Hugh Catts profile picture CCI FSU Tallahassee FL

Hugh Catts, Ph.D.

Director, SCSD

(850) 645-6566
CC1 601

Dr.Catts research interests include the early identification and prevention of language-based reading disabilities. He is currently a 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 Florida State University,  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.


  • Ph.D., 1979, University of Florida, Speech
  • M.A., 1977, University of Florida, Speech
  • B.A., 1975, University of Florida, Psychology
Clinical Certification Certificate of Clinical Competence – Speech-Language Pathology American Speech-Language-Hearing Association 1991-

Research Interests

Language/Literacy and Reading Disorders: Early Identification and Prevention of Language-Based Reading Disabilities

Publications & Research

  • Catts, H.W., Nielsen, D., Bridges, M., Bontempo, D., & Liu, Y. (in press).  Early identification of reading disabilities within an RTI framework. Journal of Learning Disabilities.
  • Catts, H.W., Compton, D., Tomblin, J.B., & Bridges, M. (2012). Prevalence and nature of late-emerging reading disabilities. Journal of Educational Psychology, 104, 166-181.
  • Hogan, T.P., Bowles, R., Catts, H.W., & Storkel, H.L. (2011). The influence of neighborhood density and word frequency on phoneme awareness in 2nd and 4th grades. Journal of Communication Disorders. 44, 49-58.
  • 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.
  • Adlof, S., Catts, H. &  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 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.