Christopher J. Lonigan

22.8k total citations · 5 hit papers
186 papers, 16.3k citations indexed

About

Christopher J. Lonigan is a scholar working on Developmental and Educational Psychology, Education and Clinical Psychology. According to data from OpenAlex, Christopher J. Lonigan has authored 186 papers receiving a total of 16.3k indexed citations (citations by other indexed papers that have themselves been cited), including 123 papers in Developmental and Educational Psychology, 111 papers in Education and 62 papers in Clinical Psychology. Recurrent topics in Christopher J. Lonigan's work include Reading and Literacy Development (100 papers), Language Development and Disorders (58 papers) and Early Childhood Education and Development (56 papers). Christopher J. Lonigan is often cited by papers focused on Reading and Literacy Development (100 papers), Language Development and Disorders (58 papers) and Early Childhood Education and Development (56 papers). Christopher J. Lonigan collaborates with scholars based in United States, Germany and Canada. Christopher J. Lonigan's co-authors include Stephen R. Burgess, Beth M. Phillips, Jason L. Anthony, Grover J. Whitehurst, David J. Purpura, Cynthia S. Puranik, Janet E. Fischel, Nicholas P. Allan, Marta C. Valdez-Menchaca and Michael W. Vasey and has published in prestigious journals such as Psychological Bulletin, American Psychologist and PEDIATRICS.

In The Last Decade

Christopher J. Lonigan

182 papers receiving 15.0k citations

Hit Papers

Child Development and Eme... 1988 2026 2000 2013 1998 1988 2000 2014 2021 500 1000 1.5k
What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

  1. Child Development and Emergent Literacy
    1998 1.8k citations Christopher J. Lonigan et al. Child Development profile →
  2. Accelerating language development through picture book reading.
    1988 999 citations Christopher J. Lonigan et al. profile →
  3. Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study.
    2000 761 citations Christopher J. Lonigan, Jason L. Anthony et al. profile →
  4. Relations between inhibitory control and the development of academic skills in preschool and kindergarten: A meta-analysis.
    2014 279 citations Darcey M. Allan, Christopher J. Lonigan et al. profile →
  5. Relations between executive functions and academic outcomes in elementary school children: A meta-analysis.
    2021 176 citations J. Marc Goodrich, Christopher J. Lonigan et al. profile →

Author Peers

Peers are selected by citation overlap in the author's most active subfields. citations · hero ref

Author Last Decade Papers Cites
Christopher J. Lonigan 10.6k 9.7k 4.0k 2.2k 1.6k 186 16.3k
Frederick J. Morrison 5.9k 0.6× 8.3k 0.9× 3.1k 0.8× 1.7k 0.8× 1.3k 0.8× 129 12.2k
Laura M. Justice 10.7k 1.0× 10.6k 1.1× 2.6k 0.7× 927 0.4× 1.2k 0.8× 370 15.5k
Catherine McBride‐Chang 8.9k 0.8× 4.6k 0.5× 1.8k 0.4× 3.5k 1.6× 3.3k 2.0× 150 12.4k
Linda S. Siegel 11.1k 1.0× 4.6k 0.5× 1.1k 0.3× 5.0k 2.2× 3.6k 2.2× 247 14.5k
Megan M. McClelland 3.6k 0.3× 6.5k 0.7× 3.3k 0.8× 1.2k 0.5× 560 0.3× 95 8.9k
Clancy Blair 6.1k 0.6× 11.0k 1.1× 9.0k 2.3× 1.9k 0.9× 2.6k 1.6× 219 20.8k
Thomas R. Kratochwill 7.5k 0.7× 3.2k 0.3× 5.7k 1.4× 918 0.4× 3.4k 2.1× 249 12.2k
Margaret J. Snowling 21.4k 2.0× 7.6k 0.8× 1.5k 0.4× 7.3k 3.3× 7.9k 4.9× 236 23.9k
Linda S. Pagani 2.3k 0.2× 5.4k 0.6× 2.5k 0.6× 1.6k 0.7× 371 0.2× 119 8.5k
Catherine S. Tamis‐LeMonda 5.8k 0.5× 6.4k 0.7× 5.9k 1.5× 284 0.1× 1.1k 0.7× 241 15.1k

Countries citing papers authored by Christopher J. Lonigan

Since Specialization
Citations

This map shows the geographic impact of Christopher J. Lonigan's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Christopher J. Lonigan with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Christopher J. Lonigan more than expected).

Fields of papers citing papers by Christopher J. Lonigan

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Christopher J. Lonigan. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Christopher J. Lonigan. The network helps show where Christopher J. Lonigan may publish in the future.

