Affective Basis of Psychopathology: This research is designed
to examine the measurement and predictive significance of dispositional
affect on the expression and development of psychopathology in school-aged
children. Current focus is on examining the fit of a hierarchical model
of affect to nonclinical populations.
Temperament: An Affective Approach. This research is designed to
examine the overlap between dimensional models of temperament and dispositional
affect (i.e., Watson & Tellegen's Negative Affect and Positive Affect
Model). Current focus examines the fit between hierarchical models of temperament
and hierarchical models of affect.
Preschool Interventions for Children At-Risk of Reading Failure.
This research examines the efficacy of various preschool-based emergent
literacy interventions on the language and preliteracy skills of children
from lower-income families. Current focus is on the efficacy of various
sequences of exposure to intervention components.
Development of Emergent Literacy Skills in Preschool Children. This
longitudinal research examines the development and interrelationship of
language, phonological awareness, and other preliteracy skills. The project
also is designed to investigate the origins of emergent literacy skills
(e.g., familial and environmental influences). Current focus is on refining
measures of emergent literacy skills for use with younger preschool-aged
children and examining developmental and environmental correlates of these
abilities.
Language Development and Social Development. This research, a part
of a larger longitudinal project, examines the relation between language,
social competence, and behavior problems in preschool populations. Current
focus is directed at developing valid measures of social competence and
behavior that are sensitive to relatively short-term shifts in children's
language skills, and incorporating these measures into evaluations of preschool
language interventions.
Anthony, J.L., Lonigan, C.J., & Hecht, 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.
Burgess, 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., & Phillips, B.M. (in press). Temperamental basis
of anxiety disorders in children. In M.W. Vasey & M.R. Dadds (Eds.), The
developmental psychopathology of anxiety. Oxford University Press.
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.
Lonigan, C.J., & Whitehurst, G.J. (in press). Getting ready to
read: Emergent literacy and family literacy. In B. Wasik (Ed.), Family
literacy programs: Current status and future directions.
Lonigan, C.J., Burgess, S.R., & Anthony, 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.
Lonigan, C.J., Burgess, S.R., Anthony, J.L., & Barker, 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., & Johnson, S.B. (1998). Empirically
supported psychosocial interventions for children: An overview. Journal
of Clinical Child Psychology, 27, 138-145.
Lonigan, C.J., Hooe, E.S., David, 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.
Vasey, M. W., & Lonigan, C. J. (in press). The clinical utility
of performance-based measures: General issues and application to childhood
anxiety, Journal of Clinical Child Psychology.
Whitehurst, G.J. & Lonigan, C.J. (1998). Child development and
emergent literacy. Child Development, 69, 848-872.
