the 2008 National Early Literacy Panel report. It explains the necessity of adhering to clearly established study selection parameters in conducting trustworthy meta-analyses and the need to be cautious in claims made on the basis of empirical evidence. The rejoinder summarizes the report’s extensive an…
Emergent Writing in Preschoolers
Researchers and educators use the term emergent literacy to refer to a broad set of skills and attitudes that serve as foundational skills for acquiring success in later reading and writing; however, models of emergent literacy have generally focused on reading and reading‐related behaviors. Hence, the primary aim of this study was to articulate and evaluate a theoretical model of the components of emergent writing. Alternative models of the stru…
Name-writing proficiency, not length of name, is associated with preschool children's emergent literacy skills
Identifying differences in early literacy skills across subgroups of language-minority children
The purpose of this study was to identify subgroups of language-minority children and evaluate whether differences in level and rate of growth of early literacy skills differed across subgroups. Five-hundred and twenty-six children completed measures of Spanish and English language and early literacy skills at the beginning, middle, and end of the preschool year. Latent growth models indicated that children's early literacy skills were increasing…
Verbal interaction in families of normal and expressive-language-delayed children
Influences of the home language and literacy environment on Spanish and English vocabulary growth among dual language learners
Dimensionality of preschoolers’ informal mathematical abilities
Home literacy practices and preschool children’s emergent writing skills
Informal Numeracy Skills
Validating the structure of informal numeracy skills is critical to understanding the developmental trajectories of mathematics skills at early ages; however, little research has been devoted to construct evaluation of the Numbering, Relations, and Arithmetic Operations domains. This study was designed to address this knowledge gap by examining the structure of these three numeracy skill domains and examining the relations among these domains. Th…
Supporting language and literacy development with intensive small-group interventions
Verbal interaction in families of normal and expressive-language-delayed children
Accelerating language development through picture book reading
Which behaviorism? A reply to Mahoney
Which behaviorism? A reply to Mahoney
The role of otitis media in the development of expressive language disorder
The role of otitis media (OM) was investigated in a group of preschool children with a rigorously defined language impairment: developmental expressive language disorder (ELD)
Accelerating language development through picture book reading
G. J. Whitehurst et al. (1988) taught mothers specific interactive techniques to use when reading picture books with their preschool-age children. This intervention program, called dialogic reading, produced substantial effects on preschool children's language development. However, the costs of one-on-one training limit the widespread use of dialogic reading techniques. In this study the authors aimed to replicate and extend the results of the or…
Reading to Preschoolers Exposed
Child Development and Emergent Literacy
Emergent literacy consists of the skills, knowledge, and attitudes that are developmental precursors to reading and writing. This article offers a preliminary typology of children's emergent literacy skills, a review of the evidence that relates emergent literacy to reading, and a review of the evidence for linkage between children's emergent literacy environments and the development of emergent literacy skills. We propose that emergent literacy …
Development of phonological sensitivity in 2- to 5-year-old children.
This study examined phonological sensitivity in 238 children from middle- to upper-income families and 118 children from lower-income families across different levels of linguistic complexity. Children ranged in age from 2 to 5 years. Overall, the results indicated that as children increased in age, phonological sensitivity both increased in absolute terms and became more stable. Significant social class differences ingrowth of phonological sensi…
Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds
Mental Health Services in the County Jail
This study was designed to provide a description of individuals incarcerated in a county jail and referred for mental health services. A standardized intake form was completed for 598 inmates who had contact with the mental health counselor. Analysis of the mental health status of inmates suggests that the presence of a counselor in the jail may serve an important function. Specifically, inmates referred to the counselor were not in acute distres…
Factors Influencing Placement Recommendations for Hospitalized Individuals With Chronic Mental Illness
This study was undertaken to identify factors that may preclude a patient's discharge from a community mental health center and result in the patient being labeled “unplaceable.” Placement recommendations differed between the state hospital staff and a mental health professional employed by the center to evaluate 28 patients. A measure designed to assist in the assessment of patients' competencies suggested the professionals recommendations were …
Development of emergent literacy and early reading skills in preschool children
Although research has identified oral language, print knowledge, and phonological sensitivity as important emergent literacy skills for the development of reading, few studies have examined the relations between these aspects of emergent literacy or between these skills during preschool and during later reading. This study examined the joint and unique predictive significance of emergent literacy skills for both later emergent literacy skills and…
Relations of the home literacy environment (HLE) to the development of reading‐related abilities
S The home literacy environment (HLE) is an important variable in the development of a number of developmental and educational outcomes; however, a number of questions concerning its conceptualization and relations to diverse outcomes are unanswered. This study examined the relations of six different conceptualizations of the HLE to oral language, phonological sensitivity, and early literacy development in a longitudinal sample of 115 preschooler…
Phonological sensitivity
S This study investigated the order of acquisition of phonological sensitivity skills among preschool and kindergarten children. Phonological sensitivity was examined in terms of four levels of linguistic complexity (words, syllables, onsets and rimes, phonemes) across four levels of task complexity (blending detection, elision detection, blending, and elision). Participants were 947 two‐ to five‐year‐old children from diverse backgrounds. Hierar…
Home environments and young Latino children's school readiness
Assessing preschoolers’ emergent literacy skills in English and Spanish with the Get Ready to Read! screening tool
Variations in the Home Literacy Environment of Preschool Children
9.36) representing a wide range of socioeconomic backgrounds and types of early educational programs or child care. The caregivers completed survey questions on family background and home literacy activities and materials. Hierarchical cluster analyses performed on three randomly constituted subsamples and on the total sample revealed that a three-cluster solution best fit the data. Clusters differed on frequency of shared reading and literacy te…
An evaluation of two emergent literacy screening tools for preschool children
Misunderstood Statistical Assumptions Undermine Criticism of the National Early Literacy Panel’s Report
Many of the methodological criticisms of the National Early Literacy Panel (NELP) report presented in this special issue of Educational Researcher are not specific to the NELP report but are in fact broad criticisms of much of the quantitative research on early literacy. This rejoinder demonstrates that these criticisms are off target and are based on a misunderstanding of the basic statistical assumptions employed in early literacy research. The…
Developing Early Literacy Skills
This rejoinder provides responses to the conceptual concerns expressed in the nine critiques published in this issue of Educational Researcher of the 2008 National Early Literacy Panel report. It explains the necessity of adhering to clearly established study selection parameters in conducting trustworthy meta-analyses and the need to be cautious in claims made on the basis of empirical evidence. The rejoinder summarizes the report’s extensive an…
The National Early Literacy Panel
This article summarizes Developing Early Literacy: Report of the National Early Literacy Panel, which was published in 2008. That report provides an extensive meta-analysis of approximately 300 studies showing which early literacy measures correlate with later literacy achievement. It also provides a series of meta-analyses of a comprehensive collection of experimental and quasi-experimental studies of ways of teaching early literacy (preschool a…
Early literacy and early numeracy
Multi-method assessment of ADHD characteristics in preschool children
Name-writing proficiency, not length of name, is associated with preschool children's emergent literacy skills
Psychology (60 obras) · Developmental psychology (50 obras) · Reading and Literacy Development (39 obras) · Pedagogy (30 obras) · Literacy (29 obras) · Linguistics (26 obras) · Mathematics education (22 obras) · Language Development and Disorders (21 obras) · Early Childhood Education and Development (20 obras) · Child Development and Digital Technology (19 obras)