- Ph.D., 1979, University of Florida, Speech
- M.A., 1977, University of Florida, Speech
- B.A., 1975, University of Florida, Psychology
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.