Laura M Justice

Summary

Affiliation: University of Virginia
Country: USA

Publications

  1. ncbi request reprint Emergent literacy intervention for vulnerable preschoolers: relative effects of two approaches
    Laura M Justice
    242 Ruffner Hall, Curry School of Education, University of Virginia, Charlottesville, VA 22904, USA
    Am J Speech Lang Pathol 12:320-32. 2003
  2. ncbi request reprint Embedded-explicit emergent literacy intervention II: goal selection and implementation in the early childhood classroom
    Joan N Kaderavek
    University of Toledo, Toledo, OH, USA
    Lang Speech Hear Serv Sch 35:212-28. 2004
  3. ncbi request reprint Learning new words from storybooks: an efficacy study with at-risk kindergartners
    Laura M Justice
    Curry School of Education, University of Virginia, Charlottesville, 22904, USA
    Lang Speech Hear Serv Sch 36:17-32. 2005
  4. ncbi request reprint Evidence-based practice, response to intervention, and the prevention of reading difficulties
    Laura M Justice
    Preschool Language and Literacy Lab, Box 400873, University of Virginia, Charlottesville, VA 22904 4873, USA
    Lang Speech Hear Serv Sch 37:284-97. 2006
  5. ncbi request reprint Targets, techniques, and treatment contexts in emergent literacy intervention
    Laura M Justice
    Preschool Language and Literacy Lab, Curry School of Education, University of Virginia, Charlottesville, VA 22904 4873, USA
    Semin Speech Lang 28:14-24. 2007
  6. ncbi request reprint Print referencing: an emergent literacy enhancement strategy and its clinical applications
    Laura M Justice
    Curry School of Education, University of Virginia, Charlottesville 22904, USA
    Lang Speech Hear Serv Sch 35:185-93. 2004
  7. ncbi request reprint Embedded-explicit emergent literacy intervention I: Background and description of approach
    Laura M Justice
    Curry School of Education, University of Virginia, Charlottesville, VA 22904, USA
    Lang Speech Hear Serv Sch 35:201-11. 2004
  8. doi request reprint Emergent literacy profiles of preschool-age children with specific language impairment
    Sonia Q Cabell
    Center for Advanced Study of Teaching and Learning, University of Virginia, Charlottesville, VA 22904, USA
    Int J Speech Lang Pathol 12:472-82. 2010
  9. doi request reprint Shared-reading dynamics: mothers' question use and the verbal participation of children with specific language impairment
    Anita S McGinty
    University of Virginia, Charlottesville, VA, USA
    J Speech Lang Hear Res 55:1039-52. 2012
  10. doi request reprint Predictors of print knowledge in children with specific language impairment: experiential and developmental factors
    Anita S McGinty
    Preschool Language and Literacy Lab, Curry School of Education, University of Virginia, Charlottesville, VA 22904, USA
    J Speech Lang Hear Res 52:81-97. 2009

Research Grants

  1. Early literacy intervention
    Laura Justice; Fiscal Year: 2005
  2. Influences on preschoolers' visual attention to print
    Laura Justice; Fiscal Year: 2004

