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Earlier Publications | Under Review | In Preparation |
Anthony, J. L., Lonigan, C. J., Vernberg, E., Silverman, W., La Greca, A., & Prinstein, M. (in press). Multisample Cross-Validation of a Model of Childhood Posttraumatic Stress Disorder Symptomotology. Journal of Traumatic Stress.
Gerhardstein1, R. R., Lonigan, C. J., Cukrowicz1, K. C., & McGuffy1, J. A. (in press). Factor Structure of the Conners Teacher Rating Scale in a Low-Income Preschool Sample. Journal of Psychoeducational Assessment.
Lonigan, C. J. (in press). The development of phonological processing skills and their relation to early reading. In S. B. Neuman, & D. K. Dickinsen (Eds.), Handbook of Early Literacy Research: Second Edition. New York: Guilford Press.
Lonigan, C. J.
(in press). Empirically Supported Treatments for Childhood Disorders:
Process,
Evidence, and Issues. In A. Gross, & R. Drabman (Eds.), Encyclopedia
of Behavior Modification and
Cognitive Behavior Therapy: Child Clinical Applications (Vol II).
Phillips, B. M., & Lonigan, C. J. (in press). Social correlates of emergent literacy. In C. Hulme, M. Snowling, & M. Seidenberg (Eds.) The Science of Reading. Blackwell.
Anthony, J. L., & Lonigan, C. J. (2004). The nature of phonological sensitivity: Converging evidence from four studies of preschool and early-grade school children. Journal of Educational Psychology, 96, 43-55.
Lonigan, C. J. (2004). Family literacy and emergent literacy programs. In B. Wasik (Ed.), Handbook on Family Literacy: Research and Services. Hillsdale, NJ: Lawrence Erlbaum Associates.
Lonigan, C. J., Keller1,
K,
& Phillips1, B. M. (2004). Assessment of children's
pre-literacy
skills. In B. Wasik (Ed.), Handbook on
Family Literacy: Research and Services. Hillsdale, NJ: Lawrence
Erlbaum
Associates.
Lonigan, C. J., Vasey, M. W., Phillips1, B. M., & Hazen, R. A. (2004). Temperament, Anxiety, and the Processing of Threat-Relevant Stimuli. Journal of Clinical Child and Adolescent Psychology, 33, 8 - 20.
Anthony, J. L., Lonigan, C. J., Driscoll, K., Phillips, B. M., & Burgess, S. R. (2003). Preschool phonological sensitivity: A quasi-parallel progression of word structure units and cognitive operations. Reading Research Quarterly, 38, 470-487.
**Lonigan, C. J. (2003). Comment on Marcon. Early Childhood Research & Practice, 5(2).
Lonigan, C. J. (2003). Development and promotion of emergent literacy skills in preschool children at-risk of reading difficulties. In B. Foorman (Ed.), Preventing and Remediating Reading Difficulties: Bringing Science to Scale (pp. 23 - 50). Timonium, MD: York Press.
Lonigan, C. J., Driscoll1, K., Phillips1, B. M., Cantor1, B. G., Anthony1, J. L., & Goldstein, H. (2003). Evaluation of a computer-assisted instruction phonological sensitivity program with preschool children at-risk for reading problems. Journal of Early Intervention, 25, 248-262.
2002 Publications
Anthony1, J. L., Lonigan,
C. J., Burgess, S.
R.,
Driscoll1, K., Phillips1, B. M., and Bloomfield1,
B. G. (2002). Structure of preschool phonological sensitivity:
Overlapping
sensitivity to rhyme, words, syllables, and phonemes. Journal of
Experimental
Child Psychology.
Anthony1, J. L., Lonigan, C. J., Hooe1, E. S., & Phillips1, B. M. (2002). An Affect Based, Hierarchical Model of Temperament and Its Relations with Internalizing Symptomatology. Journal of Clinical Child and Adolescent Psychology.
