Laura Justice
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American psychologist
Laura Justice's AcademicInfluence.com Rankings
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Psychology
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Developmental Psychology
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Psychology
Why Is Laura Justice Influential?
(Suggest an Edit or Addition)According to Wikipedia, Laura M. Justice is a language scientist and expert on interventions to promote children's literacy. She is the EHE Distinguished Professor of Educational Psychology at Ohio State University, where she also serves as the Executive Director of the A. Sophie Rogers School for Early Learning.
Laura Justice's Published Works
Number of citations in a given year to any of this author's works
Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author
Published Works
- Effects of Web-Mediated Professional Development Resources on Teacher-Child Interactions in Pre-Kindergarten Classrooms. (2008) (675)
- Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils. (2008) (626)
- Learning new words from storybooks: an efficacy study with at-risk kindergartners. (2005) (423)
- Use of storybook reading to increase print awareness in at-risk children. (2002) (373)
- Relations among Preschool Teachers' Self-Efficacy, Classroom Quality, and Children's Language and Literacy Gains. (2010) (361)
- Enhancing Children’s Print and Word Awareness Through Home-Based Parent Intervention (2000) (331)
- Accelerating preschoolers' early literacy development through classroom-based teacher-child storybook reading and explicit print referencing. (2009) (307)
- Peer effects on children's language achievement during pre-kindergarten. (2009) (283)
- Promising Interventions for Promoting Emergent Literacy Skills (2003) (275)
- The index of narrative microstructure: a clinical tool for analyzing school-age children's narrative performances. (2006) (254)
- Preschool teachers’ literal and inferential questions and children's responses during whole-class shared reading (2010) (247)
- Emergent literacy intervention for vulnerable preschoolers: relative effects of two approaches. (2003) (227)
- Evidence-based practice, response to intervention, and the prevention of reading difficulties. (2006) (215)
- Increasing young children's contact with print during shared reading: longitudinal effects on literacy achievement. (2012) (212)
- Print referencing: an emergent literacy enhancement strategy and its clinical applications. (2004) (208)
- Measuring preschool attainment of print-concept knowledge: a study of typical and at-risk 3- to 5-year-old children using item response theory. (2006) (200)
- Enhancing Phonological Awareness, Print Awareness, and Oral Language Skills in Preschool Children (2003) (193)
- Teacher-child conversations in preschool classrooms: Contributions to children's vocabulary development (2015) (191)
- African American and Caucasian preschoolers' use of decontextualized language: literate language features in oral narratives. (2004) (190)
- Embedded-explicit emergent literacy intervention I: Background and description of approach. (2004) (189)
- Teachers’ Use of Scaffolding Strategies During Read Alouds in the Preschool Classroom (2009) (187)
- Exploring Factors Related to Preschool Teachers' Self-Efficacy. (2011) (184)
- Peer effects in preschool classrooms: is children's language growth associated with their classmates' skills? (2011) (179)
- The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills. (2013) (178)
- Implementation Fidelity of MyTeachingPartner Literacy and Language Activities: Association with Preschoolers' Language and Literacy Growth. (2010) (178)
- The impact of teacher responsivity education on preschoolers' language and literacy skills. (2011) (174)
- Influence of verbal and nonverbal references to print on preschoolers' visual attention to print during storybook reading. (2008) (171)
- Experimental evaluation of a preschool language curriculum: influence on children's expressive language skills. (2008) (164)
- Inference generation, story comprehension, and language skills in the preschool years (2013) (163)
- A scalable tool for assessing children's language abilities within a narrative context: The NAP (Narrative Assessment Protocol) (2010) (159)
- Increasing the Print Focus of Adult-Child Shared Book Reading Through Observational Learning (2000) (157)
- Electronic versus traditional storybooks: Relative influence on preschool children’s engagement and communication (2010) (156)
- Impact of professional development on preschool teachers’ conversational responsivity and children's linguistic productivity and complexity (2012) (155)
- Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties (2011) (155)
- Using Shared Storybook Reading to Promote Emergent Literacy (2002) (148)
- The effects of language- and literacy-focused professional development on early educators and children: A best-evidence meta-analysis (2017) (147)
- Pre‐schoolers, print and storybooks: an observational study using eye movement analysis (2005) (145)
- Word and print awareness in 4-year-old children (2001) (142)
- An investigation of four hypotheses concerning the order by which 4-year-old children learn the alphabet letters (2006) (141)
- Fidelity: an essential component of evidence-based practice in speech-language pathology. (2010) (140)
- The development of expressive elaboration in fictional narratives. (2005) (138)
- That's My Letter!: What Preschoolers' Name Writing Representations Tell Us about Emergent Literacy Knowledge (2003) (137)
