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Psychology

D-Index
64
Citations
21661
World Ranking
2916
National Ranking
1674

Overview

Hugh W. Catts is affiliated with Florida State University in the United States. Their research primarily spans the fields of Psychology and Social Sciences, with a focus on Developmental and Educational Psychology, Education, Statistics and Probability, Clinical Psychology, and Safety Research.

The main topics of Catts' work include Reading and Literacy Development, Cognitive and Developmental Aspects of Mathematical Skills, Early Childhood Education and Development, Language Development and Disorders, Parental Involvement in Education, Child Development and Digital Technology, and Disability Education and Employment.

Catts has published recent papers in several scholarly journals. Notable publications include:

  • "How the Science of Reading Informs 21st-Century Education," 2020, Reading Research Quarterly
  • "A Cumulative Risk and Resilience Model of Dyslexia," 2021, Journal of Learning Disabilities
  • "Revisiting the definition of dyslexia," 2024, Annals of Dyslexia
  • "Predicting Dyslexia in Children With Developmental Language Disorder," 2020, Journal of Speech Language and Hearing Research
  • "Commentary: The critical role of oral language deficits in reading disorders: reflections on Snowling and Hulme (2021)," 2021, Journal of Child Psychology and Psychiatry

Frequent co-authors collaborating with Catts include:

  • Yaacov Petscher
  • Donald L. Compton
  • Christopher J. Lonigan
  • Laura M. Steacy
  • Nicole Patton Terry

Their studies have appeared mainly in journals such as:

  • Reading Research Quarterly
  • Journal of Learning Disabilities
  • Annals of Dyslexia
  • Journal of Speech Language and Hearing Research
  • Journal of Child Psychology and Psychiatry

Catts' research addresses key issues related to dyslexia, reading science, and language disorders through empirical studies and theoretical models. This includes investigating risk and resilience factors affecting dyslexia as well as the connections between oral language deficits and reading disorders.

Best Publications

  • A Longitudinal Investigation of Reading Outcomes in Children with Language Impairments.

    Hugh W. Catts;Marc E. Fey;J. Bruce Tomblin;Xuyang Zhang

  • Language Deficits in Poor Comprehenders: A Case for the Simple View of Reading

    Hugh W. Catts;Suzanne M. Adlof;Susan Ellis Weismer

  • Language Basis of Reading and Reading Disabilities: Evidence From a Longitudinal Investigation

    Hugh W. Catts;Marc E. Fey;Xuyang Zhang;J. Bruce Tomblin

  • The Relationship Between Speech-Language Impairments and Reading Disabilities

    Hugh W. Catts

  • Are Specific Language Impairment and Dyslexia Distinct Disorders

    Hugh W. Catts;Suzanne M. Adlof;Tiffany P. Hogan;Susan Ellis Weismer

  • Estimating the Risk of Future Reading Difficulties in Kindergarten Children: A Research-Based Model and Its Clinical Implementation.

    Hugh W. Catts;Marc E. Fey;Xuyang Zhang;J. Bruce Tomblin

  • Language and Reading Disabilities

    Hugh William Catts;Alan G. Kamhi

  • The Connections between Language and Reading Disabilities

    Hugh William Catts;Alan G. Kamhi

  • Subgrouping Poor Readers on the Basis of Individual Differences in Reading-Related Abilities

    Hugh W. Catts;Tiffany P. Hogan;Marc E. Fey

  • Oral and Written Story Composition Skills of Children With Language Impairment

    Marc E. Fey;Hugh W. Catts;Kerry Proctor-Williams;J. Bruce Tomblin

  • The Association of Reading Disability, Behavioral Disorders, and Language Impairment among Second-grade Children

    J. Bruce Tomblin;Xuyang Zhang;Paula Buckwalter;Hugh Catts

  • Toward an understanding of developmental language and reading disorders.

    Alan G. Kamhi;Hugh W. Catts

  • Developmental Changes in Reading and Reading Disabilities

    Hugh W. Catts;Tiffany P. Hogan;Suzanne M. Adlof

  • The Role of Speed of Processing, Rapid Naming, and Phonological Awareness in Reading Achievement

    Hugh W. Catts;Matthew Gillispie;Laurence B. Leonard;Robert V. Kail

  • Predicting, Explaining, and Preventing Children's Reading Difficulties†

    Peggy McCardle;Hollis S. Scarborough;Hugh W. Catts

  • Should the Simple View of Reading Include a Fluency Component

    Suzanne M. Adlof;Hugh W. Catts;Todd D. Little

  • The Relationship Between Phonological Awareness and Reading: Implications for the Assessment of Phonological Awareness

    Tiffany P. Hogan;Hugh W. Catts;Todd D. Little

  • The Role of Phonological Processing in Early Reading Ability: What We Can Learn From Chinese

    Chieh-Fang Hu;Hugh W. Catts

  • Reading Achievement Growth in Children With Language Impairments

    Hugh W. Catts;Mindy Sittner Bridges;Todd D. Little;J. Bruce Tomblin

  • Speech Production/Phonological Deficits in Reading-Disordered Children

    Hugh W. Catts

  • Early Reading Achievement in Children With Expressive Phonological Disorders

    Linda S. Larrivee;Hugh W. Catts

Frequent Co-Authors

Alan G. Kamhi
Alan G. Kamhi University of North Carolina at Greensboro
Tiffany P. Hogan
Tiffany P. Hogan MGH Institute of Health Professions
Marc E. Fey
Marc E. Fey University of Kansas
Yaacov Petscher
Yaacov Petscher Florida State University
Christopher J. Lonigan
Christopher J. Lonigan Florida State University
Susan Ellis Weismer
Susan Ellis Weismer University of Wisconsin–Madison
Kate Cain
Kate Cain Lancaster University
Todd D. Little
Todd D. Little Texas Tech University
Donald L. Compton
Donald L. Compton Florida State University
Christopher Schatschneider
Christopher Schatschneider Florida State University

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