Phillips1, B.M.,
Lonigan, C.J., Driscoll1,
K., & Hooe1, E.S. (2002). Positive and negative
affectivity
in children: A multitrait-multimethod evaluation. Journal of
Clinical
Child and Adolescent Psychology.
2001 Publications
Lonigan, C.J., & Phillips1, B.M.
(2001).
Temperamental basis of anxiety disorders in children. In M.W.
Vasey
& M.R. Dadds (Eds.), The developmental psychopathology of
anxiety
(pp. 60-91). New York: Oxford University Press.
Lonigan, C.J., & Whitehurst, G.J. (2001). Getting ready to read: Emergent literacy and family literacy. In B. Wasik (Ed.), Family literacy programs: Current status and future directions. U.S. Department of Education.
Whitehurst, G.J., & Lonigan,
C.J. (2001). Emergent
Literacy:
Development from Prereaders to Readers. In S. B Neuman & D. K.
Dickensen
(Eds.), Handbook of Early Literacy Research (pp. 11 - 29). New
York:
Guilford Press.
2000 Publications
Joiner, T. E.,
& Lonigan, C. J. (2000). Tripartite
model
of depression and anxiety in youth psychiatric inpatients: Relations
with
diagnostic status and future symptoms. Journal of Clinical Child
Psychology,
29,
372-382.
Lonigan, C. J.,
Burgess1, S. R., & Anthony1,
J. L. (2000). Development of emergent literacy and early reading skills
in preschool children: Evidence from a latent variable longitudinal
study.
Developmental
Psychology, 36, 596-613.
Vasey, M. W., & Lonigan, C. J. (2000). Considering the clinical utility of performance-based measures of childhood anxiety. Journal of Clinical Child Psychology, 29, 493-508.
1999 Publications
Anthony1, J. L., Lonigan, C. J., & Hecht1,
S. (1999). Construct validity of posttraumatic stress disorder in
children exposed to disaster: A confirmatory analysis of alternative
models.
Journal of Abnormal Psychology, 108, 326-336.
Lonigan, C. J., Anthony1, J. L., Bloomfield1, B., Dyer1, S. M., & Samwel1, C. (1999). Effects of two preschool shared reading interventions on the emergent literacy skills of children from low-income families. Journal of Early Intervention, 22, 306-322.
Lonigan, C. J., Bloomfield1, B. G., Anthony1, J.L., Bacon2, K. D., Phillips1, B. M., & Samwel1, C. S. (1999). Relations among emergent literacy skills, behavioral problems, and social competence in preschool children from low- and middle-income backgrounds. Topics in Early Childhood Special Education, 17, 40-53
Lonigan, C. J., Hooe1, E. S., David1, C. F., & Kistner, J. A. (1999). Positive and negative affectivity in children: Confirmatory factor analysis of a two-factor model and its relation to symptoms of anxiety and depression. Journal of Consulting and Clinical Psychology, 67, 374-386.
Muzekari, L. H., & Lonigan, C. J. (1999). Factors influencing placement recommendations for hospitalized individuals with chronic mental illness. Psychological Reports, 84, 302-304.
Muzekari, L. H., Lonigan,
C. J., Hatton, A. Y., &
Rowe,
C. (1999). Mental health services in the county jail: A critical
partnership? Psychological Reports, 84, 1099-1104.
1998 Publications
Bloomfield1,
B.G., & Lonigan, C.J. (1998). Validity of the Conners
teacher
Rating Scale within a low-income minority preschool population: An
observational
study. Association for the Advancement of Behavior Therapy
Abstracts,
5, CD-ROM Version.
Burgess1, S. R., & Lonigan, C. J. (1998). Bidirectional relations of phonological sensitivity and prereading abilities: Evidence from a preschool sample. Journal of Experimental Child Psychology, 70, 117-141.
Lonigan, C. J. (1998). Empirically supported psychosocial interventions for children: Progress and update. Clinical Child Psychology Newsletter, 12, 4-5.