- Educators' Use of Cognitively Challenging Questions in Economically Disadvantaged Preschool Classroom Contexts (2008) (137)
- Temperament and Language Skills as Predictors of Teacher-Child Relationship Quality in Preschool (2006) (133)
- Shared Storybook Reading as an Intervention Context: Practices and Potential Pitfalls (2002) (130)
- Preschool teachers' fidelity in implementing a comprehensive language-rich curriculum. (2008) (128)
- Consultation for Teachers and Children's Language and Literacy Development during Pre-Kindergarten (2010) (124)
- Does intensity matter? Preschoolers’ print knowledge development within a classroom-based intervention (2011) (123)
- Children's Preliteracy Skills: Influence of Mothers' Education and Beliefs About Shared-Reading Interactions (2008) (122)
- The Dimensionality of Language Ability in Young Children. (2015) (121)
- Does preterm birth increase a child's risk for language impairment? (2010) (119)
- Language Impairment, Parent—Child Shared Reading, and Phonological Awareness (2005) (118)
- WORD EXPOSURE CONDITIONS AND PRESCHOOLERS' NOVEL WORD LEARNING DURING SHARED STORYBOOK READING (2002) (117)
- Relations Among Maternal Literacy Beliefs, Home Literacy Practices, and the Emergent Literacy Skills of Preschoolers With Specific Language Impairment (2008) (112)
- Language- and literacy-learning opportunities in early childhood classrooms: Children's typical experiences and within-classroom variability (2014) (112)
- Designing and Implementing an Early Literacy Screening Protocol: Suggestions for the Speech-Language Pathologist. (2002) (111)
- Language Development From Theory To Practice (2007) (110)
- School readiness among children with varying histories of language difficulties. (2009) (110)
- Print-focused read-alouds in preschool classrooms: intervention effectiveness and moderators of child outcomes. (2010) (103)
- Enhancing the emergent literacy skills of pre-schoolers with communication disorders: a pilot investigation (2000) (102)
- A Sequential Analysis of Children's Responsiveness to Parental Print References During Shared Book-Reading Interactions (2002) (101)
- Linguistic environment of preschool classrooms: What dimensions support children’s language growth? (2018) (101)
- Longitudinal trajectories of gestural and linguistic abilities in very preterm infants in the second year of life (2011) (98)
- Increasing Higher Level Language Skills to Improve Reading Comprehension (2011) (96)
- Language and literacy curriculum supplement for preschoolers who are academically at risk: a feasibility study. (2010) (96)
- Reading trajectories of children with language difficulties from preschool through fifth grade. (2008) (94)
- Relationships Between Teachers and Preschoolers Who Are At Risk: Contribution of Children's Language Skills, Temperamentally Based Attributes, and Gender (2008) (94)
- Synthesis of IES Research on Early Intervention and Early Childhood Education. NCSER 2013-3001. (2013) (93)
- Relations among maternal, child, and demographic factors and the persistence of preschool language impairment. (2004) (93)
- Emergent name-writing abilities of preschool-age children with language impairment. (2009) (90)
- Peer Effects in Early Childhood Education (2014) (89)
- The literacy environment of preschool classrooms: contributions to children's emergent literacy growth (2012) (83)
- Informational Text Use in Preschool Classroom Read‐Alouds (2010) (83)
- Predictors of print knowledge in children with specific language impairment: experiential and developmental factors. (2009) (83)
- Validity of teacher report for assessing the emergent literacy skills of at-risk preschoolers. (2009) (82)
- Teacher-child relationships, behavior regulation, and language gain among at-risk preschoolers. (2012) (82)
- Bi-directional dynamics underlie the complexity of talk in teacher–child play-based conversations in classrooms serving at-risk pupils (2013) (81)
- How Many Letters Should Preschoolers in Public Programs Know? The Diagnostic Efficiency of Various Preschool Letter-Naming Benchmarks for Predicting First-Grade Literacy Achievement. (2012) (77)
- Feasibility, efficacy, and social validity of home-based storybook reading intervention for children with language impairment. (2011) (77)
- Preschoolers' Exposure to Language Stimulation in Classrooms Serving At-Risk Children: The Contribution of Group Size and Activity Context (2009) (77)
- Written Language Awareness in Preschool Children from Low-Income Households (2001) (76)
- Sense of School Community for Preschool Teachers Serving At-Risk Children (2008) (74)
- Social and Behavioral Characteristics of Preschoolers With Specific Language Impairment (2007) (74)
- Early childhood educators' knowledge, beliefs, education, experiences, and children's language- and literacy-learning opportunities: What is the connection? (2016) (72)
- Language, motor and cognitive development of extremely preterm children: modeling individual growth trajectories over the first three years of life. (2014) (72)
- Predicting individual differences in reading comprehension: a twin study (2010) (70)
- Print Referencing During Read‐Alouds: A Technique for Increasing Emergent Readers' Print Knowledge (2009) (69)
- Comparing Emergent-Literacy Skills and Home-Literacy Environment of Children With Autism and Their Peers (2014) (69)
- Emergent literacy profiles among prekindergarten children from low-SES backgrounds: Longitudinal considerations☆ (2013) (68)
- What are Preschool Teachers Reading in Their Classrooms? (2011) (67)
