Laura M Justice

Dados Biográficos

ID322176
NOMELaura M Justice
PRENOMESLaura M
SOBRENOMEJustice
ASSINATURAJUSTICE L M
AFILIAÇÕESThe Ohio State University
ORCID0000-0002-0580-0280
VERIFICADOSim
TOTAL DE OBRAS95
TOTAL DE CITAÇÕES573
TOTAL COMO AUTOR95
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO2005
ANO MAIS RECENTE DE PUBLICAÇÃO2026
ÍNDICE H15

  • From stories to literacy

    Open AccessFreideriki Tselekidou, Laura M Justice et al.ARTICLEReading and Writing2026

    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…

  • Maya indigenous children’s early literacy growth in Yucatec Maya and Spanish

    Open AccessYe Shen, Hui Jiang et al.ARTICLEInternational Journal of…2026

    This study provides an inquiry regarding early literacy growth of Maya Indigenous children in the Yucatán Peninsula in Mexico. We examined preschool-aged children’s growth in their alphabet and print-concept knowledge in both Yucatec Maya and Spanish, as well as the role of home language on their early literacy growth. A total of 386 Maya Indigenous children were assessed twice during Club de Lectura SOLYLUNA, a bilingual early literacy program. …

  • Parent–child interaction quality mediates the relationship between parental self‐efficacy and child vocabulary

    Open AccessKristina Strother‐Garcia, B Singletary et al.ARTICLEFamily Relations2026

    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…

  • Home-Visiting Programming in Kindergarten-Readiness Interventions

    Open AccessLaura M Justice, Hui Jiang et al.ARTICLEChild & Youth Care Forum2025

  • A 5-year longitudinal study of bilinguals’ vocabulary growth and the role of the prekindergarten home language and literacy environments

    Open AccessLeydi Johana Chaparro-Moreno, James Uanhoro et al.ARTICLEJournal of Educational Psychology2025

  • Examining Early Vocabulary Growth Trajectories in Late Talkers in a Low‐Income Longitudinal Sample

    Open AccessB Singletary, Hui Jiang et al.ARTICLEInfancy2025

    Studies show children in low‐income households have heightened risk of developing as late talkers (LTs). Scholars have attributed the cause of these differences to variability in child‐directed and observed language input, parenting quality, attendance at childcare facilities, or some combination therein, as briefly reviewed. However, this study focuses on a sample entirely of families experiencing low income to explore differences within this gr…

  • Profiles of Family Stressors Among Low-Income Families with Young Children

    Open AccessLaura M Justice, B Singletary et al.ARTICLEMaternal and Child Health Journal2025

    Findings show applicability of the Family Stress Model to low-income families with young children, and indicate that these families are diverse in terms of the stressors they experience, characterized by three distinct profiles. In this regard, low-income families should not be viewed monolithically, but rather as experiencing variability in the stressors they face

  • Media Use in Daily Routines and Young Children’s Social Skills

    Nan Xiao, Rebecca A Dore et al.ARTICLEEarly Education and Development2025

    Research Findings: The current study examined (1) whether children’s media use during afterschool or bedtime routines, beyond their total media use, contributes uniquely to their peer social skills, and (2) whether joint media engagement serves as a protective factor for any negative associations between media use in daily routines and peer social skills. The study followed 459 children in a Midwestern U.S. state from kindergarten to Grade 1. Tea…

  • Exploring children's naturalistic educational media use

    Open AccessRebecca A Dore, Kelly M Purtell et al.ARTICLEJournal of Applied Developmental…2025Referências: 46

    Media use is a pervasive context in children's lives and has the potential to shape development. This study examines the prevalence of educational content in first graders' media use, the educational domains represented, and whether educational media use is related to socioeconomic status, child gender, and time spent using media and reading. Caregivers of 346 first graders reported children's three to five most-used shows/videos and three to fiv…

  • Effects of an Infant/Toddler Intervention at 1-Year Follow-Up

    Open AccessDorthe Bleses, Fabio Trecca et al.ARTICLEEducational Researcher2025Referências: 39

    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…

  • Classroom social network antecedents of relational aggression and victimization for kindergarten children

    Open AccessNan Xiao, Tzu-Jung Lin et al.ARTICLEEarly Childhood Research Quarterly2025Referências: 1

  • Effects of a peer-mediated intervention on the language and socialization experiences and skills of preschool children

    Open AccessLaura M Justice, G Logan Pelfrey et al.ARTICLEEarly Childhood Research Quarterly2025Referências: 3

