Allan*, N. P., Hume*, L. E., Allan*, D. M., Farrington*, A. L., & Lonigan, C. J. (2014). Relations between self-regulation and the development of academic skills in preschool and kindergarten: A meta-analysis. Developmental Psychology, 50, 2368-2379.
Allan*, D. M. & Lonigan, C. J. (in press). Relations between response trajectories on the continuous performance test and teacher-rated behavior problems in preschoolers. Psychological Assessment.
Allan*, N. P. & Lonigan, C. J. (2011). Examining the dimensionality of effortful control in preschool children and its relation to academic and socio-emotional indicators. Developmental Psychology, 47, 905-915.
Allan*, N. P. & Lonigan, C. J. (2014). Exploring dimensionality of effortful control using hot and cool tasks in a sample of preschool children. Journal of Experimental Child Psychology, 122, 33-47.
Allan*, N. P., Lonigan, C. J., & Wilson*, S. B. (2013). Psychometric evaluation of the Children's Behavior Questionnaire-Very Short Form in preschool children using parent and teacher report. Early Childhood Research Quarterly,28, 302-313.
Farver, J. M., Xu, Y., Lonigan, C. J., & Eppe, S. (2013). The home literacy environment and Latino Head Start Children's emergent literacy skills. Developmental Psychology, 49, 775-791.
Goodrich*, J. M., Lonigan, C. J., & Farver, J. M. (2013). Do skills in children’s first language promote development of skills in their second language? An experimental evaluation of transfer. Journal of Educational Psychology, 105, 414-426.
Goodrich*, J. M., Lonigan, C. J., & Farver, J. M. (2014). Children’s expressive language skills and their impact on the relation between first and second language phonological awareness skills. Scientific Studies of Reading, 18, 114-129.
Lerner*, M. D., & Lonigan, C. J. (in press). Examining dimensionality of executive function among preschool children: Unitary versus distinct abilities. Journal of Psychopathology and Behavioral Assessment.
Lonigan, C. J. (in press). Early literacy. To appear in L. Liben and U. Miller (Eds.), Handbook of Child Psychology and Developmental Science. Volume 2: Cognitive Processes. Hoboken, NJ: Wiley and Sons.
Lonigan, C. J. & Cunningham, A. E. (2013). Significant differences: Identifying the evidence base for promoting children’s early literacy skills in early childhood education. In T. Shanahan & C. J. Lonigan (Eds.), Literacy in Preschool and Kindergarten Children: The National Early Literacy Panel and Beyond (pp. 161-193). Baltimore, MD: Brookes.
Lonigan, C. J., Farver, J. M., Nakamoto, J., & Eppe, S. (2013). Developmental trajectories of preschool early literacy skills: A comparison of English-language learners and monolingual English-speakers. Developmental Psychology. 49, 1943-1957.
Lonigan, C. J., Farver, J. M., Phillips, B. M., & Clancy-Menchetti, J. (2011). Promoting the development of preschool children’s emergent literacy skills: A randomized evaluation of a literacy-focused curriculum and two professional development models. Reading and Writing, 24, 305-337.
Lonigan, C. J., Phillips, B. M., Wilson*, S. B., & Allan*, N. P. (2011). Temperament and Anxiety in Children and Adolescents. In W. Silverman and A. Field (Eds.), Anxiety Disorders in Children and Adolescents: Research, Assessment, and Intervention.
Lonigan, C. J., Purpura*, D. J., Wilson*, S. B., Walker, P. M., Clancy-Menchetti, J. (2013). Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties. Journal of Experimental Child Psychology, 114, 111-130.
Puranik, C. S. & Lonigan, C. J. (2011). From scribbles to scrabble: Preschool children’s developing knowledge of written language. Reading and Writing, 24, 567-589.
Puranik, C. S., & Lonigan, C. J. (2014). Emergent writing in preschoolers: Preliminary evidence for a theoretical framework. Reading Research Quarterly, 49, 453-467.
Shanahan, T. & Lonigan, C. J. (Eds.) (2013). Literacy in Preschool and Kindergarten Children: The National Early Literacy Panel and Beyond. Baltimore, MD: Brookes.
Sims*, D. M. & Lonigan, C. J. (2012). Multi-method assessment of ADHD characteristics in preschool children: Relations between measures. Early Childhood Research Quarterly, 27, 329-337.
Sims*, D. M., & Lonigan, C. J. (2013). Inattention, hyperactivity, and emergent literacy: Different facets of inattention relate uniquely to preschoolers’ reading-related skills. Journal of Clinical Child and Adolescent Psychology, 42, 208-219.
Sims*, D. M., Purpura*, D. J., & Lonigan, C. J. (in press). The relation between inattentive and hyperactive/impulsive behaviors and early mathematics skills. Journal of Attention Disorders.
Vasey, M. V., Harbaugh, C. N., Lonigan, C. J., Phillips, B. M., Hankin, B. L., Willem, L., & Bijttebier, P. (2013). Dimensions of temperament and depressive symptoms in youth: Replicating a three-way interaction. Journal of Research in Personality, 47, 908-921.
Vorstius, C., Radach, R., & Lonigan, C. J. (2014). Eye movements in developing readers: A comparison of silent and oral sentence reading. Visual Cognition, 22, 458-485.
(Note: * = Graduate Student Author)