- Prekindergarten teachers' verbal references to print during classroom-based, large-group shared reading. (2009) (63)
- Achieving Excellence in Preschool Literacy Instruction. (2007) (63)
- Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Pre-Kindergarten Programs. (2011) (62)
- Effectiveness of Large-Scale, State-Sponsored Language and Literacy Professional Development on Early Childhood Educator Outcomes (2017) (62)
- Embedded-explicit emergent literacy intervention II: goal selection and implementation in the early childhood classroom. (2004) (61)
- Inferential talk during teacher-child interactions in small-group play (2013) (59)
- Test of Narrative Language (2020) (59)
- Early Literacy Screening in Kindergarten: Widespread Implementation in Virginia (2004) (59)
- Noun phrase elaboration in children's spoken stories. (2008) (56)
- Effective behavior management in preschool classrooms and children's task orientation: Enhancing emergent literacy and language development ☆ (2011) (56)
- Genetic and environmental influences on the growth of early reading skills. (2010) (55)
- Creating Language-Rich Preschool Classroom Environments (2004) (53)
- Evidence-Based Practice in Schools: Integrating Craft and Theory with Science and Data (2004) (52)
- Self-efficacy of early childhood special education teachers: Links to classroom quality and children's learning for children with language impairment (2014) (50)
- Structural and Process Quality of Danish Preschools: Direct and Indirect Associations With Children’s Growth in Language and Preliteracy Skills (2018) (49)
- A pilot investigation of parents’ questions about print and pictures to preschoolers with language delay (1998) (48)
- Parental Scaffolding of Children's Phonological Awareness Skills (2004) (48)
- When Children Are Not Read to at Home: The Million Word Gap. (2019) (47)
- Quality of the Literacy Environment in Inclusive Early Childhood Special Education Classrooms (2013) (47)
- Print-Focused Read-Alouds in Early Childhood Special Education Programs (2015) (45)
- The Effectiveness of a Large-Scale Language and Preliteracy Intervention: The SPELL Randomized Controlled Trial in Denmark. (2018) (45)
- DESCRIPTIVE-DEVELOPMENTAL PERFORMANCE OF AT-RISK PRESCHOOLERS ON EARLY LITERACY TASKS (2005) (44)
- CLOSING THE GAP BETWEEN RESEARCH AND PRACTICE: CASE STUDY OF SCHOOL-WIDE LITERACY REFORM (2004) (43)
- Influences on the Congruence between Parents’ and Teachers’ Ratings of Young Children’s Social Skills and Problem Behaviors (2013) (42)
- Preschool Children's Visual Attention to Print during Storybook Reading: Pilot Findings. (2002) (41)
- Does context matter? Explicit print instruction during reading varies in its influence by child and classroom factors☆ (2012) (41)
- Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade. Educator's Practice Guide. NCEE 2016-4008. (2016) (41)
- Scaffolding With Storybooks: A Guide for Enhancing Young Children's Language and Literacy Achievement (2005) (41)
- Engaging Children with Print: Building Early Literacy Skills through Quality Read-Alouds. (2010) (41)
- The Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms (2019) (40)
- School-Age Children's Self-Assessment of Oral Narrative Production (2004) (39)
- Socio-emotional climate of storybook reading interactions for mothers and preschoolers with language impairment (2010) (39)
- Teachers’ Use of High- and Low-Support Scaffolding Strategies to Differentiate Language Instruction in High-Risk/Economically Disadvantaged Settings (2017) (39)
- Teachers’ use of questions during shared book reading: Relations to child responses (2019) (39)
- Children’s Attendance Rates and Quality of Teacher-Child Interactions in At-Risk Preschool Classrooms: Contribution to Children’s Expressive Language Growth (2011) (39)
- Relations among home literacy environment, child characteristics and print knowledge for preschool children with language impairment (2014) (38)
- Very Early Language Skills of Fifth-Grade Poor Comprehenders. (2013) (38)
- Vygotskian Theory and Its Application to Assessment: An Overview for Speech-Language Pathologists (1999) (37)
- Conditions of Poverty, Parent–Child Interactions, and Toddlers’ Early Language Skills in Low-Income Families (2019) (37)
- Topic Control During Shared Storybook Reading (2003) (37)
- A standardized tool for assessing the quality of classroom-based shared reading: Systematic Assessment of Book Reading (SABR) (2012) (37)
- Designing Caregiver-Implemented Shared-Reading Interventions to Overcome Implementation Barriers. (2015) (36)
- Empirically Based Profiles of the Early Literacy Skills of Children With Language Impairment in Early Childhood Special Education (2015) (36)
- The Importance of Effect Sizes in the Interpretation of ResearchPrimer on Research: Part 3 (2006) (36)
- Theoretical explanations for preschoolers' lowercase alphabet knowledge. (2010) (36)
- Classroom Age Composition and Vocabulary Development Among At-Risk Preschoolers (2014) (36)
- The effect of book genre in the repeated readings of mothers and their children with language impairment: a pilot investigation (2005) (36)
- Shared-reading dynamics: mothers' question use and the verbal participation of children with specific language impairment. (2012) (35)
- An E-Supervision Model (2004) (35)
- Examining Quality in Two Preschool Settings: Publicly Funded Early Childhood Education and Inclusive Early Childhood Education Classrooms (2016) (33)
- Impact of Professional Development on Preschool Teachers’ Print References During Shared Read Alouds: A Latent Growth Curve Analysis (2010) (33)
