Jessica Logan

Associate Professor

Vanderbilt University

United States

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Jessica Logan is an Associate Professor at Vanderbilt University in the United States. Her research focuses on early childhood education, specifically examining literacy development in both monolingual and bilingual children at risk for reading difficulties. Recent publications include investigations into data sharing among education researchers, the impacts of classroom and home environments on literacy gains, and best practices for addressing missing data in educational research.

Articles (17)

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2025

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2020

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2020

Collaborators (13)

Kevin King

Professor

University of Washington

UNITED STATES

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Ben Van Dusen

Assistant Professor

Iowa State University

UNITED STATES

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Susan Yoon

UNITED STATES

UNITED KINGDOM

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Martin Vasilev

Senior Lecturer

Bournemouth University

UNITED KINGDOM

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Jessica Logan

Research Interests

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About

Articles (17)

Education researchers’ beliefs and barriers towards data sharing

Emergent writing development and later reading abilities for monolingual and bilingual children identified as at risk for reading difficulties

Do Classroom and Home Environments Jointly Contribute to Literacy Gains for Preschoolers At-Risk for Literacy Difficulties?

Alphabet Knowledge Trajectories and U.S. Children’s Later Reading and Spelling

Initial Skills Predict Preschoolers' Emergent Literacy Development but Do Not Moderate Response to Intervention

Latent Profile Moderation: Examining the Differential Impact of a Small-Group Emergent Literacy Intervention

Early childhood language gains, kindergarten readiness, and Grade 3 reading achievement

Best practices for addressing missing data through multiple imputation

Can resilience change over time? Patterns and transitions in resilience among young children involved with the child welfare system

Behavior Management and Engagement During Small-Group Instruction as Predictors of Preschoolers’ Literacy Skill Outcomes

Small-Group, Emergent Literacy Intervention Under Two Implementation Models: Intent-to-Treat and Dosage Effects for Preschoolers at Risk for Reading Difficulties

From the trajectory of heritability to the heritability of trajectories

Should I allow my confirmatory factors to correlate during factor score extraction? Implications for the applied researcher

Data Sharing in Education Science

Response to Fuson, Clements, and Sarama Commentary on Litkowski, Duncan, Logan, and Purpura (2020)

Understanding policies and practices that support successful transitions to kindergarten

Alignment Between Children’s Numeracy Performance, the Kindergarten Common Core State Standards for Mathematics, and State-Level Early Learning Standards

Collaborators (13)

Kevin King

Ben Van Dusen

Susan Yoon

Sherry Hamby

Sierra Bainter

Rick Cruz

Sara Hart

Rogier Kievit

Pamela Davis-Kean

Fei Pei

Nathan Helsabeck

Mahmoud M. Elsherif

Martin Vasilev

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