Publications - CCEC - The Ohio State University

Laura M. Justice
EHE Distinguished Professor
The Ohio State University
Executive Director, Schoenbaum Family Center and
Crane Center for Early Childhood Research and Policy
357 Arps Hall, 1945 North High St., Columbus OH 43210
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Publication List (Peer-Reviewed Articles)
Ezell, H.K. & Justice, L.M. (1998). A pilot investigation of parent questions about print and
pictures to preschoolers with language delay. Child Language Teaching and Therapy, 14(3),
273-278.
Justice, L.M., & Ezell, H.K. (1999). Vygotskian theory and its application to language
assessment:
An overview for speech-language pathologists.
Contemporary Issues in
Communication Science and Disorders, 26, 111-118.
Justice, L.M. & Ezell, H.K. (1999). Knowledge of syntactic structures: A comparison of speechlanguage pathology graduate students to those in related disciplines. Contemporary Issues in
Communication Science and Disorders, 26, 119-127.
Ezell, H.K., & Justice, L.M. (2000). Increasing the print focus of shared reading interactions
through observational learning. American Journal of Speech-Language Pathology, 9, 36-47
Ezell, H.K., Justice, L.M., & Parsons, D. (2000). A clinic-based book reading intervention for
parents and their preschoolers with communication impairment. Child Language Teaching and
Therapy, 16, 121-140.
Justice, L.M., & Ezell, H.K. (2000). Stimulating children’s print and word awareness through
home-based parent intervention. American Journal of Speech-Language Pathology, 9, 257-269.
Kaderavek, J., & Justice, L.M. (2000). Children with learning disabilities as emergent readers:
Bridging the gap to conventional reading. Intervention in School and Clinic, 36, 82-93.
Justice, L. M., & Ezell, H.K. (2001). A needs assessment: Perceptions and practices of student
clinicians regarding parental involvement. Contemporary Issues in Communication Sciences
and Disorders, 28, 64-73.
Justice, L.M., & Ezell, H.K. (2001). Descriptive analysis of written language awareness in
children from low income households. Communication Disorders Quarterly, 22, 123-134.
Justice, L.M., & Ezell, H.K. (2001). Word and print awareness in 4-year old children. Child
Language Teaching and Therapy, 17, 207-225.
Justice, L.M. (2002). Influences on preschoolers’ novel word learning during shared storybook
reading. Reading Psychology, 23, 87-106.
Justice, L.M., & Ezell, H.K. (2002). Use of storybook reading to increase print awareness in atrisk children. American Journal of Speech-Language Pathology, 11, 17-29.
Justice, L.M., Invernizzi, M.A., & Meier, J.D. (2002). Designing and implementing an early
literacy screening protocol: Suggestions for the speech-language pathologist. Language, Speech,
and Hearing Services in Schools, 33, 84-101.
Justice, L. M., & Kaderavek, L. M. (2002). Using shared book reading to promote emergent
literacy. Teaching Exceptional Children, 34, 8-13.
Justice, L.M., Mattingly, S., Ezell, H.K., & Bakeman, R. (2002). A sequential analysis of
children’s responsiveness to parental references to print during shared storybook reading.
American Journal of Speech-Language Pathology, 11, 30-40.
Kaderavek, J., & Justice, L. M. (2002). Shared storybook reading as an intervention context:
Practices and potential pitfalls. American Journal of Speech-Language Pathology, 11, 395-406.
Justice, L. M., & Lankford, C. (2003). Preschool children’s visual attention to print during
storybook reading: Pilot findings. Communication Disorders Quarterly, 24, 11-21.
Justice, L. M., Chow, S. M., Capellini, C., Flanigan, K., & Colton, S. (2003). Emergent literacy
intervention for vulnerable preschoolers: Relative effects of two approaches. American Journal
of Speech-Language Pathology, 12, 320-332.
Justice, L. M., & Kaderavek, J. (2003). Topic control during shared storybook reading: Mothers
and their children with mild to moderate language impairment. Topics in Early Childhood
Special Education, 23, 137-150.
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Justice, L. M., & Pullen, P. (2003). Early literacy intervention strategies: A review of promising
findings. Topics in Early Childhood Special Education, 23, 99-113.
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Justice, L. M., & Purcell, T. (2003). Promoting cross-disciplinary collaboration at the preprofessional level: The reading specialist in the speech-language clinic. Contemporary Issues in
Communication Science and Disorders, 30, 70-76.
Pullen, P., & Justice, L. M. (2003). Capitalizing on the preschool years: Strategies for increasing
literacy prerequisites. Intervention in School and Clinic, 39(2), 87-98.
Welsch, J. G., Sullivan, A. K., & Justice, L. M. (2003). That’s my name!: What preschoolers’
name writing can tell us about emergent literacy knowledge. Journal of Literacy Research, 35,
757-776.
Curenton, S., & Justice, L. M. (2004). Low-income preschoolers’ use of decontextualized
discourse: Literate language features in spoken narratives. Language, Speech, and Hearing
Services in Schools, 35, 240-253.
Dudding, C., & Justice, L. M. (2004). An e-supervision model: Videoconferecing as a clinical
training tool. Communication Disorders Quarterly, 25, 145-152.