Lonigan, C.J., Anthony1, J.L., & Phillips1, B.M (1998, November). Confirmatory factor analyses of the tripartite model of anxious and depressive symptomotology in inpatient children. Association for the Advancement of Behavior Therapy Abstracts, 5, CD-ROM Version.
Lonigan, C. J., Anthony1, J. L., & Shannon, M. P. (1998). Diagnostic efficacy of posttraumatic symptoms in children exposed to disaster. Journal of Clinical Child Psychology, 27, 255-267.
Lonigan, C. J., Burgess1, S. R., Anthony1, J. L., & Barker1, T. A. (1998). Development of phonological sensitivity in two- to five-year-old children. Journal of Educational Psychology, 90, 294-311.
Lonigan, C. J., & Elbert, J. C. (Eds.). (1998). Special Issue on Empirically Supported Psychosocial Interventions for Children. Journal of Clinical Child Psychology, 27, 138-226.
Lonigan, C. J., Elbert J. C., & Johnson, S. B. (1998). Empirically supported psychosocial interventions for children: An overview. Journal of Clinical Child Psychology, 27, 138-145.
Lonigan, C. J., & Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 17, 265-292.
Samwel1, C.S., Lonigan, C.J., Anthony1, J.L., & Bacon2, K.D. (1998). Comorbidity of developmental precursors to ADHD and reading disability: A preliminary examination. Association for the Advancement of Behavior Therapy Abstracts, 5, CD-ROM Version.
Whitehurst, G. J. & Lonigan,
C. J. (1998).
Child
development and emergent literacy. Child Development, 69,
848-872.
1997
Publications
Anthony1,
J.L., Lonigan,
C.J., & Hecht1, S. (1997).
Construct validity of PTSD in children exposed to disaster: Results
from
a confirmatory factor analysis. Association for the Advancement of
Behavior
Therapy Abstracts, 4, CD-ROM Version.
Heberlein1, W., Lonigan, C.J., & Kistner, J.A. (1997). Common and unique variance in the relationship between depression, anxiety, and self-perceptions in children. Association for the Advancement of Behavior Therapy Abstracts, 4, CD-ROM Version.
Hooe1, E., Lonigan, C.J., & Anthony1, J.L. (1997). Negative and positive affectivity: Toward a hierarchical structure of temperament in school-aged children. Association for the Advancement of Behavior Therapy Abstracts, 4, CD-ROM Version.
Lonigan, C.J., Kistner, J.A., Hooe1, E.S., & David1, C. (1997). An affective model of anxiety and depression in children: Evidence from a longitudinal study. Association for the Advancement of Behavior Therapy Abstracts, 4, CD-ROM Version.
McMillan1, D., Kistner, J.A., Lonigan, C.J., David1, C.F., & Hooe1, E. (1997). Assessing children's anxiety: The reliability of the RCMAS. Association for the Advancement of Behavior Therapy Abstracts, 4, CD-ROM Version.
Samwel1,
C.S., Lonigan,
C.J., Dyer1, S.M., & Hooe1,
E. (1997). Examining the tripartite model of anxiety and depression in
children and adolescents. Association for the Advancement of
Behavior
Therapy Abstracts, 4, CD-ROM Version.
1996
Publications
Anthony1,
J.L., Lonigan,
C.J., Dyer1, S.M., Hooe1,
E., Bloomfield1, B. (1996).
Preparing
children from economically-disadvantaged family backgrounds for
elementary
school: A shared reading intervention. Association for the
Advancement
of Behavior Therapy Abstracts, 3, 217.
Dyer1,
S.M., & Lonigan,
C.J. (1996). A valid means of discriminating anxiety and depression?
Confirmatory
factor analysis of the PANAS. Association for the Advancement of
Behavior
Therapy Abstracts, 3, 470.
1995
Publications
Lonigan, C.J., Anthony1,
J.L.,
& Burgess1, S.R. (1995).
Exposure
to print and preschool-aged children's interest in literacy. Society
for Research in Child Development Abstracts, 10, 530.