Detail Information

Publications21

  1. ncbi request reprint Emergent literacy intervention for vulnerable preschoolers: relative effects of two approaches
    Laura M Justice
    242 Ruffner Hall, Curry School of Education, University of Virginia, Charlottesville, VA 22904, USA
    Am J Speech Lang Pathol 12:320-32. 2003
    ..An examination of individual differences and intervention outcome showed oral language skills and literacy orientation to predict emergent literacy performance at the end of the program...
  2. ncbi request reprint Embedded-explicit emergent literacy intervention II: goal selection and implementation in the early childhood classroom
    Joan N Kaderavek
    University of Toledo, Toledo, OH, USA
    Lang Speech Hear Serv Sch 35:212-28. 2004
    ....
  3. ncbi request reprint Learning new words from storybooks: an efficacy study with at-risk kindergartners
    Laura M Justice
    Curry School of Education, University of Virginia, Charlottesville, 22904, USA
    Lang Speech Hear Serv Sch 36:17-32. 2005
    ..An additional goal was to study differential responses to treatment for children with high versus low vocabulary skill...
  4. ncbi request reprint Evidence-based practice, response to intervention, and the prevention of reading difficulties
    Laura M Justice
    Preschool Language and Literacy Lab, Box 400873, University of Virginia, Charlottesville, VA 22904 4873, USA
    Lang Speech Hear Serv Sch 37:284-97. 2006
    ..It also delineates the roles that speech-language pathologists (SLPs) might play in these interventions...
  5. ncbi request reprint Targets, techniques, and treatment contexts in emergent literacy intervention
    Laura M Justice
    Preschool Language and Literacy Lab, Curry School of Education, University of Virginia, Charlottesville, VA 22904 4873, USA
    Semin Speech Lang 28:14-24. 2007
    ..Treatment contexts refer to the location in which intervention is provided; prevalent contexts for provision of emergent literacy intervention include classroom-based, pull-out, and home-based (parent-implemented) interventions...
  6. ncbi request reprint Print referencing: an emergent literacy enhancement strategy and its clinical applications
    Laura M Justice
    Curry School of Education, University of Virginia, Charlottesville 22904, USA
    Lang Speech Hear Serv Sch 35:185-93. 2004
    ..This clinical exchange provides suggestions for using print referencing as a clinical tool, including a theoretical overview of this approach and descriptions of clinical targets...
  7. ncbi request reprint Embedded-explicit emergent literacy intervention I: Background and description of approach
    Laura M Justice
    Curry School of Education, University of Virginia, Charlottesville, VA 22904, USA
    Lang Speech Hear Serv Sch 35:201-11. 2004
    ..The goal of this integrated model is to provide comprehensive emergent literacy interventions across a spectrum of early literacy skills to ensure the successful transition of at-risk children from prereaders to readers...
  8. doi request reprint Emergent literacy profiles of preschool-age children with specific language impairment
    Sonia Q Cabell
    Center for Advanced Study of Teaching and Learning, University of Virginia, Charlottesville, VA 22904, USA
    Int J Speech Lang Pathol 12:472-82. 2010
    ..Replication of the present findings with a larger sample of children is needed...
  9. doi request reprint Shared-reading dynamics: mothers' question use and the verbal participation of children with specific language impairment
    Anita S McGinty
    University of Virginia, Charlottesville, VA, USA
    J Speech Lang Hear Res 55:1039-52. 2012
    ..In this study, the authors used sequential analysis to explore bidirectional and dynamic dependencies between mothers' question use and children's verbal participation during shared reading...
  10. doi request reprint Predictors of print knowledge in children with specific language impairment: experiential and developmental factors
    Anita S McGinty
    Preschool Language and Literacy Lab, Curry School of Education, University of Virginia, Charlottesville, VA 22904, USA
    J Speech Lang Hear Res 52:81-97. 2009
    ..The present study investigates the degree to which developmental risk factors and home literacy experiences predict the print knowledge of children with SLI...
  11. doi request reprint Emergent name-writing abilities of preschool-age children with language impairment
    Sonia Q Cabell
    Preschool Language and Literacy Lab, P O Box 400873, University of Virginia, Charlottesville, VA 22904, USA
    Lang Speech Hear Serv Sch 40:53-66. 2009
    ....
  12. doi request reprint The impact of teacher responsivity education on preschoolers' language and literacy skills
    Sonia Q Cabell
    University of Virginia, Charlottesville, USA
    Am J Speech Lang Pathol 20:315-30. 2011
    ..Additional aims were to determine whether children's initial language abilities and teachers' use of responsivity strategies were associated with language outcomes, in particular...
  13. doi request reprint Validity of teacher report for assessing the emergent literacy skills of at-risk preschoolers
    Sonia Q Cabell
    Preschool Language and Literacy Lab, P O Box 400873, University of Virginia, Charlottesville, VA 22904, USA
    Lang Speech Hear Serv Sch 40:161-73. 2009
    ....
  14. ncbi request reprint Measuring preschool attainment of print-concept knowledge: a study of typical and at-risk 3- to 5-year-old children using item response theory
    Laura M Justice
    Preschool Language and Literacy Lab, University of Virginia, Charlottesville, VA 22904 4873, USA
    Lang Speech Hear Serv Sch 37:224-35. 2006
    ..This research determined the psychometric quality of a criterion-referenced measure that was thought to measure preschoolers' print-concept knowledge (PCK)...
  15. doi request reprint Peer effects on children's language achievement during pre-kindergarten
    Andrew J Mashburn
    University of Virginia, Center for Advanced Study of Teaching and Learning, 350 Old Ivy Way Suite 100, Charlottesville, VA 22903, USA
    Child Dev 80:686-702. 2009
    ..Implications of these findings for understanding ecological inputs to children's language development and for designing effective pre-k programs are discussed...
  16. ncbi request reprint The index of narrative microstructure: a clinical tool for analyzing school-age children's narrative performances
    Laura M Justice
    Preschool Language and Literacy Lab, Curry School of Education, Box 400873, University of Virginia, Charlottesville, VA 22904 4273, USA
    Am J Speech Lang Pathol 15:177-91. 2006
    ..The study provides field test age- and grade-based INMIS values to aid clinicians in making normative judgments about microstructural aspects of pupils' narrative performance...
  17. doi request reprint Preschool teachers' fidelity in implementing a comprehensive language-rich curriculum
    Khara L Pence
    University of Virginia, Charlottesville, Virginia, USA
    Lang Speech Hear Serv Sch 39:329-41. 2008
    ....
  18. doi request reprint Influence of verbal and nonverbal references to print on preschoolers' visual attention to print during storybook reading
    Laura M Justice
    Center for Advanced Study of Teaching and Learning, University of Virginia, USA
    Dev Psychol 44:855-66. 2008
    ..The authors conclude that explicit referencing of print is 1 way to increase young children's contacts with print during shared storybook reading...
  19. ncbi request reprint The development of expressive elaboration in fictional narratives
    Teresa A Ukrainetz
    Division of Communication Disorders, University of Wyoming, Laramie 82071 3311, USA
    J Speech Lang Hear Res 48:1363-77. 2005
    ..This study analyzed the development of expressive elaboration in fictional narratives for school-age children...
  20. ncbi request reprint African American and Caucasian preschoolers' use of decontextualized language: literate language features in oral narratives
    Stephanie M Curenton
    Society for Research in Child Development, Washington, DC, USA
    Lang Speech Hear Serv Sch 35:240-53. 2004
    ..Low-income preschoolers' use of literate language features in oral narratives across three age groups (3-, 4-, and 5-year-olds) and two ethnic groups (Caucasian and African American) was examined...
  21. doi request reprint Noun phrase elaboration in children's spoken stories
    Sarita L Eisenberg
    Department of Communication Sciences and Disorders, Montclair State University, Montclair, NJ 07043, USA
    Lang Speech Hear Serv Sch 39:145-57. 2008
    ..One feature of literate language, noun phrase elaboration, was examined in the oral fictional narratives of school-aged children...

Research Grants2

  1. Early literacy intervention
    Laura Justice; Fiscal Year: 2005
    ....
  2. Influences on preschoolers' visual attention to print
    Laura Justice; Fiscal Year: 2004
    ..e., questions and comments about pictures versus print, verbal versus nonverbal print cues) upon children's visual attention to print in this early literacy context. ..