- Maternal Inferential Input and Children's Language Skills (2017) (33)
- Effective language and literacy instruction: Evaluating the importance of scripting and group size components (2018) (32)
- Clinical Approaches to Emergent Literacy Intervention (2006) (32)
- Emergent literacy profiles of preschool-age children with Specific Language Impairment (2010) (32)
- Early childhood educators' knowledge about language and literacy: Associations with practice and children's learning. (2020) (32)
- Parents’ Selection Factors When Choosing Preschool Programs for Their Children with Disabilities (2011) (31)
- The nature and extent of change in early childhood educators' language and literacy knowledge and beliefs (2015) (30)
- Stability of Language and Literacy Profiles of Children With Language Impairment in the Public Schools. (2015) (30)
- Children with communication impairments: Caregivers’ and teachers’ shared book-reading quality and children’s level of engagement (2014) (29)
- Social Networks of Children With Developmental Language Disorder in Inclusive Preschool Programs. (2018) (28)
- Predictors of decoding for children with autism spectrum disorder in comparison to their peers (2017) (28)
- Peer interaction in rural preschool classrooms: Contributions of children’s learning-related behaviors, language and literacy skills, and problem behaviors (2016) (28)
- A Comprehensive Examination of Preschool Teachers’ Implementation Fidelity When Using a Supplemental Language and Literacy Curriculum (2015) (27)
- Home literacy experiences and early childhood disability: a descriptive study using the National Household Education Surveys (NHES) program database. (2010) (27)
- How Often and How Much?: Intensity of Print Referencing Intervention (2009) (27)
- The 'robustness' of vocabulary intervention in the public schools: targets and techniques employed in speech-language therapy. (2014) (27)
- Intensity of language treatment: contribution to children's language outcomes. (2017) (26)
- Fidelity of implementation for an early-literacy intervention: Dimensionality and contribution to children’s intervention outcomes (2016) (25)
- Quality of language intervention provided to primary-grade students with language impairment. (2014) (25)
- Preschool Teachers' Sense of Community, Instructional Quality, and Children's Language and Literacy Gains (2011) (25)
- Integration of literacy into speech-language therapy: a descriptive analysis of treatment practices. (2014) (24)
- Increasing Genotype-Phenotype Model Determinism: Application to Bivariate Reading/Language Traits and Epistatic Interactions in Language-Impaired Families (2010) (24)
- Parent and child attitudinal factors in a model of children's print‐concept knowledge (2015) (23)
- Impacts of parent-implemented early-literacy intervention for Spanish-speaking children with language impairment. (2015) (23)
- Association Between Television Viewing and Parent-Child Reading in the Early Home Environment (2017) (23)
- Implementation of responsiveness to intervention in early education settings. (2009) (23)
- When craft and science collide: Improving therapeutic practices through evidence-based innovations (2010) (23)
- Field-Based Evaluation of Two-Tiered Instruction for Enhancing Kindergarten Phonological Awareness (2008) (23)
- Are working memory and behavioral attention equally important for both reading and listening comprehension? A developmental comparison (2018) (21)
- Communication Sciences and Disorders: A Contemporary Perspective (2009) (21)
- Artfulness in Young Children's Spoken Narratives (2010) (21)
- Understanding Risk for Reading Difficulties in Children With Language Impairment. (2016) (20)
- The mediating role of classroom quality on peer effects and language gain in pre-kindergarten ECSE classrooms (2019) (20)
- Establishing Language Benchmarks for Children With Typically Developing Language and Children With Language Impairment. (2017) (20)
- Genetic Covariation Underlying Reading, Language and Related Measures in a Sample Selected for Specific Language Impairment (2011) (19)
- An empirical investigation of the dimensionality of the physical literacy environment in early childhood classrooms (2018) (19)
- Parents’ perceptions of children's literacy motivation and their home-literacy practices: what's the connection? (2016) (19)
- Literacy Achievement during Kindergarten: Examining Key Contributors in an At-Risk Sample (2004) (19)
- The home-literacy environment of young children with disabilities (2016) (18)
- School readiness of children with language impairment: predicting literacy skills from pre-literacy and social-behavioural dimensions. (2016) (18)
- Targets, techniques, and treatment contexts in emergent literacy intervention. (2007) (18)
- Exploring the nature of associations between educators’ knowledge and their emergent literacy classroom practices (2020) (18)
- Home-literacy environment of low-income rural families: Association with child- and caregiver-level characteristics (2019) (18)
- Age-Related Progressions in Story Structure in Young Children's Narratives. (2016) (18)
- The preschool classroom linguistic environment: Children’s first-person experiences (2019) (18)
- Comparing Children with ASD and Their Peers’ Growth in Print Knowledge (2016) (18)
- At-scale, state-sponsored language and literacy professional development: Impacts on early childhood classroom practices and children’s outcomes. (2020) (18)
- Validity of the children's orientation to book reading rating scale (2014) (17)
