Faculty Biography

Dr. Jason Anthony

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Education:

MS, clinical psychology, Florida State University, Tallahassee, FL

MS/Ed.S., school psychology, Florida State University, Tallahassee, FL

Ph.D., clinical psychology, Florida State University, Tallahassee, FL

Residency, clinical psychology, University of Washington School of Medicine, Seattle, WA

Fellowship, developmental disabilities, Florida State University, Tallahassee, FL

Clinical and Research Interests:

1. Learning disabilities
2. Child psychopathology
3. Program evaluation
4. Assessment
5. Statistics

Publications (selected):

• Anthony, J. L., Assel, M. A., & Williams, J. M. (in press). Exploratory and confirmatory factor analysis of the DIAL-3: What does this "screener" really measure? Journal of School Psychology.
• Anthony, J. L. & Assel, M. A. (in press). A first look at the validity of the Spanish version of the DIAL-3. Journal of Psychoeducational Assessment.
• Denton, C. A., Fletcher, J. M., Simos, P. G., Papanicolaou, A. C., & Anthony, J. L., (in press). An Implementation of a Tiered Intervention Model: Reading Outcomes and Neural Correlates. In D. Haager, S.Vaughn, & J.K. Klingner (Eds), Validated Reading Practices for Three Tiers of Intervention. Baltimore, Maryland: Paul H. Brookes.
• Anthony, J. L., Williams, J. M., McDonald, R., Corbitt-Shindler, D., Carlson, C. D., & Francis, D. J. (2006). Phonological processing and emergent literacy in Spanish speaking preschool children. Annals of Dyslexia, 56, 239-270.
• Denton, C. A., Fletcher, J. M., Anthony, J. L., & Francis, D. (2006). An evaluation of intensive interventions for students with persistent reading difficulties. Journal of Learning Disabilities, 39, 447-466.
• Anthony, J. L. & Francis, D. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14, 255-259.
• Anthony, J. L., Lonigan, C. J., Vernberg, E. M., La Greca, A. M., Silverman, W. K. & Prinstein, M. J., (2005). Multisample cross-validation of a model of childhood Posttraumatic Stress Disorder symptomatology. Journal of Traumatic Stress, 18, 667-676.
• Mathes, P. G., Denton, C. A., Fletcher, J., Anthony, J. L., Francis, D., and Schatschneider, C., (2005). The effects of theoretically different instruction and student characteristics on the skills of struggling readers. Reading Research Quarterly, 40, 148-183. Anthony, J. L., & Lonigan, C. J. (2004). The nature of phonological sensitivity: Converging evidence from four studies of preschool and early grade-school children. Journal of Educational Psychology, 96, 43-55.
• Denton, C.A., Anthony, J.L., Parker, R., & Hasbrouck, J. (2004). Effects of two tutoring programs on the English reading development of Spanish-English bilingual students. The Elementary School Journal, 104, 289-305.
• Anthony, J. L., Lonigan, C. J., Driscoll, K., Phillips, B. M., & Burgess, S. R. (2003). Phonological Sensitivity: A quasi-parallel progression of word structure units and cognitive operations. Reading Research Quarterly, 38, 470-487.
• Foorman, B.R., Seals, L., Anthony, J., & Durodola S. (2003). A Vocabulary Enrichment Program for Third and Fourth Grade African-American Students: Description, Implementation, and Impact. In B. Foorman (Ed.), Preventing and Remediating Reading Difficulties: Bringing Science to Scale. (pp. 419-444). Timonium, MD: York Press.
• Lonigan, C. J., Driscoll, K., Phillips, B. M., Cantor, B. G., Anthony, J. L., & Goldstein, H. (2003). Evaluation of a computer-assisted instruction program for phonological sensitivity with preschoolers at-risk for reading problems. Journal of Early Intervention, 24, 248-262.
• Anthony, J. L., Lonigan, C. J., Burgess, S. R., Driscoll Bacon, K., Phillips, B. M., & Cantor, B. G. (2002). Structure of preschool phonological sensitivity: Overlapping sensitivity to rhyme, words, syllables, and phonemes. Journal of Experimental Child Psychology, 82(1), 65-92.
• Anthony, J. L., Lonigan, C. J., Hooe, E. & Philips, B. M. (2002). An affect-based, hierarchical model of temperament and its relations to internalizing problems. Journal of Clinical Child and Adolescent Psychology, 31(4), 480-490.
• Foorman, B.R., Anthony, J., Seals, L., & Mouzaki, A. (2002). Language development and emergent literacy in preschool. Seminars in Pediatric Neurology, 9(3), 173-184.
• Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent variable longitudinal study. Developmental Psychology, 36 (5), 596-613.
• Anthony, J. L., Lonigan, C. J., & Hecht, S. A. (1999). Dimensionality of Posttraumatic Stress Disorder symptoms in children exposed to disaster: Results from confirmatory factor analyses. Journal of Abnormal Psychology, 108 (2), 326-336.
• Lonigan, C. J., Anthony, J. L., Bloomfield, B., Dyer, S. M., & Samwel, C. (1999). Effects of two preschool shared reading interventions on the emergent literacy skills of children from low-income families. Journal of Early Intervention, 22, 306-322.

 

Location & Contact

6431 Fannin Street
MSB 3.020
Houston, Texas 77030
713-500-5757 (Voice)

Faculty Biography

• Dr. Jason Anthony
  Assistant Professor
• Department of Pediatrics
  Division of Developmental Pediatrics
• University of Texas-Houston Medical School
  6431 Fannin Street, MSB 2.377
  Houston, Texas 77030
• phone: (713) 500-3704
  fax: (713) 500-3705
  e-mail: Jason.L.Anthony@ uth.tmc.edu