Invernizzi, M., Justice, L., Landrum, T. J., & Booker, K. (2004). Early literacy screening in
kindergarten: Widespread implementation in Virginia. Journal of Literacy Research, 26,
479-500.
Justice, L. M. (2004). Creating language-rich preschool classroom environments. Teaching
Exceptional Children, 37, 36-44.
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Justice, L. M., & Ezell, H. K. (2004). Print referencing: An emergent literacy enhancement
technique and its clinical applications. Language, Speech, and Hearing Services in Schools, 35,
185-193.
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Justice, L. M., & Kaderavek, J. (2004). Exploring the continuum of emergent to conventional
literacy: Transitioning special learners. Reading and Writing Quarterly, 20(3), 231-236.
Justice, L. M., & Kaderavek, J. (2004). Embedded-explicit emergent literacy I: Background and
description of approach. Language, Speech, and Hearing Services in Schools, 35, 201-211.
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Justice, L. M., & Pence, K. (2004). Addressing the language and literacy needs of vulnerable
children: Innovative strategies in the context of evidence-based practice. Communication
Disorders Quarterly, 25, 173-178.
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Kaderavek, J., & Justice, L. M. (2004). Embedded-explicit emergent literacy II: Goal selection
and implementation in the early childhood classroom. Language, Speech, and Hearing Services
in Schools, 25, 212-228.
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**La Paro, K., Justice, L. M., Skibbe, L., & Pianta, R. (2004). Relations among maternal, child,
and demographic factors and the persistence of preschool language impairment. American
Journal of Speech-Language Pathology, 13, 291-303.
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**Received 2004 Editor’s Award for Article of Highest Merit**
Skibbe, L., Behnke, M., & Justice, L. M. (2004). Parental scaffolding of phonological awareness:
Interactions between mothers and their preschoolers with language impairment. Communication
Disorders Quarterly, 25, 189-204.
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Walpole, S., Chow, S. M., & Justice, L. M. (2004). Literacy achievements during kindergarten:
Examining key contributors in an at-risk sample. Early Education and Development, 15,
245-264.
Walpole, S., Justice, L.M., & Invernizzi, M. A. (2004). Case study of an exemplary elementary
school: Research to practice through curricular reform. Reading and Writing Quarterly, 20(3),
261-283.
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Kaderavek, J. N., Gillam, R., Justice, L. M., Ukrainetz, T., & Eisenberg, S. (2005). School-age
children’s self-assessment of oral narrative performance. Communication Disorders Quarterly.
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Justice, L. M., Invernizzi, M. A., Geller, K., Sullivan, A., & Welsch, J. (2005). Descriptivedevelopmental performance of at-risk preschoolers on early literacy tasks: Associations with
age, race, and gender. Reading Psychology, 26, 1-25.
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Justice, L. M., Meier, J., & Walpole, S. (2005). Learning new words from storybooks: Findings
from an intervention with at-risk kindergarteners. Language, Speech, and Hearing Services in
Schools, 36, 17-32.
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Kaderavek, J., & Justice, L. M. (2005). The effect of book genre in the repeated readings of
mothers and their children with language impairment: A pilot investigation. Child Language
Teaching and Therapy, 21, 75-92.
Justice, L. M., Skibbe, L., Canning, A., & Lankford, C. (2005). Preschoolers, print, and
storybooks: An observational study using eye-gaze analyses. Journal of Research in Reading, 28,
229-243.
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Reprinted in 2007 as: Justice, L. M., Skibbe, L., Canning, A., & Lankford, C. (2007).
Preschoolers, print, and storybooks: An observational study using eye-gaze analyses. In P. L.
Cornelissen & C. Singleton (Eds), Visual factors in reading (pp. 13-28). Oxford, UK:
Blackwell Publishing.
Justice, L. M., Kaderavek, J., Bowles, R., & Grimm, K. (2005). Phonological awareness,
language impairment, and parent-child shared reading: A feasibility study. Topics in Early
Childhood Special Education, 25, 143-156.
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Ukrainetz, T., Justice, L. M., Kaderavek, J., Eisenberg, S., & Gillam, R. (2005). Artful
storytelling: The development of expressive elaboration in fictional narratives. Journal of
Speech, Language, and Hearing Research, 48, 1363-1377.
Warley, H., Landrum, T., Invernizzi, M., & Justice, L. (2005). Prediction of first grade reading
achievement: A comparison of kindergarten predictors. In B. Maloch, J. Hoffman, D. Schallert,
C. Fairbanks, & J. Worthy (Eds.), National Reading Conference Yearbook (pp 428-442). Oak
Creek, WI: National Reading Conference, Inc
Justice, L. M., Bowles, R., Kaderavek, J. K., Ukrainetz, T., Eisenberg, S., & Gillam, R. (2006).
The Index of Narrative Micro-Structure (INMIS): A clinical tool for analyzing school-aged
children’s narrative performance. American Journal of Speech-Language Pathology, 15, 1-15.
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Rudasill, K. M., Rimm-Kaufman, S. E., Justice, L. M., & Pence, K. (2006). Temperament and
language skills as predictors of teacher-child relationship quality in preschool. Early Education
and Development, 17, 271-291.
