Wikipedia

Laura Justice

Laura M. Justice (born October 9, 1968) is a language scientist and expert on interventions to promote children's literacy. She is the EHE Distinguished Professor of Educational Psychology at Ohio State University,[1] where she also serves as the Executive Director of the A. Sophie Rogers School for Early Learning.

Laura Justice
Born (1968-10-09) October 9, 1968 (age 56)
OccupationEHE Distinguished Professor of Educational Psychology
Awards2005 Presidential Early Career Award for Scientists and Engineers
Academic background
Alma materOhio University (AB, BSEd, PhD)
Academic work
InstitutionsOhio State University

Justice received the Presidential Early Career Award for Scientists and Engineers from President George W. Bush in 2005. Justice received this award for her scientific research identifying techniques to raise the reading levels of pre-school children from low socioeconomic households and those identified as having language impairments. This award was the first Presidential Early Career Award to be given in the field of education research.[2] Justice's other awards include the Annie Glenn Leadership Award in Speech-Language Pathology and the Early Career Publication Award from the Division of Research, Council for Exceptional Children.

Justice has authored several books including Scaffolding with Storybooks: A Guide for Enhancing Young Children's Language and Literacy Achievement,[3] Communication Science and Disorders,[4] Clinical Approaches to Emergent Literacy Intervention,[5] The Syntax Handbook: Everything You Learned About Syntax ...(but Forgot) (with Helen K. Ezell),[6] and Engaging Children with Print: Building Early Literacy Skills through Quality Read-Alouds (with Amy Sofka).[7]

Justice has held the position of Editor in Chief of Early Childhood Research Quarterly,[8] Editor of the American Journal of Speech-Language Pathology, and Editor of the Language, Speech, and Hearing Services in Schools.[9]

Biography

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Justice received her Bachelor of Arts degree (1992) and BSEd (1996) from Ohio University.[10] She continued her education there receiving her PhD in Speech Hearing Sciences in 2000 under the advisement of Helen K. Ezell. Justice's early research with Ezell investigated ways parents of children diagnosed with speech delays engaged with their children during story time. Their research revealed that parents' questions to their children about the books tended to focus entirely on the pictures and not on the print.[11] Justice's doctoral dissertation, titled "An experimental evaluation of an intervention to stimulate written language awareness in preschool children from low-income households" initiated a program of research on literacy interventions.[12]

Justice joined the faculty of the School of Education and Human Development (formerly the Curry School of Education) at the University of Virginia where she developed a program of translational research on children's emergent literacy[13] and early interventions to promote reading.[14][15] She subsequently moved to Ohio State University where serves as the Director of the Pre-School Language and Literacy Research Lab and as the CCEC Executive Director of The Crane Center for Early Childhood Research and Policy.

Justice's research has been funded by numerous grants from agencies including the National Institutes of Health (NIH)[16] and the Institute of Education Sciences.[17] She has been a visiting scholar at the University of Canterbury (supported by an Erskine Fellowship), the University of Zagreb (supported by a Fulbright Scholar Award) and the University of Bologna.[18]

Research

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Justice's research has focused on early interventions to support emergent literacy, especially for children growing up in low-income families and for children with specific language impairment (also known as developmental language disorder). Her collaborative research highlights the role of parent involvement in literacy interventions[19] and the need for professional development to support teachers of children growing up in at-risk economic circumstances.[20] Other research has investigated effects of poverty on toddler's early language skills[21] and the impact of quality preschool programs on children's academic gains.[15]

Justice and her collaborators received the ASHA Editor's Award for their 2004 article "Relations among maternal, child, and demographic factors and the persistence of preschool language impairment."[9] This article used data from the National Institute of Child Health and Human Development Study of Early Child Care to examine language outcomes of children, who at the age of 3 appeared to exhibit specific language impairment. At age 4.5, over half of the children show a persistent language impairment, with maternal depression identified as a risk factor in the children's prognosis.

Justice and her colleagues have used shared storybook reading as a context for early intervention, and stress the importance of emphasizing print over pictures while reading to develop children's literacy awareness.[22] Her research team has tied early exposure to picture books to the so-called Million Word Gap.[23]

Representative publications

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  • Justice, L. M., & Ezell, H. K. (2002). Use of storybook reading to increase print awareness in at-risk children. American Journal of Speech-Language Pathology, 11(1), 17-29.
  • Justice, L. M., Kaderavek, J. N., Fan, X., Sofka, A., & Hunt, A. (2009). Accelerating preschoolers’ early literacy development through classroom-based teacher-child storybook reading and explicit print referencing. Language, Speech, and Hearing Services in Schools, 40(1), 67–85.
  • Justice, L. M., Mashburn, A. J., Hamre, B. K., & Pianta, R. C. (2008). Quality of language and literacy instruction in preschool classrooms serving at-risk pupils. Early Childhood Research Quarterly, 23(1), 51-68.
  • Justice, L. M., Meier, J., & Walpole, S. (2005). Learning new words from storybooks: An efficacy study with at-risk kindergartners. Language, Speech, and Hearing Services in Schools, 36, 17-32.
  • Justice, L. M., & Pullen, P. C. (2003). Promising Interventions for Promoting Emergent Literacy Skills: Three Evidence-Based Approaches. Topics in Early Childhood Special Education, 23(3), 99–113.

