laura justice
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Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms
RC Pianta, AJ Mashburn, JT Downer, BK Hamre, L Justice
Early childhood research quarterly 23 (4), 431-451, 2008
Quality of language and literacy instruction in preschool classrooms serving at-risk pupils
LM Justice, AJ Mashburn, BK Hamre, RC Pianta
Early childhood research quarterly 23 (1), 51-68, 2008
Learning new words from storybooks
LM Justice, J Meier, S Walpole
American Speech-Language-Hearing Association Rockville, MD, 2005
Use of storybook reading to increase print awareness in at-risk children
LM Justice, HK Ezell
American Speech-Language-Hearing Association, 2002
Promising interventions for promoting emergent literacy skills: Three evidence-based approaches
LM Justice, PC Pullen
Topics in early childhood special education 23 (3), 99-113, 2003
Relations among preschool teachers' self-efficacy, classroom quality, and children's language and literacy gains
Y Guo, SB Piasta, LM Justice, JN Kaderavek
Teaching and Teacher education 26 (4), 1094-1103, 2010
Accelerating preschoolers' early literacy development through classroom-based teacher–child storybook reading and explicit print referencing
LM Justice, JN Kaderavek, X Fan, A Sofka, A Hunt
American Speech-Language-Hearing Association Rockville, MD, 2009
Enhancing phonological awareness, print awareness, and oral language skills in preschool children
PC Pullen, LM Justice
Intervention in school and clinic 39 (2), 87-98, 2003
Peer effects on children’s language achievement during pre‐kindergarten
AJ Mashburn, LM Justice, JT Downer, RC Pianta
Child development 80 (3), 686-702, 2009
The index of narrative microstructure: A clinical tool for analyzing school-age children’s narrative performances
LM Justice, RP Bowles, JN Kaderavek, TA Ukrainetz, SL Eisenberg, ...
American Speech-Language-Hearing Association, 2006
Enhancing children’s print and word awareness through home-based parent intervention
LM Justice, HK Ezell
American Journal of Speech-Language Pathology 9 (3), 257-269, 2000
Exploring factors related to preschool teachers’ self-efficacy
Y Guo, LM Justice, B Sawyer, V Tompkins
Teaching and Teacher Education 27 (5), 961-968, 2011
Preschool teachers’ literal and inferential questions and children's responses during whole-class shared reading
TA Zucker, LM Justice, SB Piasta, JN Kaderavek
Early childhood research quarterly 25 (1), 65-83, 2010
Evidence-based practice, response to intervention, and the prevention of reading difficulties
LM Justice
American Speech-Language-Hearing Association Rockville, MD, 2006
Print referencing
LM Justice, HK Ezell
American Speech-Language-Hearing Association Rockville, MD, 2004
Emergent literacy intervention for vulnerable preschoolers
LM Justice, SM Chow, C Capellini, K Flanigan, S Colton
American Speech-Language-Hearing Association, 2003
The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills.
TA Zucker, SQ Cabell, LM Justice, JM Pentimonti, JN Kaderavek
Developmental psychology 49 (8), 1425, 2013
Teachers’ use of scaffolding strategies during read alouds in the preschool classroom
JM Pentimonti, LM Justice
Early childhood education journal 37, 241-248, 2010
Using shared storybook reading to promote emergent literacy
LM Justice, J Kaderavek
Teaching Exceptional Children 34 (4), 8-13, 2002
Increasing young children’s contact with print during shared reading: Longitudinal effects on literacy achievement
SB Piasta, LM Justice, AS McGinty, JN Kaderavek
Child development 83 (3), 810-820, 2012
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