Jessica Logan

Publications

• Introduction to latent class analysis for reading fluency research
• Best practices for addressing missing data through multiple imputation
• Understanding policies and practices that support successful transitions to kindergarten
• Preschool Teachers’ Implementation Fidelity When Using a Technology-Mediated Language and Literacy Intervention
• Examining Quality in Two Preschool Settings: Publicly Funded Early Childhood Education and Inclusive Early Childhood Education Classrooms
• Why do early mathematics skills predict later reading? The role of mathematical language
• The nonlinear relations of the approximate number system and mathematical language to early mathematics development
• Kindergarten Impacts of a Preschool Language-Focused Intervention
• A latent profile analysis of math achievement, numerosity, and math anxiety in twins
• Caregiver Implementation of a Home-Based Reading Program WithTheir Children With Disabilities: Patterns of Adherence
• Empirically Based Profiles of the Early Literacy Skills of Children With Language Impairment in Early Childhood Special Education
• Designing caregiver-implemented shared-reading interventions to overcome implementation barriers
• Does mixing age groups in early childhood education settings support children’s language development?
• Increasing Caregivers’ Adherence to an Early-Literacy Intervention Improves the Print Knowledge of Children with Language Impairment
• SKIPing With Head Start Teachers: Influence of T-SKIP on Object-Control Skills
• Algorithm-driven dosage decisions (AD3): Optimizing treatment for children with language impairment
• Staff Practices and Social Skill Outcomes in a Sport-Based Youth Program
• Professional development for early childhood educators: Efforts to improve math and science learning opportunities in early childhood classrooms
• Early childhood educators' knowledge, beliefs, education, experiences, and children's language- and literacy-learning opportunities: What is the connection?
• Intensity of language treatment: contribution to children's language outcomes
• Establishing language benchmarks for children with typically developing language and children with language impairment
• Pressure points in reading comprehension: A quantile multiple regression analysis
• Print-Focused Read-Alouds in Early Childhood Special Education Programs
• Child language and parent discipline mediate the relation between family income and false belief understanding
• Longitudinal impacts of print-focused read-alouds for children with language impairment
• The mediating role of classroom quality on peer effects and language gain in pre-kindergarten ECSE classrooms
• Association between Television Viewing and Parent-Child Reading in the Early Home Environment
• Predictors of language gains among school-age children with language impairment in the public schools
• Individual differences in response to a large-scale language and pre-literacy intervention for preschoolers in Denmark
• SKIPing with teachers: an early years motor skill intervention
• Designing Effective Speech-Language Interventions for Children in the Public Schools: Leverage the Spacing Effect
• Using hierarchical linear modeling to examine how individual SLPs differentially contribute to children’s language and literacy gains in public schools
• Decoding skills in children with language impairment: Contributions of phonological processing and classroom experiences
• Comparing Children with ASD and Their Peers’ Growth in Print Knowledge
• Do early learning and literacy support at home predict preschoolers’ narrative skills?
• Modeling the nature of grammar and vocabulary trajectories from prekindergarten to third grade
• Fidelity of implementation for an early-literacy intervention: Dimensionality and contribution to children's intervention outcomes
• The home-literacy environment of young children with disabilities
• School readiness of children with language impairment: Predicting literacy skills from pre-literacy and social-behavioural dimensions
• Small-Group, Emergent Literacy Intervention Under Two Implementation Models: Intent-to-Treat and Dosage Effects for Preschoolers at Risk for Reading Difficulties
• Early childhood language gains, kindergarten readiness, and Grade 3 reading achievement
• From the trajectory of heritability to the heritability of trajectories
• Should I allow my confirmatory factors to correlate during factor score extraction? Implications for the applied researcher
• Latent Profile Moderation: Examining the Differential Impact of a Small-Group Emergent Literacy Intervention
• Can resilience change over time? Patterns and transitions in resilience among young children involved with the child welfare system
• Behavior Management and Engagement During Small-Group Instruction as Predictors of Preschoolers’ Literacy Skill Outcomes
• The early writing skills of children identified as at-risk for literacy difficulties
• Alignment Between Children’s Numeracy Performance, the Kindergarten Common Core State Standards for Mathematics, and State-Level Early Learning Standards
• Data Sharing in Education Science
• Response to Fuson, Clements, and Sarama Commentary on Litkowski, Duncan, Logan, and Purpura (2020)
• Extending conditional means modeling: An introduction to quantile regression
• Reading development in young children: Genetic and environmental influences
• Linear and quadratic growth models for continuous and dichotomous outcomes
• Rapid serial naming and reading ability: The role of lexical access
• Heritability across the distribution: An application of quantile regression
• Relations among home literacy environment, child characteristics and print knowledge for preschool children with language impairment
• Improving Language-Focused Comprehension Instruction in Primary-Grade Classrooms: Impacts of the Let’s Know! Experimental Curriculum
• Peer Effects in Early Childhood Education: Testing the Assumptions of Special-Education Inclusion
• Quality of language intervention provided to primary-grade students with language impairment
• Comparing Emergent-Literacy Skills and Home-Literacy Environment of Children With Autism and Their Peers
• Impact of prematurity on language skills at school age
• Why children differ in motivation to learn: Insights from over 13,000 twins from 6 countries
• Children's Attendance Rates and Quality of Teacher-Child Interactions in At-Risk Preschool Classrooms: Contribution to Children's Expressive Language Growth
• It Depends: Conditional Correlation Between Frequency of Storybook Reading and Emergent Literacy Skills in Children With Language Impairments
• School profiles of at-risk student concentration: Differential growth in oral reading fluency
• Component processes in reading: Shared and unique variance in serial and isolated naming speed
• Integration of literacy into speech-language therapy: A descriptive analysis of treatment practices
• Emergent literacy profiles among prekindergarten children from low-SES backgrounds: Longitudinal considerations
• Influences on the congruence between parents' and teachers' ratings of young children's social skills and problem behaviors
• Genetic and environmental influences on the growth of early reading skills
• Quantile Regression in the Study of Developmental Sciences
• Exploring how nature and nurture affect the development of reading: An analysis of the florida twin project on reading
• Math Fluency Is Etiologically Distinct From Untimed Math Performance, Decoding Fluency, and Untimed Reading Performance: Evidence From a Twin Study
• Do the symptoms of language disorder align with treatment goals? An exploratory study of primary-grade students' IEPs
• Genetic covariation underlying reading, language and related measures in a sample selected for specific language impairment
• Profiles of Resilience among Children Exposed to Non-Maltreatment Adverse Childhood Experiences