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Social Sciences and Humanities

D-Index
38
Citations
7126
World Ranking
5892
National Ranking
2804

Overview

Shayne B. Piasta is affiliated with The Ohio State University in the United States. Their research centers on literacy development, early childhood education, and psychology, with a primary focus on emergent literacy and developmental processes related to reading and writing skills in young children.

Their recent published papers include the following works:

  • The early writing skills of children identified as at-risk for literacy difficulties, 2020, Early Childhood Research Quarterly
  • Development of the Narrative Assessment Protocol-2: A Tool for Examining Young Children's Narrative Skill, 2020, Language Speech and Hearing Services in Schools
  • Exploring the nature of associations between educators' knowledge and their emergent literacy classroom practices, 2020, Reading and Writing
  • Rate of Growth of Preschool-Age Children's Oral Language and Decoding Skills Predicts Beginning Writing Ability, 2021, Early Education and Development
  • Implementation of a small-group emergent literacy intervention by preschool teachers and community aides, 2020, Early Childhood Research Quarterly

Frequent co-authors in their work are:

  • Jessica A. R. Logan
  • Cynthia M. Zettler-Greeley
  • Kandia Lewis
  • Laura M. Justice
  • Rachel E. Schachter

The primary publication venues where they have contributed multiple articles include:

  • Early Childhood Research Quarterly
  • Reading and Writing
  • Early Education and Development
  • Language Speech and Hearing Services in Schools
  • Journal of Education for Students Placed at Risk (JESPAR)

Shayne B. Piasta's main fields of study are Social Sciences and Psychology. Within these broad areas, their subfields include:

  • Education
  • Developmental and Educational Psychology
  • Statistics and Probability
  • Clinical Psychology
  • Information Systems and Management

Their research addresses several key topics such as:

  • Reading and Literacy Development
  • Early Childhood Education and Development
  • Language Development and Disorders
  • Writing and Handwriting Education
  • Parental Involvement in Education
  • Child Development and Digital Technology
  • Cognitive and developmental aspects of mathematical skills

The scope of their work often intersects educational practices and developmental psychology, emphasizing emergent literacy interventions, narrative skill assessments, and the influence of educator knowledge on literacy classroom practices.

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

  • Individualizing Student Instruction Precisely: Effects of Child × Instruction Interactions on First Graders’ Literacy Development

    Carol McDonald Connor;Shayne B. Piasta;Barry J. Fishman;Stephanie Glasney

  • Developing Early Literacy Skills: A Meta‐Analysis of Alphabet Learning and Instruction

    Shayne B. Piasta;Richard K. Wagner

  • Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading Growth.

    Shayne B. Piasta;Carol Mc Donald Connor;Barry J. Fishman;Frederick J. Morrison

  • 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

  • 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

  • The effects of language- and literacy-focused professional development on early educators and children: A best-evidence meta-analysis

    Justin Markussen-Brown;Carsten B. Juhl;Carsten B. Juhl;Shayne B. Piasta;Dorthe Bleses

  • Impact of professional development on preschool teachers’ conversational responsivity and children's linguistic productivity and complexity

    Shayne B. Piasta;Laura M. Justice;Sonia Q. Cabell;Alice K. Wiggins

  • The ISI Classroom Observation System: Examining the Literacy Instruction Provided to Individual Students:

    Carol Mc Donald Connor;Frederick J. Morrison;Barry J. Fishman;Claire Cameron Ponitz

  • The Impact of Teacher Responsivity Education on Preschoolers' Language and Literacy Skills

    Sonia Q. Cabell;Laura M. Justice;Shayne B. Piasta;Stephanie M. Curenton

  • The Dimensionality of Language Ability in Young Children

    Laura M. Justice;Richard Lomax;Ann O'Connell;Jill Pentimonti

  • Language- and literacy-learning opportunities in early childhood classrooms: Children's typical experiences and within-classroom variability

    Christina Yeager Pelatti;Shayne B. Piasta;Laura M. Justice;Ann O’Connell

  • Learning letter names and sounds: effects of instruction, letter type, and phonological processing skill.

    Shayne B. Piasta;Richard K. Wagner

  • 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

  • Mathematics and Science Learning Opportunities in Preschool Classrooms.

    Shayne B. Piasta;Christina Yeager Pelatti;Heather Lynnine Miller

  • Fostering alphabet knowledge development: a comparison of two instructional approaches

    Shayne B. Piasta;David J. Purpura;Richard K. Wagner

  • Early childhood educators' knowledge, beliefs, education, experiences, and children's language- and literacy-learning opportunities: What is the connection?

    Rachel E. Schachter;Caitlin F. Spear;Shayne B. Piasta;Laura M. Justice

  • Emergent Literacy Intervention for Prekindergarteners at Risk for Reading Failure

    Laura L Bailet;Karla K Repper;Shayne B Piasta;Suzanne P Murphy

  • Bi-directional dynamics underlie the complexity of talk in teacher–child play-based conversations in classrooms serving at-risk pupils

    Laura M. Justice;Anita S. McGinty;Tricia Zucker;Sonia Q. Cabell

  • Feasibility, efficacy, and social validity of home-based storybook reading intervention for children with language impairment.

    Laura M. Justice;Lori E. Skibbe;Anita S. McGinty;Shayne B. Piasta

Frequent Co-Authors

Laura M. Justice
Laura M. Justice The Ohio State University
Joan N. Kaderavek
Joan N. Kaderavek University of Toledo
Ryan P. Bowles
Ryan P. Bowles Michigan State University
Lori E. Skibbe
Lori E. Skibbe Michigan State University
Richard K. Wagner
Richard K. Wagner Florida State University
Frederick J. Morrison
Frederick J. Morrison University of Michigan–Ann Arbor
Carol McDonald Connor
Carol McDonald Connor University of California, Irvine
Stephen A. Petrill
Stephen A. Petrill The Ohio State University
Christopher Schatschneider
Christopher Schatschneider Florida State University
Beth M. Phillips
Beth M. Phillips Florida State University

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