Lonigan, C.J., Anthony1, J.L., Dyer1, S.M., & Collins2, K. (1995). Evaluation of a language enrichment program for preschool-aged children from economically-disadvantaged backgrounds. Association for the Advancement of Behavior Therapy Abstracts, 2, 365.
Lonigan, C.J., Barker1,
T.A.,
Burgess1, S.R., & Anthony1,
J.L. (1995). Relations between language, phonological awareness, and
reading
development in two- to six-year-old children. Society for Research
in
Child Development Abstracts, 10, 529.
1994
Publications
Arnold, D.S., Lonigan, C.J.,
Whitehurst, G.J., & Epstein,
J.N.
(1994). Accelerating language development through picture-book reading:
Replication and extension to a videotape training format. Journal
of
Educational Psychology, 86, 235-243.
Lonigan, C.J. (1994). Reading to preschoolers exposed: Is the emperor really naked? Developmental Review, 14, 303-323.
Lonigan, C.J., Anthony1, J.L., & Shannon, M.P. (1994). Diagnostic efficacy of symptoms of posttraumatic stress disorder in children exposed to disaster. Association for the Advancement of Behavior Therapy Abstracts, 1, 330.
Lonigan, C.J., Carey, M.P., & Finch, A.J, Jr. (1994). Anxiety and depression in children and adolescents: Negative affectivity and the utility of self-reports. Journal of Consulting and Clinical Psychology, 62, 1000-1008.
Lonigan, C.J., Kistner, J.A., Risi1, S. & Balthazor1, M. (1994). Paradox lost: Are loneliness and depression really measures of similar constructs? Association for the Advancement of Behavior Therapy Abstracts, 1, 263.
Lonigan, C.J., Shannon, M.P., Taylor, C.M., Finch, A.J, Jr., & Sallee, F.R. (1994). Children exposed to disaster: II. Risk factors for the development of posttraumatic symptomatology. Journal of the American Academy of Child and Adolescent Psychiatry, 33, 94-105.
Lonigan, C.J., Wood2, J.A., Keeling2, S.L., & Shannon, M.P. (1994). Anxiety and affective disorders in children with severe posttraumatic reactions following disaster. Association for the Advancement of Behavior Therapy Abstracts, 1, 329.
Shannon, M.P., Lonigan,
C.J., Finch, A.J., Jr., & Taylor,
C.M.
(1994). Children exposed to disaster: I. Epidemiology of posttraumatic
symptoms and symptom profiles. Journal of the American Academy of
Child
and Adolescent Psychiatry, 33, 80-93.
1993
Publications
Lonigan, C.J. (1993).
Children's reactions to disaster: The role of
negative affectivity. Society for Research in Child Development
Abstracts,
9,
469.
Lonigan, C.J.
(1993).
Somebody read me a story: Evaluation of a
shared
reading program in low-income daycare. Society for Research in
Child
Development Abstracts, 9, 219.
1992
Publications
Lonigan, C.J., Fischel, J.E.,
Whitehurst, G.J., Arnold, D.S., &
Valdez-Menchaca, M.C. (1992). The role of otitis media in the
development
of expressive language disorder. Developmental Psychology, 28, 430-440.
Whitehurst, G.J., Fischel,
J.E.,
Arnold, D.S. & Lonigan,
C.J.
(1992). Evaluating outcomes with children with expressive language
delay.
In S.F. Warren & J. Reichie (Eds.), Causes and Effects in
Communication
and Language Intervention (pp 277-313). Baltimore, MD: Brookes
Publishing.
1991
Publications
Lonigan, C.J. (1991).
Environmental influences on language
acquisition:
Examination of the maternal-input hypothesis in a picture-book reading
intervention. Society for Research in Child Development Abstracts,
8,
54.
Lonigan, C.J., & Curry2, T. (1991). What you see may not be what you get: Mother-child language interaction in two settings. Society for Research in Child Development Abstracts, 8, 349.
Lonigan, C.J., & Muzekari, L.M. (1991). Community mental health services: Dropping-in and Dropping-out. ERIC Documents, ED336680.
