Hugh W. Catts

Professor and Chair

Phone: (785) 864-0639
Fax: (785) 864-3974
catts@ku.edu

BA, 1975, University of Florida
MA, 1977, University of Florida
Ph.D., 1979, University of Florida

Principal Investigator, Language and Reading Disorders Laboratory

Research

Dr.Catts research interests include the early identification and prevention of language-based reading disabilities. Most recently, he is the principal investigator on two projects funded by the Institute of Education Sciences. One project involves a five-year longitudinal study that is designed to increase our understanding of the role of language skills in reading comprehension, and knowledge of how to effectively increase reading comprehension through systematic classroom-based instruction. The project involves a consortium of researchers from the University of Kansas, Ohio State University, University of Nebraska, Lancaster University (England) and Arizona State University. In the other project, Dr. Catts and his research team at KU are examining the effectiveness of Response to Intervention as a framework for the identification of kindergarten children at risk for reading disabilities. Both of these projects provide excellent opportunities for student research experience and training.

Selected Recent Publications

Catts, H.W.,Compton, D., Tomblin, J.B., & Bridges, M. (in press). Prevalence and nature of late-emerging reading disabilities. Journal of Educational Psychology.

Bridges, M., & Catts, H.W. (2011). The use of dynamic assessment of phonological awareness for the early identification of reading disabilities in kindergarten children. Journal of Learning Disabilities, 44, 330-338.

Catts, H.W. & Adlof, S. (2011). Phonological and other language deficits associated with dyslexia. In S. Brady, D. Blaze, & A. Fowler (Eds.). Explaining individual differences in reading: Theory and evidence. New York, NY:Taylor & Frances.

Adlof, S. A., Catts, H.W., Lee, J. (2010). Kindergarten predictors of second vs. eight grade reading comprehension impairments. Journal of Learning Disabilities, 43, 332-345.

Catts, H.W. (2009). The narrow view of reading promotes a broad view of comprehension. Language, Speech, and Hearing Services in the Schools, 40, 178-183.

Catts, H.W., Petscher, Y., Schatschneider, C., & Bridges, M. (2009). Floor effects in universal screening and their impact on the early identification of reading disabilities. Journal of Learning Disabilities, 42, 163-176.

Catts, H.W., Bridges, M., Little, T. & Tomblin, J.B. (2008). Reading achievement growth in children with language impairments. Journal of Speech-Language-Hearing Research, 51, 1569-1579.