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Psychology

D-Index
37
Citations
7028
World Ranking
9127
National Ranking
4837

Overview

Joan N. Kaderavek is affiliated with the University of Toledo in the United States. Their research primarily spans fields within the social sciences and psychology, with a particular focus on education and developmental areas.

The main fields of study for Kaderavek include:

  • Social Sciences
  • Psychology

Their work further delves into several subfields such as:

  • Education
  • General Agricultural and Biological Sciences
  • Clinical Psychology
  • Developmental and Educational Psychology

Kaderavek's research covers various topics, reflecting a focus on early childhood and educational development:

  • Early Childhood Education and Development
  • Parental Involvement in Education
  • Diverse Educational Innovations Studies
  • Family and Disability Support Research
  • Educational and Psychological Assessments

Among the documented publications, Kaderavek has contributed to the following papers:

  • Longitudinal impact of early childhood science instruction on 5th grade science achievement, 2020, International Journal of Science Education
  • Caregiver Intervention Implementation Fidelity: An Empirical Investigation of a Multidimensional Model, 2021, Journal of Early Intervention

The frequent publication venues for their work are:

  • International Journal of Science Education
  • Journal of Early Intervention

Kaderavek has collaborated with multiple co-authors, indicating interdisciplinary contributions, including with:

  • Peter Paprzycki
  • Charlene M. Czerniak
  • Susanna Hapgood
  • Gale Mentzer
  • Scott C. Molitor

Best Publications

  • Relations among Preschool Teachers' Self-Efficacy, Classroom Quality, and Children's Language and Literacy Gains.

    Ying Guo;Shayne B. Piasta;Laura M. Justice;Joan N. Kaderavek

  • Accelerating preschoolers' early literacy development through classroom-based teacher-child storybook reading and explicit print referencing

    Laura M. Justice;Joan N. Kaderavek;Xitao Fan;Amy Sofka

  • The index of narrative microstructure: a clinical tool for analyzing school-age children's narrative performances.

    Laura M. Justice;Ryan P. Bowles;Joan N. Kaderavek;Teresa A. Ukrainetz

  • Preschool teachers’ literal and inferential questions and children's responses during whole-class shared reading

    Tricia A. Zucker;Laura M. Justice;Shayne B. Piasta;Joan N. Kaderavek

  • The Role of Frequent, Interactive Prekindergarten Shared Reading in the Longitudinal Development of Language and Literacy Skills

    Tricia A. Zucker;Sonia Q. Cabell;Laura M. Justice;Jill M. Pentimonti

  • Increasing Young Children’s Contact With Print During Shared Reading: Longitudinal Effects on Literacy Achievement

    Shayne B. Piasta;Laura M. Justice;Anita S. McGinty;Joan N. Kaderavek

  • Embedded-explicit emergent literacy intervention I: Background and description of approach.

    Laura M. Justice;Joan N. Kaderavek

  • Narrative production by children with and without specific language impairment: oral narratives and emergent readings.

    Joan N. Kaderavek;Elizabeth Sulzby

  • Using Shared Storybook Reading to Promote Emergent Literacy

    Laura M. Justice;Joan Kaderavek

  • Shared Storybook Reading as an Intervention Context

    Joan Kaderavek;Laura M. Justice

  • The Development of Expressive Elaboration in Fictional Narratives

    Teresa A. Ukrainetz;Laura M. Justice;Joan N. Kaderavek;Sarita L. Eisenberg

  • Peer Effects in Early Childhood Education Testing the Assumptions of Special-Education Inclusion

    Laura M. Justice;Jessica A. R. Logan;Tzu-Jung Lin;Joan N. Kaderavek

  • The literacy environment of preschool classrooms: contributions to children's emergent literacy growth

    Ying Guo;Laura M. Justice;Joan N. Kaderavek;Anita McGinty

  • Print-focused read-alouds in preschool classrooms: intervention effectiveness and moderators of child outcomes.

    Laura M. Justice;Anita S. McGinty;Shayne B. Piasta;Joan N. Kaderavek

  • Fidelity: an essential component of evidence-based practice in speech-language pathology.

    Joan N. Kaderavek;Laura M. Justice

  • Informational Text Use in Preschool Classroom Read‐Alouds

    Jill M. Pentimonti;Tricia A. Zucker;Laura M. Justice;Joan N. Kaderavek

  • Language Impairment, Parent—Child Shared Reading, and Phonological Awareness: A Feasibility Study

    Laura M. Justice;Joan Kaderavek;Ryan Bowles;Kevin Grimm

  • Does intensity matter? Preschoolers’ print knowledge development within a classroom-based intervention

    Anita S. McGinty;Allison Breit-Smith;Xitao Fan;Laura M. Justice

  • Effective behavior management in preschool classrooms and children's task orientation: Enhancing emergent literacy and language development ☆

    Jennifer Dobbs-Oates;Joan N. Kaderavek;Ying Guo;Laura M. Justice

  • Noun Phrase Elaboration in Children's Spoken Stories

    Sarita L. Eisenberg;Teresa A. Ukrainetz;Jennifer R. Hsu;Joan N. Kaderavek

  • Test of Narrative Language

    Joan N. Kaderavek;Ronald B. Gillam;Teresa A. Ukrainetz;Laura M. Justice

Frequent Co-Authors

Laura M. Justice
Laura M. Justice The Ohio State University
Shayne B. Piasta
Shayne B. Piasta The Ohio State University
Ronald B. Gillam
Ronald B. Gillam Utah State University
Xitao Fan
Xitao Fan Chinese University of Hong Kong
Ryan P. Bowles
Ryan P. Bowles Michigan State University
Kevin J. Grimm
Kevin J. Grimm Arizona State University
Stephen A. Petrill
Stephen A. Petrill The Ohio State University
Christopher Schatschneider
Christopher Schatschneider Florida State University
Yaacov Petscher
Yaacov Petscher Florida State University

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