Lonigan, C.J., Shannon, M.P., Finch, A.J, Jr., Daugherty, T.K., & Taylor, C.M. (1991). Children's reactions to a natural disaster: Symptom severity and degree of exposure. Advances in Behaviour Research and Therapy, 13, 135-154.
Whitehurst, G.J., Arnold, D.S., Smith, M., Fischel, J.E., Lonigan, C.J., & Valdez-Menchaca, M.C. (1991). Family history in developmental expressive language delay. Journal of Speech and Hearing Research, 34, 1150-1157.
Whitehurst, G.J., Fischel, J.E., Lonigan, C.J., Valdez-Menchaca, M.C., Arnold, D.S., & Smith, M. (1991). Treatment of early expressive language delay: If, when, and how. Topics in Language Disorders, 11, 55-68.
Whitehurst, G.J., Smith,
M.,
Fischel, J.E., Arnold, D.S., & Lonigan,
C.J. (1991). The continuity of babble and speech in children with
expressive
language delay. Journal of Speech and Hearing Research, 34,
1121-1129.
1988-1990
Publications
Lonigan, C.J. (1990). Which
behaviorism? A reply to Mahoney. American
Psychologist, 45, 1179-1181.
Fischel, J.E., Whitehurst, G.J., Lonigan, C.J., & Jordan, R.S. (1990). In response to Ruben: The role of hearing loss in expressive language delay. Pediatrics, 85, 1130-1131.
Whitehurst, G.J., Fischel, J.E., Arnold, D.S., Lonigan, C.J., Valdez-Menchaca, M.C., & Caulfield, M.B. (1989). Intervening in early shared book reading: Scripts versus direct training. Society for Research in Child Development Abstracts, 7, 124.
Whitehurst, G.J., Falco, F.L., Lonigan, C.J., Fischel, J.E., DeBaryshe, B.D., Valdez-Menchaca, M.C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24, 552-559.
Whitehurst, G.J., Fischel,
J.E., Lonigan,
C.J.,
Valdez-Menchaca,
M.C., DeBaryshe, B.D., & Caulfield, M.B. (1988). Verbal interaction
in families of normal and expressive language delayed children. Developmental
Psychology, 24, 690-699.
Anderson1, K. L., Lonigan, C. J., & Goldstein, H. (submitted). Effects of environmental noise and mild hearing loss on preschool children's performance on phonological sensitivity tasks.
Manuscripts
In Preparation
Keller1,
K., Lonigan, C. J., Phillips1,
B. M., & Goldstein, H. (in preparation). Phonological processes,
phonological
awareness, and vocabulary in preschool children.
Lonigan, C. J., Anthony1, J. L., Burgess1, S. R., & Phillips1, B. M (in preparation). The nature of preschool phonological processing abilities and their relations to vocabulary, general cognitive abilities, and print knowledge.
Lonigan, C.J., Anthony1, J.L., Phillips1, B. M., & Hooe1, E.S. (2001). Tripartite model of anxiety and depression in children and adolescents: Confirmation in clinical and community samples.
Lonigan, C. J., Cukrowicz1, K. C., Phillips1, B. M., & Anthony1, J. L. (2001). Emergent literacy skills and temperament in preschool children: Evidence for an early link between attentional problems and reading difficulties.
Lonigan, C. J., & Phillips1, B. M. (in preparation). Assessment of positive and negative affectivity in children and adolescents: A comparison of the PANAS and PANAS-C.
Lonigan, C. J., & Phillips1, B. M. (in preparation). Effortful control, affectivity, and symptoms of psychopathology in children and adolescents.
Phillips1, B. M., & Lonigan, C. J. (in preparation). The Adolescent Behavior Checklist: Comparison of factor structure in boys and girls and relations with parent-report behavior problems.
Phillips1,
B. M., & Lonigan, C. J. (in preparation). Comparison of
teacher,
parent, and observer reports of problem behaviors in preschool children
from lower and higher income backgrounds.