Christopher J. Lonigan focuses on Developmental psychology, Reading, Literacy, Language development and Cognition. His studies in Developmental psychology integrate themes in fields like Cognitive development, Phonological awareness, Shared reading and Anxiety. His Reading study focuses on Print awareness in particular.
His Emergent literacy study in the realm of Literacy connects with subjects such as Socioeconomic status. Christopher J. Lonigan combines subjects such as Mathematics education, Language acquisition, Parent training, Verbal learning and Psycholinguistics with his study of Language development. In his study, Linguistic sequence complexity, Morpheme, Order of acquisition and Cognitive psychology is strongly linked to Phonology, which falls under the umbrella field of Cognition.
His scientific interests lie mostly in Developmental psychology, Literacy, Reading, Phonological awareness and Cognition. His Developmental psychology research is multidisciplinary, incorporating perspectives in Intervention, Emergent literacy and Vocabulary. His work in Literacy tackles topics such as Psychological intervention which are related to areas like Clinical psychology.
His Reading research is multidisciplinary, relying on both Mathematics education, Cognitive psychology and Comprehension. Christopher J. Lonigan has included themes like Language proficiency, Response to intervention and Phonemic awareness in his Phonological awareness study. His study focuses on the intersection of Language development and fields such as Child development with connections in the field of Cognitive development.
Christopher J. Lonigan mainly focuses on Developmental psychology, Literacy, Phonological awareness, Reading and Vocabulary. His work on Early childhood as part of general Developmental psychology research is often related to Language minority, thus linking different fields of science. Christopher J. Lonigan has researched Early childhood in several fields, including Cognitive development, Child development, Language development and Set.
His research in Literacy intersects with topics in Language proficiency, At-risk students, Psychological intervention and Curriculum. His studies deal with areas such as Response to intervention, Phonotactics, Phonemic awareness, Age of Acquisition and Psycholinguistics as well as Phonological awareness. His work carried out in the field of Reading brings together such families of science as Mathematics education, Cognitive psychology, Code and Comprehension.
Christopher J. Lonigan spends much of his time researching Developmental psychology, Literacy, Phonological awareness, Cognition and Reading. His Developmental psychology research is multidisciplinary, incorporating elements of Confirmatory factor analysis, Checklist and Clinical psychology. His study in Literacy is interdisciplinary in nature, drawing from both Language proficiency, Knowledge level, Early childhood education and Curriculum.
The study incorporates disciplines such as At-risk students and Vocabulary development in addition to Phonological awareness. Christopher J. Lonigan combines subjects such as Mathematics education, Cognitive psychology and Comprehension with his study of Reading. His Early childhood study also includes fields such as
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Child development and emergent literacy
Graver J. Whitehurst;Christopher J. Lonigan.
Child Development (1998)
Accelerating Language Development through Picture Book Reading.
G. J. Whitehurst;F. L. Falco;C. J. Lonigan;J. E. Fischel.
Developmental Psychology (1988)
Development of emergent literacy and early reading skills in preschool children: evidence from a latent-variable longitudinal study.
Christopher J. Lonigan;Stephen R. Burgess;Jason L. Anthony.
Developmental Psychology (2000)
Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds
Christopher J Lonigan;Grover J Whitehurst.
Early Childhood Research Quarterly (1998)
Relations of the home literacy environment (HLE) to the development of reading-related abilities: A one-year longitudinal study
Stephen R. Burgess;Steven A. Hecht;Christopher J. Lonigan.
Reading Research Quarterly (2002)
Accelerating language development through picture book reading: replication and extension to a videotape training format
David H. Arnold;Christopher J. Lonigan;Grover J. Whitehurst;Jeffery N. Epstein.
Journal of Educational Psychology (1994)
Development of phonological sensitivity in 2- to 5-year-old children.
Christopher J. Lonigan;Stephen R. Burgess;Jason L. Anthony;Theodore A. Barker.
Journal of Educational Psychology (1998)
Empirically supported psychosocial interventions for children: an overview.
Christopher J. Lonigan;Jean C. Elbert;Suzanne Bennett Johnson.
Journal of Clinical Child Psychology (1998)
The Nature of Phonological Awareness: Converging Evidence From Four Studies of Preschool and Early Grade School Children.
Jason L. Anthony;Christopher J. Lonigan.
Journal of Educational Psychology (2004)
Children exposed to disaster: I. Epidemiology of post-traumatic symptoms and symptom profiles.
Mitsuko P. Shannon;Christopher J. Lonigan;A.J. Finch;Charlotte M. Taylor.
Journal of the American Academy of Child and Adolescent Psychiatry (1994)
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