- Modeling the Early Language Trajectory of Language Development When the Measures Change and Its Relation to Poor Reading Comprehension. (2018) (17)
- Exploring the mechanism through which peer effects operate in preschool classrooms to influence language growth (2020) (17)
- The Impacts of a Scalable Intervention on the Language and Literacy Development of Rural Pre-Kindergartners (2016) (17)
- Text features and preschool teachers’ use of print referencing (2013) (17)
- Relations of Maternal Depression and Parenting Self-Efficacy to the Self-Regulation of Infants in Low-Income Homes (2020) (17)
- Kindergarten readiness profiles of rural, Appalachian children from low-income households (2017) (16)
- Child behavior problems during COVID-19: Associations with parent distress and child social-emotional skills (2021) (16)
- Preschool Teachers’ Implementation Fidelity When Using a Technology-Mediated Language and Literacy Intervention (2018) (15)
- Conceptualising “dose” in paediatric language interventions: Current findings and future directions (2018) (15)
- Pilot Findings (2002) (15)
- Early childhood literacy coaching: An examination of coaching intensity and changes in educators' literacy knowledge and practice (2018) (14)
- Increasing Caregivers’ Adherence to an Early-Literacy Intervention Improves the Print Knowledge of Children with Language Impairment (2018) (14)
- Addressing the Language and Literacy Needs of Vulnerable Children (2004) (14)
- Bridging the Gap Between Genomics and Education. (2007) (14)
- Impacts of Teacher–Child Managed Whole-Group Language and Literacy Instruction on the Depth of Preschoolers’ Social Interaction (2017) (14)
- Implementation processes associated with a home-based phonological awareness intervention for children with specific language impairment (2011) (14)
- Using Hierarchical Linear Modeling to Examine How Individual SLPs Differentially Contribute to Children's Language and Literacy Gains in Public Schools. (2015) (14)
- Kindergarten Impacts of a Preschool Language-Focused Intervention (2016) (13)
- The Dimensionality of Spanish in Young Spanish-English Dual-Language Learners. (2015) (13)
- Understanding policies and practices that support successful transitions to kindergarten (2020) (13)
- Peer Interactions in Preschool Inclusive Classrooms: The Roles of Pragmatic Language and Self-Regulation (2019) (13)
- Teacher-child relationships and classroom-learning behaviours of children with developmental language disorders. (2018) (13)
- Do the symptoms of language disorder align with treatment goals? An exploratory study of primary-grade students' IEPs. (2014) (13)
- Early Childhood General and Special Educators: An Examination of Similarities and Differences in Beliefs, Knowledge, and Practice (2018) (13)
- Does mixing age groups in early childhood education settings support children’s language development? (2019) (13)
- Phonological awareness emergence in preschool children with autism spectrum disorder (2019) (13)
- Methodological Review of the Quality of Reach Out and Read (2014) (13)
- It Depends (2014) (13)
- Home literacy environment profiles of children with language impairment: associations with caregiver- and child-specific factors. (2017) (13)
- Decoding skills in children with language impairment: contributions of phonological processing and classroom experiences. (2015) (12)
- How Do Caregivers Select Preschools? A Study of Children With and Without Disabilities (2016) (12)
- Language Disparities Related to Maternal Education Emerge by Two Years in a Low-Income Sample (2020) (12)
- School-readiness profiles of children with language impairment: linkages to home and classroom experiences. (2014) (12)
- A Randomized Controlled Trial of a Large Scale Systematic and Explicit Language and Literacy Intervention in Danish Daycares: The SPELL Study (2014) (12)
- RTI Progress Monitoring Tools: Assessing Primary-Grade Students in Response-to-Intervention Programs (2010) (12)
- Low-cost teacher-implemented intervention improves toddlers’ language and math skills (2020) (12)
- Methodological quality of intervention research in speech–language pathology: Analysis of 10 years of group-design studies (2008) (11)
- IEP goals for school-age children with speech sound disorders. (2014) (11)
- Media exposure and language for toddlers from low-income homes. (2021) (11)
- Algorithm-Driven Dosage Decisions (AD3): Optimizing Treatment for Children With Language Impairment. (2017) (11)
- EXPLORING THE CONTINUUM OF EMERGENT TO CONVENTIONAL LITERACY: TRANSITIONING SPECIAL LEARNERS (2004) (11)
- Technology acceptance in context: preschool teachers’ integration of a technology-based early language and literacy curriculum (2019) (11)
- Academics of the Early Primary Grades: Investigating the Alignment of Instructional Practices from Pre-K to Third Grade (2021) (10)
- Data recycling: using existing databases to increase research capacity in speech-language development and disorders. (2010) (10)
- Longitudinal Impacts of Print-Focused Read-Alouds for Children With Language Impairment. (2017) (9)
- Predictors of Language Gains Among School-Age Children With Language Impairment in the Public Schools. (2017) (9)
- Vocabulary gain among children with language disorders: contributions of children's behavior regulation and emotionally supportive environments. (2014) (9)
- Syntax and Speech-Language Pathology Graduate Students: Performance and Perceptions (1999) (9)
- Development of the Narrative Assessment Protocol-2: A Tool for Examining Young Children's Narrative Skill. (2020) (9)
