World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
95
Citations
28924
World Ranking
783
National Ranking
490

Laura M. Justice publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Laura M. Justice sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 374 publications — 93rd percentile

93% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Laura M. Justice D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Laura M. Justice sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 95 D-Index — 93rd percentile

93% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

Overview

Laura M. Justice is affiliated with The Ohio State University in the United States. Their research primarily operates at the intersection of social sciences and psychology, with a strong focus on education and developmental psychology.

Their recent scholarly articles address various aspects of child development and education. Key publications include:

  • Child behavior problems during COVID-19: Associations with parent distress and child social-emotional skills (2021, Journal of Applied Developmental Psychology)
  • Media exposure and language for toddlers from low-income homes (2021, Infant Behavior and Development)
  • Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors (2020, Journal of Speech Language and Hearing Research)
  • Influences of Teacher-Child Relationships and Classroom Social Management on Child-Perceived Peer Social Experiences During Early School Years (2020, Frontiers in Psychology)
  • Relations of Maternal Depression and Parenting Self-Efficacy to the Self-Regulation of Infants in Low-Income Homes (2020, Journal of Child and Family Studies)

Their coauthor network includes collaborations with researchers such as Kelly M. Purtell, Hui Jiang, Tzu-Jung Lin, Rebecca A. Dore, and Britt Singletary.

Laura M. Justice frequently publishes in a select group of academic journals. These venues include:

  • Early Childhood Research Quarterly
  • Early Education and Development
  • Journal of Applied Developmental Psychology
  • Frontiers in Psychology
  • Infant Behavior and Development

Their research spans a range of topics centered around early development and education. Notable main themes are:

  • Early Childhood Education and Development
  • Language Development and Disorders
  • Reading and Literacy Development
  • Child Development and Digital Technology
  • Parental Involvement in Education
  • Child and Adolescent Psychosocial and Emotional Development
  • Family and Disability Support Research

The primary fields of study include Social Sciences and Psychology, with focused subfields such as Education, Developmental and Educational Psychology, Clinical Psychology, Sociology and Political Science, and Social Psychology.

Best Publications

  • Effects of Web-Mediated Professional Development Resources on Teacher-Child Interactions in Pre-Kindergarten Classrooms.

    Robert C. Pianta;Andrew J. Mashburn;Jason T. Downer;Bridget K. Hamre

  • Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils.

    Laura M. Justice;Andrew J. Mashburn;Bridget K. Hamre;Robert C. Pianta

  • Learning new words from storybooks: an efficacy study with at-risk kindergartners.

    Laura M. Justice;Joanne Meier;Sharon Walpole

  • Promising Interventions for Promoting Emergent Literacy Skills: Three Evidence-Based Approaches

    Laura M. Justice;Paige C. Pullen

  • 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

  • Use of storybook reading to increase print awareness in at-risk children.

    Laura M. Justice;Helen K. Ezell

  • 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

  • Peer Effects on Children’s Language Achievement During Pre-Kindergarten

    Andrew J. Mashburn;Laura M. Justice;Jason T. Downer;Robert C. Pianta

  • Enhancing Children’s Print and Word Awareness Through Home-Based Parent Intervention

    Laura M. Justice;Helen K. Ezell

  • 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

  • Enhancing Phonological Awareness, Print Awareness, and Oral Language Skills in Preschool Children.

    Paige C. Pullen;Laura M. Justice

  • 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

  • Evidence-based practice, response to intervention, and the prevention of reading difficulties.

    Laura M. Justice

  • Exploring Factors Related to Preschool Teachers' Self-Efficacy.

    Ying Guo;Laura M. Justice;Brook Sawyer;Virginia Tompkins

  • 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

  • Teachers' Use of Scaffolding Strategies During Read Alouds in the Preschool Classroom

    Jill M. Pentimonti;Laura M. Justice

  • Teacher-child conversations in preschool classrooms: Contributions to children's vocabulary development

    Sonia Q. Cabell;Laura M. Justice;Anita S. McGinty;Jamie DeCoster

  • Using Shared Storybook Reading to Promote Emergent Literacy

    Laura M. Justice;Joan Kaderavek

  • Effects of web-mediated professional development resources on

    Robert C. Pianta;Andrew J. Mashburn;Jason T. Downer;Bridget K. Hamre

Frequent Co-Authors

Joan N. Kaderavek
Joan N. Kaderavek University of Toledo
Shayne B. Piasta
Shayne B. Piasta The Ohio State University
Lori E. Skibbe
Lori E. Skibbe Michigan State University
Ryan P. Bowles
Ryan P. Bowles Michigan State University
Andrew J. Mashburn
Andrew J. Mashburn Portland State University
Stephen A. Petrill
Stephen A. Petrill The Ohio State University
Yaacov Petscher
Yaacov Petscher Florida State University
Robert C. Pianta
Robert C. Pianta University of Virginia
Christopher Schatschneider
Christopher Schatschneider Florida State University
Jason T. Downer
Jason T. Downer University of Virginia

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