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Justice, L. M., Skibbe, L., & Bowles, R. (2006). Measuring preschool attainment of print
concepts: A study of typical and at-risk 3- to 5-year-old children. Language, Speech, and
Hearing Services in Schools, 37, 1-12.
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Justice, L. M. (2006). Evidence-based practice, response-to-intervention, and prevention of
reading difficulties. Language, Speech, and Hearing Services in Schools, 37, 1-14.
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Justice, L. M., Pence, K., Bowles, R., & Wiggins, A. K. (2006). An investigation of four
hypotheses concerning the order by which 4-year-old children learn the alphabet letters. Early
Childhood Research Quarterly, 21, 374-389.
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Justice, L. M., Sofka, A., & McGinty, A. (2007). Targets, techniques, and treatment contexts in
emergent literacy intervention. Seminars in Speech and Hearing, 28, 14-24.
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Justice, L. M., & Snell, M. (2007). Illustration of a three-step process for identifying the level
and quality of empirical support for manualized treatments. Evidence-Based Communication
Assessment and Intervention, 1, 37-47.
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Petrill, S., & Justice, L. M. (2007). Bridging the gap between genomics and education. Mind,
Brain, and Education, 1, 153-161
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Stanton-Chapman, T., Justice, L. M., Skibbe, L. E., & Grant. S. (2007). Social and behavioral
characteristics of preschoolers with specific language impairment. Topics in Early Childhood
Special Education, 27, 98-109.
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Curenton, S., & Justice, L. M. (2008). Children’s preliteracy skills: Influence of maternal
education and mothers’ beliefs about shared-reading interactions. Early Education and
Development, 19, 261-283..
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Eisenberg, S., Ukrainetz, T. A., Hsu, J. R., Kaderavek, J. N., Justice, L. M., & Gillam, R. (2008).
Noun phrase elaboration in children’s spoken stories. Language, Speech, and Hearing Services
in Schools, 39, 145-157.
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Justice, L. M. (2008). Evidence-based practice in speech-language pathology: Scaling up. South
African Journal of Communication Disorders (Die Suid-Afrikaanse Tydskrif Vir
Kommunikasieafwykings), 55, 6-15.
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Justice, L. M., Cottone, E. A., Mashburn, A., & Rimm-Kaufman, S. E. (2008). Relationships
between teachers and preschoolers who are at risk: Contribution of children’s language skills,
temperamentally-based attributes, and gender. Early Education and Development, 19, 1-22.
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Justice, L. M., Mashburn, A., Hamre, B., & Pianta, R.C. (2008). Quality of language and literacy
instruction in pre-kindergarten programs serving at-risk pupils. Early Childhood Research
Quarterly, 23, 51-68.
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Justice, L. M., Mashburn, A., Pence, K., & Wiggins, A. (2008). Experimental evaluation of a
comprehensive language-rich curriculum in at-risk preschools. Journal of Speech, Language,
and Hearing Research, 51, 1-19.
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Justice, L. M., Nye, C., Schwarz, J., McGinty, A., & Rivera, A. (2008). Methodological quality
of intervention research in speech-language pathology: Analysis of ten years of group design
studies. Evidence-Based Communication Assessment and Intervention, 2, 46-59.
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Justice, L. M., Pullen, P. C., & Pence, K. (2008). Influence of verbal and nonverbal references to
print on preschoolers’ visual attention to print during storybook reading. Developmental
Psychology, 44, 855-866.
Massey, S., Pence, K. L., Justice, L. M., & Bowles, R. P. (2008). Abstract questioning in the
preschool classroom. Early Education and Development, 19, 340-360.
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McGinty, A., Justice, L. M., & Rimm-Kaufman, S. E. (2008). Sense of school community for
preschool teachers serving at-risk pupils. Early Education and Development, 19¸361-384.
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Pence, K., Justice, L. M., & Wiggins, A. (2008). Preschool teachers’ fidelity of implementation
for a language-rich preschool curriculum. Language, Speech, and Hearing Services in Schools,
39, 1-14.
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Pianta, R. C., Mashburn, A., Downer, J., Hamre, B., & Justice, L. M. (2008). Effects of webmediated professional development resources on teacher-child interactions in pre-kindergarten
classrooms. Early Childhood Research Quarterly, 23, 431-451.
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Schuele, C. M., Justice, L. M., Cabell, S., Knighton, K., Kingery, B., & Lee, M. (2008). Fieldbased evaluation of two-tiered phonological awareness intervention. Early Education and
Development, 19, 726-752.
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Skibbe, L. E., Justice, L. M., McGinty, A., & Zucker, T. (2008). Relations among maternal
literacy beliefs, home literacy practices, and the emergent literacy skills of preschoolers with
language impairment. Early Education and Development, 19, 68-88.
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Skibbe, L. E., Grimm, K., Stanton-Chapman, T., Justice, L. M., & Bowles, R. (2008). Reading
trajectories of children with specific language impairment from preschool through fifth grade.
Language, Speech, and Hearing Services in Schools, 39, 475-386.
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Breit-Smith, A., Justice, L. M., McGinty, A., & Kaderavek, J. (2009). How often and how much?
