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Psychology

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

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

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
Robert C. Pianta
Robert C. Pianta University of Virginia
Yaacov Petscher
Yaacov Petscher Florida State University
Ronald B. Gillam
Ronald B. Gillam Utah State University
Jason T. Downer
Jason T. Downer University of Virginia
Christopher Schatschneider
Christopher Schatschneider Florida State University
Bridget K. Hamre
Bridget K. Hamre University of Virginia

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