Laura Justice
Biographic Data
| ID | 5741870 |
|---|---|
| NAME | Laura Justice |
| GIVEN NAMES | Laura |
| FAMILY NAME | Justice |
| SIGNATURE | JUSTICE L |
| AFFILIATIONS | The Ohio State University |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
From stories to literacy
Narratives have been an important tool in assessing children’s language skills. However, research on the contributions of narratives to literacy has been limited in bilinguals, especially in non-English language contexts. This longitudinal study investigated whether oral narrative macrostructure in kindergarten, assessed in both the first language (L1) and the second language (L2), uniquely predicts reading comprehension three years later. Partic…
Parent–child interaction quality mediates the relationship between parental self‐efficacy and child vocabulary
Objective We examined relationships among parental self‐efficacy, parent–child interaction quality, and child vocabulary in families of low socioeconomic status (SES). Background SES is correlated with child vocabulary, but this relationship is mediated by parenting characteristics, as explained by the family stress and family investment models. Here, we explored parental self‐efficacy because it is associated with both SES and parenting behavior…
Effects of an Infant/Toddler Intervention at 1-Year Follow-Up
We Learn Together is a 20-week, low-cost infant/toddler school-readiness intervention developed to provide instructional content and supportive tools for teachers to be more explicit and intentional in interactions with children to support early development. Short-term effects were established in a previously published real-world effectiveness randomized controlled trial. In the present quasi-experimental study, we examined the extent to which th…
How the Amount of Teacher Spanish Use interacts with Classroom Quality to Support English/Spanish DLLs’ Vocabulary
Research Findings: We examined the amount of preschool lead/assistant teachers’ English/Spanish language use and relations between quality of teacher-child interactions, and Dual Language Learners’ (DLLs) English/Spanish bilingual vocabulary in 31 English-medium Head Start classrooms. Measures in this study included (a) children’s conceptual English/Spanish bilingual receptive and expressive vocabulary, (b) classroom quality via systematic observ…
The influence of classroom language contexts on dual language learners’ language development
Virtual Kindergarten Readiness Programming for Preschool-Aged Children
Research Findings: The global COVID-19 pandemic prevented the implementation of in-person summer learning programs designed to improve school readiness for entering kindergartners. Thus, we conducted the current study examining the feasibility, social validity, and preliminary impacts of a virtual summer learning program. Ninety-one preschoolers and their caregivers participated in a 4-week program involving one weekly teacher-caregiver meeting, …
Contingency in Teacher-Child Emotional State Talk during Shared Book Reading in Early Childhood Classrooms
Research Findings: The aim of this study was to investigate emotional state talk between teachers and their students in 81 early childhood classrooms during shared book reading. Teachers shared with their students an experimental emotion narrative book. Preliminary analysis of teachers’ and children’s transcribed utterances during reading addressed the frequencies of emotional terms, form (question vs. comment), and content (emotion identificatio…
No prominent works on this page.
Contingency in Teacher-Child Emotional State Talk during Shared Book Reading in Early Childhood Classrooms
Research Findings: The aim of this study was to investigate emotional state talk between teachers and their students in 81 early childhood classrooms during shared book reading. Teachers shared with their students an experimental emotion narrative book. Preliminary analysis of teachers’ and children’s transcribed utterances during reading addressed the frequencies of emotional terms, form (question vs. comment), and content (emotion identificatio…
Virtual Kindergarten Readiness Programming for Preschool-Aged Children
Research Findings: The global COVID-19 pandemic prevented the implementation of in-person summer learning programs designed to improve school readiness for entering kindergartners. Thus, we conducted the current study examining the feasibility, social validity, and preliminary impacts of a virtual summer learning program. Ninety-one preschoolers and their caregivers participated in a 4-week program involving one weekly teacher-caregiver meeting, …
How the Amount of Teacher Spanish Use interacts with Classroom Quality to Support English/Spanish DLLs’ Vocabulary
Research Findings: We examined the amount of preschool lead/assistant teachers’ English/Spanish language use and relations between quality of teacher-child interactions, and Dual Language Learners’ (DLLs) English/Spanish bilingual vocabulary in 31 English-medium Head Start classrooms. Measures in this study included (a) children’s conceptual English/Spanish bilingual receptive and expressive vocabulary, (b) classroom quality via systematic observ…
The influence of classroom language contexts on dual language learners’ language development
Effects of an Infant/Toddler Intervention at 1-Year Follow-Up
We Learn Together is a 20-week, low-cost infant/toddler school-readiness intervention developed to provide instructional content and supportive tools for teachers to be more explicit and intentional in interactions with children to support early development. Short-term effects were established in a previously published real-world effectiveness randomized controlled trial. In the present quasi-experimental study, we examined the extent to which th…
From stories to literacy
Narratives have been an important tool in assessing children’s language skills. However, research on the contributions of narratives to literacy has been limited in bilinguals, especially in non-English language contexts. This longitudinal study investigated whether oral narrative macrostructure in kindergarten, assessed in both the first language (L1) and the second language (L2), uniquely predicts reading comprehension three years later. Partic…
Parent–child interaction quality mediates the relationship between parental self‐efficacy and child vocabulary
Objective We examined relationships among parental self‐efficacy, parent–child interaction quality, and child vocabulary in families of low socioeconomic status (SES). Background SES is correlated with child vocabulary, but this relationship is mediated by parenting characteristics, as explained by the family stress and family investment models. Here, we explored parental self‐efficacy because it is associated with both SES and parenting behavior…
Early Childhood Education and Development (5 works) · Psychology (5 works) · Developmental psychology (4 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Language Development and Disorders (3 works) · Linguistics (3 works) · Reading and Literacy Development (3 works) · Literacy (2 works) · Narrative (2 works) · Parental Involvement in Education (2 works)