Intensity of print referencing intervention. Topics in Language Disorders, 29, 360-369.
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Justice, L. M., Bowles, R., Pence Turnbull, K., & Skibbe, L. E. (2009). School readiness among
children with varying history of language difficulties. Developmental Psychology, 45, 460-476.
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Cabell, S., Justice, L. M., Zucker, T., & Kilday, C. (2009). Validity of teacher report for assessing
the emergent literacy skills of at-risk preschoolers. Language, Speech, and Hearing Services in
Schools, 40, 1-13.
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Cabell, S., Justice, L. M., Zucker, T., & McGinty, A. (2009). Emergent name-writing abilities of
preschoolers with language impairment. Language, Speech, and Hearing Services in Schools, 44,
53-66.
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Justice, L. M., Kaderavek, J., Fan, X., Sofka, A., & Hunt, A. (2009). Accelerating preschoolers’
early literacy development through teacher-child storybook reading. Language, Speech, and
Hearing Services in Schools, 40, 67-85.
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Justice, L. M., McGinty, A., Guo, Y., & Moore, D. (2009). Implementation of RTI in early
education settings. Seminars in Speech and Hearing, 39, 54-70.
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Mashburn, A., Justice, L. M., Downer, J., & Pianta, R. C. (2009). Peer effects on children’s
language achievement during preK. Child Development, 80, 686-702.
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McGinty, A., & Justice, L. M. (2009). Predictors of print knowledge in children with specific
language impairment: Experiential and developmental factors. Journal of Speech, Language, and
Hearing Research, 52, 81-97.
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Turnbell Pence, K., Beckman, A., Justice, L. M., & Bowles, R. (2009). Preschoolers’ exposure to
language stimulation in classrooms serving at-risk children: The contribution of group size and
activity context. Early Education and Development, 20, 53-79.
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Zucker, T., Justice, L. M., & Piasta, S. (2009). Preschool teachers’ references to print during
classroom-based large-group shared reading. Language, Speech, and Hearing Services in
Schools, 40, 376-392.
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Zucker, T., Ward, A., & Justice, L. M. (2009). Print-referencing during read-alouds: A technique
for increasing emergent readers’ print knowledge. The Reading Teacher, 63, 62-72
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Breit Smith, A., Cabell, S., & Justice, L. M. (2010). Home literacy experiences and early
childhood disability: A descriptive study using the National Household Education Survey
(NHES). Language, Speech, and Hearing Services in Schools, 41, 96-107.
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Cabell, S., Lomax, R., Breit Smith, A., Justice, L. M., Skibbe, L., & McGinty, A. (2010).
Emergent literacy profiles among children with specific language impairment. International
Journal of Speech-Language Pathology.
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Glenn-Applegate, K., Breit-Smith, A., Justice, L. M., & Piasta, S. (2010). Artfulness in young
children’s spoken narratives. Early Education and Development, 21, 468-493.
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Guo, Y., Justice, L. M., Piasta, S., & Kaderavek, J. (2010). Relations among preschool teachers’
self-efficacy, classroom quality, and children’s language and literacy gains. Teaching and
Teacher Education, 26, 1094-1103.
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Harlaar, N., Cutting, L., Deater-Deckard, K., DeThorne, L. S., Justice, L. M., Schatschneider, C.,
Thompson, & Petrill, S. A. (2010). Predicting individual differences in reading comprehension:
A twin study. Annals of Dyslexia, 60, 265-288.
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Hamre, B., Justice, L. M., Pianta, R. C., Kilday, C., Sweeny, B., Downer, J., & Leach, A. (2010).
Implementation fidelity of MyTeachingPartner literacy and language activities: Association with
preschoolers’ language and literacy growth. Early Childhood Research Quarterly, 25, 329-347.
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Justice, L. M. (2010). When craft and sciences collide: Improving therapeutic practices through
evidence-based innovations. International Journal of Speech-Language Pathology, 12, 79-86.
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Justice, L. M., Breit-Smith, A., & Rogers, M. (2010). Data recycling: Using existing databases to
increase research capacity in speech-language development and disorders. Language, Speech,
and Hearing Services in Schools, 41, 39-43.
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Justice, L. M., McGinty, A., Piasta, S., Kaderavek, J., & Fan, X. (2010). Print-focused readalouds in preschool classrooms: Intervention effectiveness and moderators of child outcomes.
Language, Speech, and Hearing Services in Schools, 41, 521-530.
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**Received 2010 Editor’s Award for Article of Highest Merit**
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Justice, L. M., McGinty, A., Cabell, S., Kilday, C., Knighton, K., & Huffman, G. (2010).
Language and literacy curriculum supplement for preschoolers who are academically at risk: A
feasibility study. Language, Speech, and Hearing Services in Schools, 41, 161-178.
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Justice, L. M., Bowles, R., Pence Turnbull, K., & Gosse, C. (2010). A scalable tool for assessing
the narratives of preschool children: The NAP (Narrative Assessment Protocol). Early
Childhood Research Quarterly, 25, 218-234.