Co-authorship network of co-authors of Christopher J. Lonigan

This figure shows the co-authorship network connecting the top 25 collaborators of Christopher J. Lonigan. A scholar is included among the top collaborators of Christopher J. Lonigan based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Christopher J. Lonigan. Christopher J. Lonigan is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Lonigan, Christopher J., et al.. (2025). Performance- and report-based measures of executive function as predictors of children’s academic skills.. Neuropsychology. 39(3). 214–222.
2.
Lonigan, Christopher J., et al.. (2025). Examining the dimensions of inhibition and its relations to early academic skills and externalizing behaviors in a preschool-age sample. Early Childhood Research Quarterly. 73. 39–48.
3.
Hoffman, Mary Ann, et al.. (2025). Utility of Parent and Teacher Behavior Ratings for Self-Regulatory Outcomes of Preschool Children: A Multi-Study Examination. Research on Child and Adolescent Psychopathology. 53(4). 459–472.
4.
Phillips, Beth M., et al.. (2024). Impact of supplemental multicomponent early childhood language instruction.. Journal of Educational Psychology. 116(6). 1034–1051. 1 indexed citations
5.
Catts, Hugh W., Nicole Patton Terry, Christopher J. Lonigan, et al.. (2024). Revisiting the definition of dyslexia. Annals of Dyslexia. 74(3). 282–302. 21 indexed citations
6.
Zippert, Erica L., et al.. (2023). Use them or lose them: Are manipulatives needed to assess numeracy and geometry performance in preschool?. Infant and Child Development. 32(5).
7.
Pelham, William E., Amy R. Altszuler, Brittany M. Merrill, et al.. (2022). The effect of stimulant medication on the learning of academic curricula in children with ADHD: A randomized crossover study.. Journal of Consulting and Clinical Psychology. 90(5). 367–380. 9 indexed citations
8.
Lonigan, Christopher J., et al.. (2021). Executive function, language dominance and literacy skills in Spanish-speaking language-minority children: A longitudinal study. Early Childhood Research Quarterly. 57. 228–238. 4 indexed citations
9.
Kofler, Michael, Erica L. Wells, Elia F. Soto, et al.. (2020). A randomized controlled trial of central executive training (CET) versus inhibitory control training (ICT) for ADHD.. Journal of Consulting and Clinical Psychology. 88(8). 738–756. 28 indexed citations
10.
Goodrich, J. Marc, Christopher J. Lonigan, & Jo Ann M. Farver. (2017). Impacts of a literacy-focused preschool curriculum on the early literacy skills of language-minority children. Early Childhood Research Quarterly. 40. 13–24. 16 indexed citations
11.
Purpura, David J. & Christopher J. Lonigan. (2015). Early Numeracy Assessment: The Development of the Preschool Early Numeracy Scales. Early Education and Development. 26(2). 286–313. 71 indexed citations
12.
Lonigan, Christopher J. & Beth M. Phillips. (2015). Response to instruction in preschool: Results of two randomized studies with children at significant risk of reading difficulties.. Journal of Educational Psychology. 108(1). 114–129. 55 indexed citations
13.
Lonigan, Christopher J. & Beth M. Phillips. (2012). Comparing Skills-Focused and Self-Regulation Focused Preschool Curricula: Impacts on Academic and Self-Regulatory Skills.. Society for Research on Educational Effectiveness. 20 indexed citations
14.
Lonigan, Christopher J., et al.. (2012). Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties. Journal of Experimental Child Psychology. 114(1). 111–130. 159 indexed citations
15.
Lonigan, Christopher J., et al.. (2009). The nature of preschool phonological processing abilities and their relations to vocabulary, general cognitive abilities, and print knowledge.. Journal of Educational Psychology. 101(2). 345–358. 113 indexed citations
16.
Farver, Jo Ann M., et al.. (2009). Effective Early Literacy Skill Development for Young Spanish-Speaking English Language Learners: An Experimental Study of Two Methods. Child Development. 80(3). 703–719. 131 indexed citations
17.
Lonigan, Christopher J. & Michael W. Vasey. (2008). Negative Affectivity, Effortful Control, and Attention to Threat-Relevant Stimuli. Journal of Abnormal Child Psychology. 37(3). 387–399. 184 indexed citations
18.
Lonigan, Christopher J., et al.. (1998). Child Development and Emergent Literacy. Child Development. 69(3). 848–872. 1763 indexed citations breakdown →
19.
Lonigan, Christopher J., Michael P. Carey, & A. J. Finch. (1994). Anxiety and depression in children and adolescents: Negative affectivity and the utility of self-reports.. Journal of Consulting and Clinical Psychology. 62(5). 1000–1008. 146 indexed citations
20.
Lonigan, Christopher J., et al.. (1994). Children Exposed to Disaster: I. Epidemiology of Post-Traumatic Symptoms and Symptom Profiles. Journal of the American Academy of Child & Adolescent Psychiatry. 33(1). 80–93. 311 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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