- Influences of Teacher–Child Relationships and Classroom Social Management on Child-Perceived Peer Social Experiences During Early School Years (2020) (9)
- How Much is Enough: The Intensity Evidence in Language Intervention (2008) (8)
- Associations Between Children’s Media Use and Language and Literacy Skills (2020) (8)
- Narrative Assessment Protocol (2016) (8)
- Neighborhood Influences on Perceived Social Support and Parenting Behaviors (2019) (8)
- Library-Based Summer Reading Clubs: Who Participates and Why? (2013) (8)
- Parents’ Growth Mindsets and Home-Learning Activities: A Cross-Cultural Comparison of Danish and US Parents (2020) (8)
- Shared-Reading Volume in Early Childhood Special Education Classrooms (2015) (8)
- Children with LD as Emergent Readers (2000) (8)
- Designing Effective Speech-Language Interventions for Children in the Public Schools (2016) (7)
- Exposure to Environmental Toxicants and Early Language Development for Children Reared in Low-Income Households (2020) (7)
- Triple Alignment: Congruency of Perceived Preschool Classroom Social Networks Among Teachers, Children, and Researchers (2020) (7)
- Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors. (2020) (7)
- Optimal intervention intensity for emergent literacy: What we know and need to learn (2012) (7)
- Characteristics of Children’s Media Use and Gains in Language and Literacy Skills (2020) (7)
- Contingency in Teacher-Child Emotional State Talk during Shared Book Reading in Early Childhood Classrooms (2020) (7)
- Media Use Among Kindergarteners From Low-Income Households During the COVID-19 Shutdown (2021) (6)
- Print knowledge in Yucatec Maya–Spanish bilingual children: an initial inquiry (2017) (6)
- Caregiver Implementation of a Home-Based Reading Program With Their Children With Disabilities: Patterns of Adherence (2018) (6)
- Book-Reading Engagement in Children with Autism and Language Impairment: Associations with Emergent-Literacy Skills (2019) (6)
- Automatized analysis of children’s exposure to child-directed speech in reschool settings: Validation and application (2020) (6)
- Absenteeism in Appalachian preschool classrooms and children's academic achievement (2018) (6)
- Understanding family life during the COVID‐19 shutdown (2022) (6)
- Implementing toddler interventions at scale: The case of “We learn together” (2021) (6)
- Schools as Complex Host Environments: Understanding Aspects of Schools that May Influence Clinical Practice and Research (2011) (6)
- Effects of Read It Again! In Early Childhood Special Education Classrooms as Compared to Regular Shared Book Reading (2019) (5)
- Prevalence and prediction of kindergarten-transition difficulties (2021) (5)
- Native Mexican Parents’ Beliefs About Children’s Literacy and Language Development: A Mixed-Methods Study (2019) (5)
- Designing Quality Tier One Learning Environments for Emergent and Early Readers (2008) (5)
- The Frequency and Nature of Communication Between School-Based Speech-Language Pathologists and Caregivers of Children With Language Impairment. (2017) (5)
- Influence of Teachers’ Grouping Strategies on Children’s Peer Social Experiences in Early Elementary Classrooms (2020) (5)
- Does Teachers’ Self-Efficacy Vary for Different Children? A Study of Early Childhood Special Educators (2020) (5)
- Teachers’ Literal and Inferential Talk in Early Childhood and Special Education Classrooms (2018) (5)
- Is the Proportion of Children With Disabilities in Inclusive Preschool Programs Associated With Children’s Achievement? (2020) (5)
- Contributions to Gain in Speech Sound Production Accuracy for Children With Speech Sound Disorders: Exploring Child and Therapy Factors. (2020) (5)
- Assessing Learning Behaviors in Early Childhood Special Education Classrooms (2018) (5)
- Identifying Children With Clinical Language Disorder: An Application of Machine-Learning Classification (2019) (5)
- The Reading House: A Children’s Book for Emergent Literacy Screening During Well-Child Visits (2019) (5)
- Impact of Library-Based Summer Reading Clubs on Primary-Grade Children’s Literacy Activities and Achievement (2015) (5)
- Analysis of letter name knowledge using Rasch measurement. (2011) (5)
- Illustration of a three-step process for identifying the level and quality of empirical support for manualized treatments (2007) (4)
- Early-Literacy Intervention Conducted by Caregivers of Children with Language Impairment: Implementation Patterns Using Survival Analysis (2019) (4)
- Do Early Learning and Literacy Support at Home Predict Preschoolers' Narrative Skills?. (2018) (4)
- Family Disruption and Parenting During the COVID-19 Pandemic (2021) (4)
- Development and validation of the Systematic Assessment of Book Reading (SABR-2.2) (2021) (4)
- Hair sampling for cortisol analysis with mother-toddler dyads living in low-income homes. (2020) (4)
- Home Literacy Environments in Maya Communities in the Yucatan Peninsula (2020) (4)
- Sleep and stress in mother-toddler dyads living in low-income homes. (2020) (3)
- Virtual Kindergarten Readiness Programming for Preschool-Aged Children: Feasibility, Social Validity, and Preliminary Impacts (2021) (3)
- Promoting Cross-Disciplinary Collaboration at the Preprofessional Level: The Reading Specialist in the Speech-Language Clinic (2003) (3)
- Evidence-based practice in speech-language pathology: scaling up. (2008) (3)
- Inattentiveness and Language Abilities in Preschoolers: A Latent Profile Analysis (2018) (3)
- An Investigation into the Curricula (and Quality) Used by Early Childhood Educators (2020) (3)