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Kaderavek, J., & Justice, L. M. (2010). Fidelity in educational and clinical interventions: An
essential component of empirically supported treatment and evidence-based practice. American
Journal of Speech-Language Pathology.
Mashburn, A. J., Downer, J. T., Hamre, B. K., Justice, L. M., & Pianta, R. C. (2010).
Consultation for teachers and children's language and literacy development during prekindergarten. Applied Developmental Science, 14(4), 179-196.
Moody, A., Justice, L. M., & Cabell, S. (2010). Electronic versus traditional books: Are there
differences in preschoolers’ engagement and communication? Journal of Early Childhood
Literacy.
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Pence Turnbull, K., Bowles, R., Skibbe, L., Justice, L. M., & Wiggins, A. (2010). Theoretical
explanations for preschoolers’ lowercase alphabet knowledge. Journal of Speech, Language, and
Hearing Research, 53, 1757-1768.
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Pentimonti, J., & Justice, L. M. (2010). Teachers’ use of scaffolding strategies during read alouds
in the preschool classroom. Early Childhood Education Journal, 37, 241-248.
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Pentimonti, J., Zucker, T., & Justice, L. M. (2010). What are preschool teachers reading in their
classrooms? The Reading Teacher, 63, 656-665.
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Piasta, S., Dynia, J., Justice, L. M., Pentimonti, J., & Schatschneider, C. (2010). Impact of
professional development on preschool teachers’ print references during shared read-alouds: A
latent growth curve analysis. Journal of Research on Educational Effectiveness, 3, 343-380.
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Petrill, S., Hart, S., Harlaar, N., Logan, J., Justice, L. M., et al. (2010). Genetic and
environmental influences on the growth of early reading skills. Journal of Child Psychology and
Psychiatry, 51, 660-667.
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Sansavini, A., Guarini, A., Justice, L. M., Savini, S., Alessandroni, R., & Faldella, G. (2010)
Does preterm birth increase a child’s risk for language impairment? Early Human Development,
86, 765-782.
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Simmons, T. R., Flax, J. F., Azaro, M. A., Hayter, J. E., Justice, L. et al. (2010) .Increasing
genotype-phenotype model determinism: Application to bivariate reading/language traits and
epistatic interactions in language impaired families. Human Heredity, 70, 232-244.
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Skibbe, L. E., Justice, L. M., & Bowles. (2010). Implementation processes associated with a
home-based phonological awareness intervention for children with specific language
impairment. International Journal of Speech-Language Pathology, 13, 1-15.
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Skibbe, L. E., Moody, A., Justice, L. M., & McGinty, A. (2010). Socio-emotional climate of
storybook reading interactions for mothers and their preschoolers with language impairment.
Reading and Writing, 23, 53-63.
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Zucker, T., Justice, L. M., Piasta, S., & Kaderavek, J. (2010). Preschool teachers’ literal and
inferential questions and children’s responses during whole-class shared reading. Early
Childhood Research Quarterly, 25, 65-83.
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Cabell, S., Justice, L. M., Konold, T., & McGinty, A. (2011). Profiles of emergent literacy skills
among preschool children who are at risk for academic difficulties. Early Childhood Research
Quarterly, 26, 1-14.
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Cabell, S., Justice, L. M., Piasta, S., Curenton, S., Wiggins, A., & Turnbull Pence, K. (2011). The
impact of teacher responsivity education on preschoolers’ language and literacy skills. American
Journal of Speech-Language Pathology, 20, 315-330.
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Dobbs-Oates, J., Kaderavek, J., Guo, Y., & Justice, L. M. (2011). Effective behavior management
in preschool classrooms and children’s task orientation: Enhancing emergent literacy and
language development. Early Childhood Research Quarterly, 26, 420-429.
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Downer, J., Pianta, R.C., Fan, X., Hamre, B., Mashburn, A., & Justice, L. (2011). Effects of webmediated teacher professional development on the language and literacy skills of children
enrolled in prekindergarten classrooms. NHSA Dialog, 14, 189-212.
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Glenn-Applegate, K., Justice, L. M., & Pentimonti, J. (2011). Parents’ selection factors when
choosing preschool programs for their children with disabilities. Child and Youth Care Forum,
40, 211-231.
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Guo, Y., Kaderavek, J., Piasta, S., Justice, L. M., & McGinty, A. (2011). Preschool teachers’
sense of community, instructional practices, and children’s language and literacy gains. Early
Education and Development, 22, 206-233.
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Guo, Y., Justice, L.M., Sawyer, B., & Tompkins, V. (2011). Exploring factors related to preschool
teachers’ self-efficacy. Teaching and Teacher Education, 27, 961-968.
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Hogan, T., Bridges, M., Justice, L. M., & Cain, K. (2011). Increasing higher level language skills
to improve reading comprehension. Teaching Exceptional Children, 44, 2-19.
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Justice, L. M., Skibbe, L. E., Piasta, S., McGinty, A., & Petrill, S. (2011). Increasing the print
knowledge of preschoolers with language impairment through parent-child storybook reading.
Journal of Speech, Language, and Hearing Research, 54, 523-538.
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Justice, L. M., Petscher, Y., & Mashburn, A. (2011). Peer effects in preschool classrooms:
Children’s language growth is associated with their peers’ abilities. Child Development, 82,
1768-1777.
