Christopher Lonigan

Distinguished Research Professor
Associate Director, Florida Center for Reading Research

Recruiting a graduate student for Fall of 2024

Chris Lonigan

Contact Information



State University of New York at Stony Brook, 1991

Research Interests

Developmental psychopathology: principal focus on emotional and motivational influences on the development of psychopathology; early intervention (language/literacy) and its effects on cognitive, behavioral, and social development. Other interests include: PTSD in children; language acquisition; and language and behavior disorders of children.

Current Research

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.

Lab Description

Two primary areas of research: Developmental Psychopathology with a primary focus on self-regulatory influences (i.e., emotional, motivational, and executive capacities) on the development of psychopathology; and Early Literacy with a primary focus on the development of language and literacy skills, including typical development, children at risk for educational failure, early intervention, and the interplay between the development of language and literacy skills and children's behavioral and social development (e.g., behaviors associated with ADHD, self-regulation).

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)

Undergraduate Research

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