References

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  1. ^ "EHE professor acclaimed as Ohio State 2017 Distinguished Scholar". College of Education and Human Ecology. 2017-04-05. Retrieved 2019-05-12.
  2. ^ "Inside UVA" (PDF). August 26, 2006.
  3. ^ Justice, Laura (2005). Scaffolding With Storybooks: A Guide for Enhancing Young Children's Language and Literacy Achievement. International Reading Association (1716). ISBN 978-0872075788.
  4. ^ Justice, Laura M. (2006). Communication sciences and disorders : an introduction (1st ed.). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall. ISBN 013113518X. OCLC 58563236.
  5. ^ Justice, Laura M. (2006). Clinical approaches to emergent literacy intervention. San Diego, CA: Plural Pub. ISBN 9781597560924. OCLC 73501836.
  6. ^ Justice, Laura M., Ezell, Helen K. (2008). The syntax handbook : everything you learned about syntax--but forgot!. Austin, TX: PRO-ED, Inc. ISBN 9781416404217. OCLC 631200851.{{cite book}}: CS1 maint: multiple names: authors list (link)
  7. ^ Justice, Laura M. (2010). Engaging children with print : building early literacy skills through quality read-alouds. Sofka, Amy E. New York: Guilford Press. ISBN 9781606235386. OCLC 593235551.
  8. ^ "Laura Justice". www.journals.elsevier.com. Retrieved 2019-05-07.
  9. ^ a b "Editor's Awards | | ASHA Publication Websites". pubs.asha.org. Retrieved 2019-05-04.
  10. ^ "Athenaeum, Ohio University's Education Magazine". 2010–2012.
  11. ^ Ezell, Helen K.; Justice, Laura M. (1998). "A pilot investigation of parents' questions about print and pictures to preschoolers with language delay". Child Language Teaching and Therapy. 14 (3): 273–278. doi:10.1177/026565909801400303. ISSN 0265-6590. S2CID 144893213.
  12. ^ "An experimental evaluation of an intervention to stimulate written language awareness in preschool children from low-income households". 2001. {{cite journal}}: Cite journal requires |journal= (help)
  13. ^ Justice, Laura M.; Ezell, Helen K. (2001). "Word and print awareness in 4-year-old children". Child Language Teaching and Therapy. 17 (3): 207–225. doi:10.1177/026565900101700303. ISSN 0265-6590. S2CID 144711284.
  14. ^ Justice, Laura M.; Chow, Sy-Miin; Capellini, Cara; Flanigan, Kevin; Colton, Sarah (2003). "Emergent Literacy Intervention for Vulnerable Preschoolers: Relative Effects of Two Approaches". American Journal of Speech-Language Pathology. 12 (3): 320–332. doi:10.1044/1058-0360(2003/078). ISSN 1058-0360. PMID 12971821.
  15. ^ a b Justice, Laura M.; Mashburn, Andrew J.; Hamre, Bridget K.; Pianta, Robert C. (2008). "Quality of language and literacy instruction in preschool classrooms serving at-risk pupils". Early Childhood Research Quarterly. 23 (1): 51–68. doi:10.1016/j.ecresq.2007.09.004. PMC 3389820. PMID 22773887.
  16. ^ "Laura Justice - National Institutes of Health Search Results". search.nih.gov. Retrieved 2019-05-07.
  17. ^ "Search Funded Research Grants and Contracts - Details". ies.ed.gov. Retrieved 2019-05-07.
  18. ^ "Justice Laura". www.isa.unibo.it. Retrieved 2019-05-12.
  19. ^ Justice, Laura M.; Kaderavek, Joan; Bowles, Ryan; Grimm, Kevin (2005). "Language Impairment, Parent—Child Shared Reading, and Phonological Awareness: A Feasibility Study". Topics in Early Childhood Special Education. 25 (3): 143–156. doi:10.1177/02711214050250030201. ISSN 0271-1214. S2CID 4845228.
  20. ^ Pianta, Robert C.; Mashburn, Andrew J.; Downer, Jason T.; Hamre, Bridget K.; Justice, Laura (2008). "Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms". Early Childhood Research Quarterly. 23 (4): 431–451. doi:10.1016/j.ecresq.2008.02.001. PMC 4337032. PMID 25717217.
  21. ^ Justice, Laura M.; Jiang, Hui; Purtell, Kelly M.; Schmeer, Kammi; Boone, Kelly; Bates, Randi; Salsberry, Pamela J. (2019-01-16). "Conditions of Poverty, Parent–Child Interactions, and Toddlers' Early Language Skills in Low-Income Families". Maternal and Child Health Journal. 23 (7): 971–978. doi:10.1007/s10995-018-02726-9. ISSN 1573-6628. PMC 6778955. PMID 30649661.
  22. ^ Justice Laura M.; Ezell Helen K. (2002). "Use of Storybook Reading to Increase Print Awareness in At-Risk Children". American Journal of Speech-Language Pathology. 11 (1): 17–29. doi:10.1044/1058-0360(2002/003).
  23. ^ Logan, Jessica A. R.; Justice, Laura M.; Yumuş, Melike; Chaparro-Moreno, Leydi Johana (2019). "When Children Are Not Read to at Home: The Million Word Gap". Journal of Developmental & Behavioral Pediatrics. 40 (5): 383–386. doi:10.1097/DBP.0000000000000657. ISSN 0196-206X. PMID 30908424. S2CID 85514227.
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