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Sansavini, A., Guarini, A., Savini, S., Broccoli, S., Justice, L., Alessandroni, R., & Faldella, G.
(2011). Longitudinal trajectories of gestural and linguistic abilities in very preterm infants in the
first two years of life. Neuropsychologia.
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Bowles, R. P., Skibbe, L. E., & Justice, L. M. (2011). Analysis of letter name knowledge using
Rasch Measurement. Journal of Applied Measurement, 12.
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Logan, J., Piasta, S., Justice, L. M., Schatschneider, C., & Petrill, S. (2011). Children’s
attendance rates and quality of teacher-child interactions in at-risk preschool classrooms:
Contribution to children’s expressive language growth. Child and Youth Care Forum, 40,
457-477.
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Logan, J., Petrill, S., Flax, J., Justice, L. M., Hou, L., Bassett, A. S., Tallal, P., Brzustowicz, L., &
Bartlett, C. (2011). Genetic covariation underlying reading, language, and related measures in a
sample selected for specific language impairment. Behavior Genetics, 41, 651-659.
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McGinty, A., Fan, X., Breit Smith, A., Justice, L. M., & Kaderavek, J. (2011). Does intensity
matter? Preschoolers’ print knowledge within a classroom-based intervention. Early Childhood
Research Quarterly, 26, 255-267.
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Guo, Y., Justice, L. M., Kaderavek, J., & McGinty, A. (2012). The literacy environment of
preschool classrooms: Contributions to children’s emergent literacy growth. Journal of Research
in Reading, 35, 308-327.
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Justice, L. M., & Schmitt, M. B. (2012). Optimal intervention intensity for emergent literacy:
What we know and need to learn. International Journal of Speech-Language Pathology, 14,
451-455.
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Kaderavek, J. N., Guo, Y., & Justice, L., M. (2012). Validity of the Children’s Orientation to
Book Reading Rating Scale. Journal of Research in Reading, 00, 1-20.
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McGinty, A., Justice, L. M., Piasta, S., & Kaderavek, J. (2012). Does context matter? Explicit
print instruction during reading varies in its influence by child and classroom factors. Early
Childhood Research Quarterly, 27, 77-89.
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McGinty, A., Justice, L. M., Zucker, T., Gosse, C., & Skibbe, L. E. (2012). Shared-reading
dynamics: Mothers’ question-use and the verbal participation of children with SLI. Journal of
Speech, Language, and Hearing Research, 55, 1039-1052.
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Pentimonti, J. M., Zucker, T. A., Justice, L. M., Petscher, Y., Piasta, S. B., & Kaderavek, J. N.
(2012). Assessing shared reading quality in preschool settings: The Systematic Assessment of
Book Reading (SABR). Early Childhood Research Quarterly, 27, 512-528.
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Petrill, S. A., Logan, J. A., Sawyer, B. E., & Justice, L. M. (2012). It depends: Conditional
correlation between frequency of storybook reading and emergent literacy skills in children with
language impairments. Journal of learning disabilities, 0022219412470518.
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Piasta, S. B., Justice, L. M., McGinty, A. S., & Kaderavek, J. N. (2012). Increasing young
children’s contract with print during shared reading: Longitudinal effects on literacy
achievement. Child Development, 83, 810-820.
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Piasta, S., Justice, L. M., Cabell, S., Wiggins, A., Pence Turnbull, K., & Curenton, S. (2012).
Impact of professional development on preschool teachers’ conversational responsiveness. Early
Childhood Research Quarterly, 27, 387-400.
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Piasta, S., Petscher, Y., & Justice, L. M. (2012). How many letters should preschoolers know?
The diagnostic efficiency of preschool letter-naming benchmarks for predicting first grade
literacy achievement. Journal of Educational Psychology, 10, 945-958.
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Schmitt, M. B., Pentimonti, J., & Justice, L. M. (2012). Teacher-child relationships, behavior
regulation, and language growth among at-risk preschoolers. Journal of School Psychology, 50,
681-699.
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Cabell, S., Justice, L. M., Logan, J., & Konold, T. (2013). Emergent literacy profiles among
prekindergarten children from low-SES backgrounds: Longitudinal considerations. Early
Childhood Research Quarterly, 28, 608-620.
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Dinebeil, L., Sawyer, B., Logan, J., Dynia, J. M., Cancio, E., & Justice, L. M. (2013). Influences
on the congruence between parents’ and teachers’ ratings of young children’s social skills and
problem behaviors. Early Childhood Research Quarterly, 28, 144-152.
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Dynia, J. M., Justice, L. M., Pentimonti, J. M., Piasta, S. B., & Kaderavek, J. N. (2013). Text
features and preschool teachers’ use of print referencing. Journal of Research in Reading, 36(3),
261-279.
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Guo, Y., Sawyer, B. E., Justice, L. M., & Kaderavek, J. N. (2013). Quality of the literacy
environment in inclusive early childhood special education classrooms. Journal of Early
Intervention, 35(1), 40-60.