- Profiles and Predictors of Children’s Growth in Alphabet Knowledge (2021) (3)
- Designing and Implementing a Bilingual Early-Literacy Program in Indigenous Mexico Villages: Family, Child, and Classroom Outcomes (2020) (3)
- Do Children's Learning-Related Behaviors Moderate the Impacts of an Empirically-Validated Early Literacy Intervention? (2016) (3)
- LSHSS Accelerating Preschoolers ’ Early Literacy Development Through Classroom-Based Teacher – Child Storybook (2008) (3)
- Temperament and sleep behaviors in infants and toddlers living in low-income homes. (2021) (2)
- Continuities between Early Language Development and Reading Comprehension (2020) (2)
- Modeling the early language trajectory of language development and its relation to poor reading comprehension (2017) (2)
- Integrating Literacy Into Language Intervention for English Language Learners (2005) (2)
- Summer Learning: Who Gains, Who Slides, and Does It Matter? (2019) (2)
- A Needs Assessment: Perceptions and Practices of Student Speech-Language Clinicians Regarding Parental Involvement (2001) (2)
- Impact of Supplemental Tutoring Configurations for Preschoolers at Risk for Reading Difficulties (2013) (2)
- Sociodemographics and chronic stress in mother-toddler dyads living in poverty. (2021) (2)
- Sustained effects of an early childhood language and literacy intervention through second grade: Longitudinal findings of the SPELL trial in Denmark (2021) (2)
- Cognitive, Noncognitive, and Home Environment Correlates of Reading Difficulties in Primary-Grade Students With Language Impairment. (2020) (2)
- Person-centered approach to examining emergent literacy risks in children with specific language impairment (2015) (2)
- Co-occurring risk and protective factors and regulatory behavior of infants living in low-income homes. (2021) (2)
- Individual differences in response to a large-scale language and pre-literacy intervention for preschoolers in Denmark (2018) (2)
- Mothers’ Sophisticated Vocabulary Input and Children’s Story Comprehension (2020) (2)
- Validity of the children's orientation to book reading rating scale: VALIDITY OF COB (2012) (2)
- Supporting Children and Families During the Kindergarten Transition (2021) (2)
- Early Intervention Training in Ukraine: Building Capacity One Step at a Time (2007) (2)
- Classrooms are Complex Host Environments: An Integrative Theoretical Measurement Model of the Pre-K to Grade 3 Classroom Ecology (2022) (1)
- Influence of Research and Policy on Practice in Today’s Schools: Reading, Evidence, and Speech-Language Pathology (2005) (1)
- Parent Time Investments in their Children's Learning during a Policy-Mandated Shutdown: Parent, Child, and Household Influences. (2022) (1)
- Facilitating Family Literacy Activities in Mexico (2012) (1)
- Print-referencing techniques, implemented during a shared storybook-reading activity, hold promise for increasing the print-concept knowledge of preschoolers with language impairment (2008) (1)
- One size doesn't fit all: Profiles of isolated children in early childhood (2022) (1)
- Maternal Mental Health Symptoms and Clusters Predict Toddler Sleep in Low-Income Homes (2021) (1)
- Rate of Growth of Preschool-Age Children’s Oral Language and Decoding Skills Predicts Beginning Writing Ability (2021) (1)
- A multi-method investigation of literacy and language practices in Mexican early childhood programs (2018) (1)
- Evidence-Based Strategies for Improving Children’s Vocabulary Knowledge (2016) (1)
- From My Perspective: A+ Speech-Language GoalsSchool-based speech-language pathologists can help improve students' academic outcomes by aligning their goals with the Common Core State Standards. (2013) (1)
- A Randomized Controlled Trial of a Large Scale Systematic and Explicit Language and Literacy Intervention in Danish Daycares (2015) (1)
- Assessing Preschool Professionals’ Learning Experiences in Ohio: What Have We Learned? (2017) (1)
- How the Amount of Teacher Spanish Use interacts with Classroom Quality to Support English/Spanish DLLs’ Vocabulary (2022) (1)
- Family Life Education in the Secondary Special Education Classroom: A Survey of Current Trends and Practices. (1996) (1)
- Teaching Students with Language Disorders (2010) (1)
- The Influence of Context on the Abstraction Level of Children’s Conversations in the Preschool Classroom (2022) (0)
- Book-Reading Engagement in Children with Autism and Language Impairment: Associations with Emergent-Literacy Skills (2019) (0)
- EBP briefs A scholarly forum for guiding evidence-based practices in speech-language pathology (2012) (0)
- Scientific inquiry of race, ethnicity, and racial inequality in early childhood research quarterly (2021) (0)
- The Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms (2017) (0)
- Self-Regulated Strategy Development appears effective for promoting the written language skills of children with ADHD (2007) (0)
- Summer Success: A Kindergarten Readiness Summer Camp (2019) (0)
- Impact of Supplemental Tutoring Configurations for Preschoolers at Risk for Reading Difficulties (2012) (0)
- Teacher Perceptions of Preschool Parent Engagement: Causal Effects of a Connection-Focused Intervention (2021) (0)
- Inattentiveness and Language Abilities in Preschoolers: A Latent Profile Analysis (2018) (0)
- Children’s Learning Experiences in Rural Boarding Preschools: Classroom Quality and Associations with Developmental Outcomes (2022) (0)
- Examining Quality in Two Preschool Settings: Publicly Funded Early Childhood Education and Inclusive Early Childhood Education Classrooms (2016) (0)
