Tiffany P Hogan
Dados Biográficos
| ID | 4629936 |
|---|---|
| NOME | Tiffany P Hogan |
| PRENOMES | Tiffany P |
| SOBRENOME | Hogan |
| ASSINATURA | HOGAN T P |
| AFILIAÇÕES | MGH Institute of Health Professions |
| ORCID | 0000-0003-2160-6995 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAÇÕES | 10 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2005 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Sentence repetition as a potential indicator of broader language difficulty in students with dyslexia
Accounting for oral language skills in children with dyslexia
Phonological Working Memory and Sentence Production in School-Age Children with Typical Language, Dyslexia, and Comorbid Dyslexia and Developmental Language Disorder
Purpose Little is known about the relationship between sentence production and phonological working memory in school-age children. To fill this gap, we examined how strongly these constructs correlate. We also compared diagnostic groups’ working memory abilities to see if differences co-occurred with qualitative differences in their sentences. Method We conducted Bayesian analyses on data from seven- to nine-year-old children (n = 165 typical lan…
Educators' perceptions of barriers and facilitators to the implementation of screeners for developmental language disorder and dyslexia
Developmental language disorder (DLD) and dyslexia are common but under‐identified conditions that affect children's ability to read and comprehend text. Universal screening is a promising solution for improving under‐identification of DLD and dyslexia; however, we lack evidence for how to effectively implement and sustain screening procedures in schools. In the current study, we solicited input from educators in the United States around perceive…
Phonological vulnerability for school-aged Spanish-English-speaking bilingual children
This study examined accuracy on syllable-final (coda) consonants in newly-learned English-like nonwords to determine whether school-aged bilingual children may be more vulnerable to making errors on English-only codas than their monolingual, English-speaking peers, even at a stage in development when phonological accuracy in productions of familiar words is high. Bilingual Spanish-English-speaking second-graders (age 7–9) with typical development…
Modeling Reading Ability Gain in Kindergarten Children during Covid-19 School Closures
By 15 April 2020, more than 1.5 billion students worldwide experienced school closures in an effort to slow the spread of a novel coronavirus, severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), during the worldwide coronavirus disease 2019 (COVID-19) pandemic. These interruptions in formal in-person educational experiences caused adverse consequences on school-age children's academic outcomes. Using a pre-existing database, we calculat…
Translational Science
Despite scientific advances that have informed our understanding of reading acquisition and development, a profound gap exists between empirical findings and the implementation of evidence‐based practices in the assessment and instruction of reading in school settings. The debate regarding the practical implications of the science of reading (SOR) and its implementation in authentic school settings is palpable. As researchers, practitioners, poli…
Are Specific Language Impairment and Dyslexia Distinct Disorders?
Purpose: The purpose of this study was to determine whether specific language impairment (SLI) and dyslexia are distinct developmental disorders. Method: Study 1 investigated the overlap between SLI identified in kindergarten and dyslexia identified in 2nd, 4th, or 8th grades in a representative sample of 527 children. Study 2 examined phonological processing in a subsample of participants, including 21 children with dyslexia only, 43 children wi…
Translational Science
Despite scientific advances that have informed our understanding of reading acquisition and development, a profound gap exists between empirical findings and the implementation of evidence‐based practices in the assessment and instruction of reading in school settings. The debate regarding the practical implications of the science of reading (SOR) and its implementation in authentic school settings is palpable. As researchers, practitioners, poli…
Are Specific Language Impairment and Dyslexia Distinct Disorders?
Purpose: The purpose of this study was to determine whether specific language impairment (SLI) and dyslexia are distinct developmental disorders. Method: Study 1 investigated the overlap between SLI identified in kindergarten and dyslexia identified in 2nd, 4th, or 8th grades in a representative sample of 527 children. Study 2 examined phonological processing in a subsample of participants, including 21 children with dyslexia only, 43 children wi…
Modeling Reading Ability Gain in Kindergarten Children during Covid-19 School Closures
By 15 April 2020, more than 1.5 billion students worldwide experienced school closures in an effort to slow the spread of a novel coronavirus, severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), during the worldwide coronavirus disease 2019 (COVID-19) pandemic. These interruptions in formal in-person educational experiences caused adverse consequences on school-age children's academic outcomes. Using a pre-existing database, we calculat…
Translational Science
Despite scientific advances that have informed our understanding of reading acquisition and development, a profound gap exists between empirical findings and the implementation of evidence‐based practices in the assessment and instruction of reading in school settings. The debate regarding the practical implications of the science of reading (SOR) and its implementation in authentic school settings is palpable. As researchers, practitioners, poli…
Phonological vulnerability for school-aged Spanish-English-speaking bilingual children
This study examined accuracy on syllable-final (coda) consonants in newly-learned English-like nonwords to determine whether school-aged bilingual children may be more vulnerable to making errors on English-only codas than their monolingual, English-speaking peers, even at a stage in development when phonological accuracy in productions of familiar words is high. Bilingual Spanish-English-speaking second-graders (age 7–9) with typical development…
Educators' perceptions of barriers and facilitators to the implementation of screeners for developmental language disorder and dyslexia
Developmental language disorder (DLD) and dyslexia are common but under‐identified conditions that affect children's ability to read and comprehend text. Universal screening is a promising solution for improving under‐identification of DLD and dyslexia; however, we lack evidence for how to effectively implement and sustain screening procedures in schools. In the current study, we solicited input from educators in the United States around perceive…
Phonological Working Memory and Sentence Production in School-Age Children with Typical Language, Dyslexia, and Comorbid Dyslexia and Developmental Language Disorder
Purpose Little is known about the relationship between sentence production and phonological working memory in school-age children. To fill this gap, we examined how strongly these constructs correlate. We also compared diagnostic groups’ working memory abilities to see if differences co-occurred with qualitative differences in their sentences. Method We conducted Bayesian analyses on data from seven- to nine-year-old children (n = 165 typical lan…
Sentence repetition as a potential indicator of broader language difficulty in students with dyslexia
Accounting for oral language skills in children with dyslexia
Reading and Literacy Development (7 obras) · Language Development and Disorders (6 obras) · Psychology (6 obras) · Dyslexia (4 obras) · Linguistics (4 obras) · Cognitive psychology (3 obras) · Developmental psychology (3 obras) · Medicine (3 obras) · Phonology (3 obras) · Reading (process) (3 obras)