  • Modeling the mechanisms through which conditions of poverty are associated with late language emergence in young children

    Open AccessB Singletary, Laura M Justice et al.ARTICLEEarly Childhood Research Quarterly2025Referências: 4

  • Associations between school characteristics and learning gains for pre-K attenders and non-attenders

    Open AccessArya Ansari, Natalie A Koziol et al.ARTICLEEarly Childhood Research Quarterly2025Referências: 1

  • Examining the effects of an infant-toddler school readiness intervention in center- and family-based programs

    Open AccessDorthe Bleses, Peter Jensen et al.ARTICLEEarly Childhood Research Quarterly2024Citada por: 1Referências: 9

    Infants and toddlers frequently participate in either center- or family-based childcare programs. However, little is known about the efficacy of early learning interventions introduced in these two types of programs, in particular family-based programs. The present work builds upon findings of a recent experimental trial demonstrating that a 20-week infant-toddler intervention supporting center- and family-based teachers to be more explicit and i…

  • Children’s Learning Experiences in Rural Boarding Preschools

    Open AccessNan Xiao, Jing Chen et al.ARTICLEEarly Education and Development2023

    Research Findings: Some rural preschools in southwestern China provide boarding services to children aged 3 to 6 years. It is critical to understand these young boarders’ learning experiences and their associations with children’s developmental outcomes. This study aimed to (1) describe children’s daily learning experiences regarding the structural and the process quality, (2) further understand the relations between classroom interpersonal inter…

  • The Influence of Context on the Abstraction Level of Children’s Conversations in the Preschool Classroom

    Open AccessLeydi Johana Chaparro-Moreno, T J Lin et al.ARTICLEEarly Education and Development2023

    Research Findings: Conversing abstract concepts boost children’s language learning. Despite the numerous studies on the linguistic environment of early childhood education settings (ECE), most of this work disregards contextual factors that may influence abstract conversations and omits characteristics of children’s verbal participation in these interactions. We examined how preschool classroom contexts influenced the abstraction level of childre…

  • Classrooms are Complex Host Environments

    Open AccessLaura M Justice, Hui Jiang et al.ARTICLEEarly Education and Development2023

    Research Findings: The purpose of this study was to test a theoretical measurement model representing four proposed dimensions of the classroom ecology in pre-K to third-grade classrooms. The four proposed dimensions of Classroom Composition, Peer Network and Norms, Teacher Practices, and Student Experiences were evaluated using data collected in 182 classrooms and 2,662 students in two districts spanning rural, suburban, and urban settings. Over…

  • How the Amount of Teacher Spanish Use interacts with Classroom Quality to Support English/Spanish DLLs’ Vocabulary

    Sabrina F Sembiante, Gloria Yeomans-Maldonado et al.ARTICLEEarly Education and Development2023

    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 Interplay among Parents’ Stress, Nonparental Childcare, and Child Language Development among Low-Income Toddlers

    Open AccessRebecca A Dore, Kelly M Purtell et al.ARTICLEEarly Education and Development2023

    Research Findings: Multiple factors likely influence the language development of young children growing up in low-income homes, potentially including stressors experienced by parents. Here, we ask: (1) What is the association between stress (i.e., economic hardship and parenting stress) and toddlers’ language development? and (2) Does number of hours spent in nonparental childcare moderate the relation between stress (i.e., economic hardship and …

  • The influence of classroom language contexts on dual language learners’ language development

    Open AccessT J Lin, Jing Chen et al.ARTICLEJournal of Educational Psychology2023

  • Big little leap

    Open AccessJing Sun, Laura M Justice et al.ARTICLEEarly Childhood Research Quarterly2023Referências: 13

  • Covid-19 and early childhood education

    Open AccessLaura M Justice, Xiao Zhang et al.ARTICLEEarly Childhood Research Quarterly2023Referências: 3

  • Family Disruption and Parenting During the Covid-19 Pandemic

    Open AccessKammi K Schmeer, B Singletary et al.ARTICLEJournal of Family Issues2023Citada por: 2Referências: 39

    Using unique data from an economically and racially diverse sample of 448 caregivers with young children (ages 4-9 years) in Ohio, we assess multiple sources of family social and economic disruptions and their associations with parenting activities during the COVID-19 stay-at-home order. Caregivers reported extensive social and economic challenges during this time, while also increasing (on average) their time spent in play/learning activities. T…

  • Teacher Perceptions of Preschool Parent Engagement

    Open AccessKelly M Purtell, Hui Jiang et al.ARTICLEChild & Youth Care Forum2022