- Exploring the nature of associations between educators’ knowledge and their emergent literacy classroom practices (2020) (0)
- Subject Index Vol. 70, 2010 (2011) (0)
- Pros and (con)flict: Using head-mounted cameras to identify teachers’ roles in intervening in conflict among preschool children (2021) (0)
- Editorial Perspective: Maximising the benefits of intervention research for children and young people with developmental language disorder (DLD) – a call for international consensus on standards of reporting in intervention studies for children with and at risk for DLD (2022) (0)
- Cross-domain associations between mathematical and narrative abilities in preschool-aged children. (2021) (0)
- Early reading correlates in language impairment (Newbury et al., 2020) (2020) (0)
- Lexical-Level Predictors of Reading Comprehension in Third Grade: Is Spelling a Unique Contributor? (2019) (0)
- Danish Preschools Support Social Development but Neglect Emergent Literacy: An Analysis of Process Quality (2015) (0)
- The Interplay among Parents’ Stress, Nonparental Childcare, and Child Language Development among Low-Income Toddlers (2022) (0)
- PROFILES OF SCHOOL READINESS AMONG RURAL APPALACHIAN CHILDREN FROM LOW-INCOME HOMES WINTER 2016 (2016) (0)
- Picture Arrangement Test--Adapted Version (2016) (0)
- Relations of Maternal Depression and Parenting Self-Efficacy to the Self-Regulation of Infants in Low-Income Homes (2020) (0)
- Emergent Literacy (2021) (0)
- Evidence-Based Practice and Empirically-Supported Practices in Child Language Disorders (2010) (0)
- Profiles of Preschool Attendance and Children’s Kindergarten Readiness (2020) (0)
- Relationships among caregiving, stress, and self-regulation in toddlers living in poverty. (2022) (0)
- Choosing Quality Early Childhood Curricula (2020) (0)
- Increasing Caregivers’ Adherence to an Early-Literacy Intervention Improves the Print Knowledge of Children with Language Impairment (2018) (0)
- Peer experiences in the preschool classroom: Contribution to Children's academic development (2023) (0)
- How Do Caregivers Select Preschools? A Study of Children With and Without Disabilities (2015) (0)
- A T Team-Based Action eam-Based Action Plan f Plan for Creating or Creating (2004) (0)
- Early-Literacy Intervention Conducted by Caregivers of Children with Language Impairment: Implementation Patterns Using Survival Analysis (2019) (0)
- Assessing fidelity of implementation to a technology-mediated early intervention using process data (2021) (0)
- The Contribution of Vocabulary, Grammar, and Phonological Awareness Across a Continuum of Narrative Ability Levels in Young Children. (2021) (0)
- Caregiver Intervention Implementation Fidelity: An Empirical Investigation of a Multidimensional Model (2021) (0)
- A Comprehensive Examination of Preschool Teachers’ Implementation Fidelity When Using a Supplemental Language and Literacy Curriculum (2015) (0)
- Inference generation, story comprehension, and language skills in the preschool years (2012) (0)
- Danish preschools support social development but neglect emergent literacy: A large-scale study of process quality (2015) (0)
- Virginia Early Literacy Screening in Kindergarten: Widespread Implementation in (2013) (0)
- Evaluating associations between maternal social support and cognitive development for infants in poverty. (2021) (0)
- Do Preschool Teachers’ Inferential Questions Relate to Low-Income Children’s Future Reading Comprehension? (2015) (0)
- Openness to Change Scale (2016) (0)
- An early literacy curriculum adapted for students with significant disabilities may be beneficial for this population (2009) (0)
- Early childhood educator's implementation readiness and intervention fidelity: Findings from a person-centered study (2023) (0)
- Evidence-Based Intervention Approaches for Three Emergent Literacy Domains (2007) (0)
- Spelling and reading comprehension (Murphy & Justice, 2019) (2019) (0)
- Early home learning environment profiles and their contribution to child development in Chile (2022) (0)
- Extracurricular activity participation in kindergarten: Who participates, and why does it matter? (2022) (0)
- Systematic Assessment of Book Reading--Version 2.2 (2021) (0)
- Digital Workflow Across Multiple Practices Achieves Efficient and Esthetic Results. (2020) (0)
- Home-Literacy Environment Questionnaire (2017) (0)
- Teacher Rating Scale of Children's Play and Conflict Networks (2019) (0)
- Phonological processing skills in children with speech sound disorder: A multiple case study approach. (2022) (0)
- Concurrent relations between child-directed speech and children’s language skills in low-income households (2022) (0)
- Narrative Assessment Protocol-2 (Bowles et al., 2020) (2020) (0)
- Comparing Children with ASD and Their Peers’ Growth in Print Knowledge (2016) (0)
- Pathways to Kindergarten: A Latent Class Analysis of Children’s Time in Early Education and Care (2020) (0)
- Are working memory and behavioral attention equally important for both reading and listening comprehension? A developmental comparison (2018) (0)
- Preschool Teachers’ Implementation Fidelity When Using a Technology-Mediated Language and Literacy Intervention (2018) (0)
- Contents Vol. 70, 2010 (2011) (0)
- Kindergarteners' peer relationships and early school absenteeism (2023) (0)
- Relations between Home Literacy Environment, Child Characteristics, and Print Knowledge for Preschool Children with Language Impairment (2018) (0)
- Development of comprehension monitoring in beginner readers (2017) (0)
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