Joan Kaderavek
Cited by
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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
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
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
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
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
Narrative production by children with and without specific language impairment: Oral narratives and emergent readings
JN Kaderavek, E Sulzby
Journal of Speech, Language, and Hearing Research 43 (1), 34-49, 2000
Embedded-explicit emergent literacy intervention I
LM Justice, JN Kaderavek
American Speech-Language-Hearing Association Rockville, MD, 2004
Shared storybook reading as an intervention context
J Kaderavek, LM Justice
American Speech-Language-Hearing Association, 2002
The development of expressive elaboration in fictional narratives
TA Ukrainetz, LM Justice, JN Kaderavek, SL Eisenberg, RB Gillam, ...
American Speech-Language-Hearing Association, 2005
Peer effects in early childhood education: Testing the assumptions of special-education inclusion
LM Justice, JAR Logan, TJ Lin, JN Kaderavek
Psychological Science 25 (9), 1722-1729, 2014
The literacy environment of preschool classrooms: Contributions of children's emergent literacy growth
A Guy, Y., Justice, L. M., Kaderavek, J. N., McGinty
Journal of Research in Reading 35 (3), 308-327, 2012
Print-focused read-alouds in preschool classrooms: Intervention effectiveness and moderators of child outcomes
LM Justice, AS McGinty, SB Piasta, JN Kaderavek, X Fan
American Speech-Language-Hearing Association Rockville, MD, 2010
Fidelity: An essential component of evidence-based practice in speech-language pathology
JN Kaderavek, LM Justice
American Speech-Language-Hearing Association Rockville, MD, 2010
Language impairment, parent—child shared reading, and phonological awareness: a feasibility study
LM Justice, J Kaderavek, R Bowles, K Grimm
Topics in Early Childhood Special Education 25 (3), 143-156, 2005
Informational text use in preschool classroom read‐alouds
JM Pentimonti, TA Zucker, LM Justice, JN Kaderavek
The reading teacher 63 (8), 656-665, 2010
Parent-child joint book reading: An observational protocol for young children
JN Kaderavek, E Sulzby
American journal of speech-language pathology 7 (1), 33-47, 1998
Language disorders in children: Fundamental concepts of assessment and intervention
JN Kaderavek
Pearson Higher Ed 2, 350, 2014
Does intensity matter? Preschoolers’ print knowledge development within a classroom-based intervention
AS McGinty, A Breit-Smith, X Fan, LM Justice, JN Kaderavek
Early Childhood Research Quarterly 26 (3), 255-267, 2011
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