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Justice, L. M., McGinty, A., Zucker, T., Cabell, S., & Piasta, S. (2013). Bi-directional dynamics
underlie the complexity of talk in teacher-child play-based conversations in classrooms serving
at-risk pupils. Early Childhood Research Quarterly, 28, 496-508.
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Justice, L. M., Piasta, S., Capps, Leavitt, S., & Columbus Metropolitan Library. (2013). Librarybased summer reading clubs: Who participates and why? Library Quarterly, 83, 321-340.
Tompkins, V., Justice, L. M., Binici, S., & Zucker, T. (2013). Inferential talk during teacher-child
interactions in small-group play. Early Childhood Research Quarterly, 28, 424-436.
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Tompkins, V., Guo, Y., & Justice, L. M. (2013). Inference generation, story comprehension, and
language skills in the preschool years. Reading and Writing, 3, 403-429.
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Vukelich, C., Justice, L. M., & Han, M. (2013). Impacts of supplemental tutoring configurations
for preschoolers at risk for reading difficulties. Child and Youth Care Forum, 42, 19-34.
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Zucker, T., Cabell, S., Pentimonti, J., & Justice, L. M. (2013). The role of frequent, interactive
prekindergarten shared reading in the longitudinal development of language and literacy skills.
Developmental Psychology, 49¸1425-1439.
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Dynia, J., Lawton, K., Logan, J., & Justice, L. M. (2014). Comparing emergent-literacy skills
and home-literacy environment of children with autism and their peers. Topics in Early
Childhood Special Education, 34, 142-153.
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Dynia, J. M., & Justice, L. M. (2014). Shared-Reading Volume in Early Childhood Special
Education Classrooms. Reading Psychology, (ahead-of-print), 1-38.
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Guo, Y., Dynia, J. M., Pelatti, C. Y., & Justice, L. M. (2014). Self-efficacy of early childhood
special education teachers: Associations with classroom quality and language and literacy gains
for children with language impairment. Teaching and Teacher Education, 39, 12-21.
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Justice, L. M., Logan, J. A., Lin, T. J., & Kaderavek, J. N. (2014). Peer Effects in Early
Childhood Education Testing the Assumptions of Special-Education Inclusion. Psychological
science, 0956797614538978.
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Justice, L. M., Schmitt, M. B., Murphy, K. A., Pratt, A., & Biancone, T. (2014). The ‘robustness’
of vocabulary intervention in the public schools: targets and techniques employed in speech–
language therapy. International Journal of Language & Communication Disorders, 49(3),
288-303.
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Sansavini, A., Pentimonti, J., Justice, L., Guarini, A., Savini, S., Alessandroni, R., & Faldella, G.
(2014). Language, motor and cognitive development of extremely preterm children: Modeling
individual growth trajectories over the first three years of life. Journal of communication
disorders, 49, 55-68.
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Schmitt, M. B., Justice, L. M., & O’Connell, A. (2014). Vocabulary Gain Among Children With
Language Disorders: Contributions of Children’s Behavior Regulation and Emotionally
Supportive Environments. American Journal of Speech-Language Pathology, 1-12.
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Shaulskiy, S., Capps, J., Justice, L. M., Anderman, L., & Columbus Metropolitan Library (2014).
Motivational Attributes of Children and Youth who Participate in Summer Reading Clubs.
Journal of Research on Libraries and Young Adults, 4.
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Tambyraja, S. R., Schmitt, M. B., Justice, L. M., Logan, J. A., & Schwarz, S. (2014). Integration
of literacy into speech-language therapy: A descriptive analysis of treatment practices. Journal of
communication disorders, 47, 34-46.
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IN PRESS
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Biancone, T., Logan, J., Justice, L. M., Farquharson, K., & Schmitt, M. (In Press). Quality of
language intervention provided to primary-grade students with language impairment. Journal of
Communication Disorders.
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Cabell, S., Justice, L. M., McGinty, A., DeCoster, J., & Forston, L. D. (In Press). Teacher-child
conversations in preschool classrooms: Contributions to children’s vocabulary development.
Early Childhood Research Quarterly.
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Dobbs-Oates, J., Pentimonti, J., Kaderavek, J., & Justice, L. M. (In Press). Parent and child
attitudinal factors in a model of children’s print-concept knowledge. Journal of Research in
Reading.
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Farquharson, K., Tambyraja, S., Justice, L. M., & Redle, E. (In Press). IEP goals for school-age
children with speech sound disorders. Journal of Community Disorders.
!
Guo, Y., Justice, L. M., Tompkins, V., & Petscher, Y. (In Press). Classroom composition and
vocabulary development among at-risk preschoolers. Early Education and Development.
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Justice, L. M., Logan, J., Kaderavek, J., Schmitt, M. E., Tompkins, V., & Bartlett, C. (In Press).
Empirically based profiles of the early literacy skills of children with language impairment in
early childhood special education. Journal of Learning Disabilities.
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Justice, L. M., Logan, J., Kaderavek, J., & Dynia, J. (In Press). Print-focused read-alouds in early
childhood special education. Exceptional Children.
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Justice, L. M., Mashburn, A., & Petscher, Y. (In Press). Early language deficits of fifth-grade
poor comprehenders. Journal of Research in Reading.
