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Psychology

D-Index
33
Citations
10302
World Ranking
10341
National Ranking
5426

Overview

Jason L. Anthony is affiliated with the University of South Florida in the United States. Their research spans several areas within psychology and social sciences, with a particular focus on developmental and educational psychology.

Their work addresses multiple main topics, including:

  • Reading and Literacy Development
  • Hearing Impairment and Communication
  • Early Childhood Education and Development
  • Cognitive and Developmental Aspects of Mathematical Skills
  • Educational and Psychological Assessments
  • Writing and Handwriting Education
  • Family and Disability Support Research

Jason L. Anthony has published research across various prominent venues, such as:

  • Journal of Educational Psychology
  • Early Education and Development
  • Journal of Psychoeducational Assessment
  • Children and Youth Services Review

Their recent papers include:

  • "U.S. children's understanding of the English alphabet: Its acquisition, conceptualization, and measurement," 2020, Journal of Educational Psychology
  • "The Texas Kindergarten Entry Assessment: Development, Psychometrics, and Scale-Up of a Comprehensive Screener," 2020, Early Education and Development
  • "Evaluation of the Computer-Based Orthographic Processing Assessment: An Application of Cognitive Diagnostic Modeling," 2022, Journal of Psychoeducational Assessment
  • "Preliminary evaluation of the What You Do Matters curriculum in community-based settings," 2023, Children and Youth Services Review

Frequent coauthors of Jason L. Anthony include:

  • Yi-Jui Chen
  • Jeffrey J. Williams
  • Noé A. Erazo
  • Weiliang Cen
  • Janelle J. Montroy

The main fields of study for their research are:

  • Psychology
  • Social Sciences

Within these fields, their subfields of study focus predominantly on:

  • Developmental and Educational Psychology
  • Education
  • Statistics and Probability
  • Clinical Psychology

Best Publications

  • 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

  • Development of Phonological Awareness

    Jason L. Anthony;David J. Francis

  • Development of phonological sensitivity in 2- to 5-year-old children.

    Christopher J. Lonigan;Stephen R. Burgess;Jason L. Anthony;Theodore A. Barker

  • The Nature of Phonological Awareness: Converging Evidence From Four Studies of Preschool and Early Grade School Children.

    Jason L. Anthony;Christopher J. Lonigan

  • The effects of theoretically different instruction and student characteristics on the skills of struggling readers

    Patricia G. Mathes;Carolyn A. Denton;Jack M. Fletcher;Jason L. Anthony

  • Phonological sensitivity: A quasi‐parallel progression of word structure units and cognitive operations

    Jason L. Anthony;Christopher J. Lonigan;Kimberly Driscoll;Beth M. Phillips

  • Effectiveness of Comprehensive Professional Development for Teachers of At-Risk Preschoolers

    Susan H. Landry;Jason L. Anthony;Paul R. Swank;Pauline Monseque-Bailey

  • An Evaluation of Intensive Intervention for Students with Persistent Reading Difficulties

    Carolyn A. Denton;Jack M. Fletcher;Jason L. Anthony;David J. Francis

  • Effects of Two Shared-Reading Interventions on Emergent Literacy Skills of At-Risk Preschoolers:

    Christopher J. Lonigan;Jason L. Anthony;Brenlee G. Bloomfield;Sarah M. Dyer

  • Structure of Preschool Phonological Sensitivity: Overlapping Sensitivity to Rhyme, Words, Syllables, and Phonemes☆

    Jason L. Anthony;Christopher J. Lonigan;Stephen R. Burgess;Kimberly Driscoll

  • Relations Among Emergent Literacy Skills, Behavior Problems, and Social Competence in Preschool Children From Low- and Middle-Income Backgrounds:

    Christopher J. Lonigan;Brenlee G. Bloomfield;Jason L. Anthony;Kimberly D. Bacon

  • The nature of preschool phonological processing abilities and their relations to vocabulary, general cognitive abilities, and print knowledge

    Christopher J. Lonigan;Jason L. Anthony;Beth M. Phillips;David J. Purpura

  • Effects of Two Tutoring Programs on the English Reading Development of Spanish-English Bilingual Students

    Carolyn A. Denton;Jason L. Anthony;Richard Parker;Jan E. Hasbrouck

  • Phonological processing and emergent literacy in younger and older preschool children.

    Jason L. Anthony;Jeffrey M. Williams;Renee McDonald;David J. Francis

  • An affect-based, hierarchical model of temperament and its relations with internalizing symptomatology.

    Jason L. Anthony;Christopher J. Lonigan;Eric S. Hooe;Beth M. Phillips

  • Dimensionality of posttraumatic stress disorder symptoms in children exposed to disaster: results from confirmatory factor analyses.

    Jason L. Anthony;Christopher J. Lonigan;Steve A. Hecht

  • Agreement among response to intervention criteria for identifying responder status.

    Amy E. Barth;Karla K. Stuebing;Jason L. Anthony;Carolyn A. Denton

  • What Factors Place Children With Speech Sound Disorders at Risk for Reading Problems

    Jason L. Anthony;Rachel Greenblatt Aghara;Rachel Greenblatt Aghara;Martha J. Dunkelberger;Teresa I. Anthony

  • An experimental study evaluating professional development activities within a state funded pre-kindergarten program

    Susan H. Landry;Paul R. Swank;Jason L. Anthony;Michael A. Assel

  • A Computer-Assisted Instruction Phonological Sensitivity Program for Preschool Children At-Risk for Reading Problems.

    Christopher J. Lonigan;Kimberly Driscoll;Beth M. Phillips;Brenlee G. Cantor

Frequent Co-Authors

Christopher J. Lonigan
Christopher J. Lonigan Florida State University
Susan H. Landry
Susan H. Landry The University of Texas Health Science Center at Houston
Paul R. Swank
Paul R. Swank The University of Texas Health Science Center at Houston
Beth M. Phillips
Beth M. Phillips Florida State University
David J. Francis
David J. Francis University of Houston
Carolyn A. Denton
Carolyn A. Denton The University of Texas Health Science Center at Houston
Ryan P. Bowles
Ryan P. Bowles Michigan State University
Renee McDonald
Renee McDonald Southern Methodist University
Barbara R. Foorman
Barbara R. Foorman Florida State University
David L. Neumann
David L. Neumann Griffith University

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