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Kaderavek, J. N., Justice, L. M., & Pentimonti, J. M., (In Press). Children with communication
impairments: Caregivers’ and teachers’ shared book-reading quality and children’s level of
engagement. Child Language Teaching and Therapy.
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Pelatti, C. &., Piasta, S., Justice, L. M., & O’Connell, A. (In Press). Language- and LiteracyLearning Opportunities in Early Childhood Classrooms: Children's Typical Experiences and
Within-Classroom Variability.
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Pentimonti, J., Justice, L. M., & Kaderavek, J. (In Press). School-readiness profiles of children
with language impairment: Linkages to home and classroom experiences. International Journal
of Language and Communication Disorders.
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Pentimonti, J., Justice, L. M., O’Connell, A., Slocum, L., & McGinty, A. (In Press). Teachers’
use of scaffolding strategies to differentiate early language instruction in preschool settings.
Journal of Early Intervention.
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Pratt, A., Justice, L. M., Perez, A., & Duran, L. (In Press). Impacts of Parent-Implemented EarlyLiteracy Intervention for Spanish-Speaking Children with Language Impairment. International
Journal of Language and Communication Disorders.
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Sawyer, B.E., Justice, L.M., Guo, Y., Glenn-Applegate, K., Petrill, S.A., & Kaderavek, J.N. (In
Press). Relations among the home literacy environment, child characteristics, and print
knowledge for preschoolers with language impairment. Journal of Research in Reading.
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Schmitt, M. E., Justice, L. M., Logan, J., Schatschneider, C., & Bartlett, C. (In Press). Do
symptoms of language disorders align with treatment goals? An exploratory study of primarygrade students’ IEPs. Journal of Communication Disorders.
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Yeager Pelatti, C., Pentimonti, J., & Justice, L. M. (In Press). Methodological review of the
quality of a clinically based literacy program. Clinical Pediatrics.
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IN REVIEW
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Glenn-Applegate, K., Justice, L. M., & Kaderavek, J. (In Review). How do Caregivers Select
Preschools for their Children with Disabilities?
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Hart, S. A., Piasta, S. B., & Justice, L. M. (In Review). Do children’s learning-related behaviors
moderate the impacts of an empirically validated early literacy intervention?
!
Justice, L. M., van Lankveld, J., Pentimonti, J., & Petscher, Y. (In review). Psychometric
Characteristics of an Early-Literacy Screening Tool for Children with Communication Disorders.
!
Lin, T. J., Justice, L. M., Emery, A., Pentimonti, J., & Mashburn, A. (In Review)
Impacts of Whole-Group Teacher-Child Managed Language and Literacy Instruction on the
Depth of Preschoolers’ Social Interactions
Logan, J. A. R., Dynia, J. M, Sawyer, B., Justice, L. M., & Kaderavek, J. M. (In review). Fidelity
to study procedures by caregivers implementing an educational intervention: Response rates and
study design. Manuscript in review.
Mashburn, A., Justice, L. M., McGinty, A, & Slocum, L. (In review). The impacts of a scalable
intervention on the language and literacy development of rural pre-kindergarteners.
Pelatti, C. Y., Pentimonti, J., Justice, L. M., & Justice, L. M. (in review). Profiles of caregivers’
literacy characteristics: Relations to print knowledge of children with language impairment.
!
Pentimonti, J., Murphy, K., Justice, L.M., & Kaderavek, J. (in review). An empirical
investigation of a multidimensional model of school readiness for children with language
impairment.
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Piasta, S.B., Justice, L.M., McGinty, A., Mashburn, A., & Slocum, L. (In review). A
comprehensive examination of preschool teachers’ implementation fidelity when using a
supplemental language and literacy curriculum.
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Sackes, M., Işıtan, S., Avci, K., & Justice, L. M. (In review). Children’s Literacy Motivation and
Home-Literacy Practices: What’s the Connection?
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Schmitt, M. E., Justice, L. M., & Logan, J. (In Review). Intensity of language therapy in the
public schools: Does it contribute to children’s language outcomes?
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Tambyraja, S. R., Logan, J., Farquarson, K., & Justice, L. M. (In Review). Decoding skills in
children with language impairment: Contributions of phonological processing and classroom
experiences.
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Corporate Authorship
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Preschool Curriculum Evaluation Research Consortium (2008, July). Effects of preschool
curriculum programs on school readiness: Report from the Preschool Curriculum Evaluation
Research Initiative. Washington, DC: National Center for Evaluation Research, U.S. Department
of Education.
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Language and Reading Research Consortium (In Press). Use of the curriculum research
framework (CRF) for developing a reading-comprehension curricular supplement for the primary
grades. Elementary School Journal.
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Language and Reading Research Consortium (In Press). Dimensionality of language skills
among English Language Learners. Journal of Speech, Language, and Hearing Research.
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Language and Reading Research Consortium, Pratt, A., & Logan, J. (In Press). Improving
language-focused comprehension instruction in primary-grade classrooms: Impacts of the Let’s
Know! experimental curriculum. Educational Psychology Review.
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Language and Reading Research Consortium (In Press). Learning to read: Should we keep things
simple? Reading Research Quarterly.

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