Adjunct Professor, Speech & Hearing
EHE Distinguished Professor, Department of Educational Studies
CCEC Executive Director, The Crane Center for Early Childhood Research and Policy
Program Area: Reading and Literacy in Early and Middle Childhood Education
- Cognitive Development
- Early Childhood Education and Teaching
- Classroom quality
- language acquisition
- Educational Achievement
- Educational Psychology
- Print knowledge
- Reading development
- Reading disability
- Reading Teacher Education
- Speech-Language Pathology
- Communication disorders
- Language impairment
- Teacher Education
Areas of Expertise
- Speech-Language Disorders
- Early Literacy
- Preschool Quality
My present research interests focus on young children who exhibit developmental vulnerabilities in language and literacy acquisition. Much of my research considers the effects of teacher or parent implemented interventions on children's learning, including the effective use of storybooks. I am also interested in the state of classroom quality in early childhood and how various aspects of quality affects children's gains with the classroom. As a clinically-certified speech-language pathologist, I also maintain a strong interest on children with speech/language impairment (SLI), and am involved with several studies examining emergent literacy development among children SLI.
- Curry School of Education, University of Virginia Associate Professor
- Director, Preschool Language & Literacy Research Lab
- Co-Director, Risk and Prevention in Education Sciences Interdisciplinary Doctoral Training Program
- Presidential Early Career Award in Science and Engineering (from President G. W. Bush)
- Fulbright Scholar Award
- Erskine Fellowship (from University of Canterbury)
- Early Career Publication Award (from Division of Research, Council for Exceptional Children)
- Editor's Award (from American Journal of Speech-Language Pathology)
- Annie Glenn Leadership Award in Speech-Language Pathology
- Co-Investigator: Education Research and Development Centers. U. S. Department of Education, Institute of Education Sciences: National Center for Research in Early Childhood Education, 6/06 to 5/11. Robert Pianta, Principal Investigator.
- Principal Investigator: Print Referencing Efficacy. U. S. Department of Education, Institute of Education Sciences: Reading Scale-Up Competition, 6/05 to 5/09.
- Principal Investigator: Efficacy of Conversational Responsiveness Preschool Intervention. U. S. Department of Education, Institute of Education Sciences: Field-Initiated Evaluation Competition, 6/05 to 5/08.
- Co-Investigator: University of Virginia Interdisciplinary Doctoral Training Program in Risk and Prevention. U. S. Department of Education, Institute of Education Sciences, 9/04 to 9/08. Robert Pianta, Principal Investigator.
- Co-Investigator: Web Training: Pre-K Teachers, Literacy & Relationships. National Institutes of Health, National Institute of Child Health and Human Development, 10/03 to 09/08. Robert Pianta, Principal Investigator.
- Principal Investigator: Short- and Long-Term Outcomes of the Language-Focused Curriculum for Head Start Children [Preschool Curriculum Evaluation Research Consortium], U.S. Department of Education, Institute of Education Sciences, 07/03 to 07/08.
- Justice, L. M., & Pence, K. (2005). Scaffolding with Storybooks: A Guide for Enhancing Young Children's Language and Literacy Achievement. Newark, DE: International Reading Association.
- Ezell, H. K. & Justice, L. M. (2005). Shared Storybook Reading: Building Young Children's Language and Emergent Literacy Skills. Baltimore, MD: Paul H. Brookes.
- Justice, L. M. (2006). Communication Science and Disorders: An Introduction. Upper Saddle River, NJ: Merrill Prentice Hall.
- Justice, L. M. (Ed) (2006). Clinical Approaches to Emergent Literacy Intervention. San Diego, CA: Plural Publishing.
- Pence, K., & Justice, L. M. (2007). Language Development: Theory to Practice. Upper Saddle River, NJ: Merrill Prentice Hall.
- Justice, L. M., Meier, J., & Walpole, S. (2005). Learning new words from storybooks: Findings from an intervention with at-risk kindergarteners. Language, Speech, and Hearing Services in Schools, 36, 17-32.
- Justice, L. M., Kaderavek, J., Bowles, R., & Grimm, K. (2005). Phonological awareness, language impairment, and parent-child shared reading: A feasibility study. Topics in Early Childhood Special Education, 25, 143-156.
- Justice, L. M., Bowles, R., Kaderavek, J. K., Ukrainetz, T., Eisenberg, S., & Gillam, R. (2006). The Index of Narrative Micro-Structure (INMIS): A clinical tool for analyzing school-aged children's narrative performance. American Journal of Speech-Language Pathology, 15, 1-15.
- Justice, L. M., Skibbe, L., & Bowles, R. (2006). Measuring preschool attainment of print concepts: A study of typical and at-risk 3- to 5-year-old children. Language, Speech, and Hearing Services in Schools, 37, 1-12.
- Justice, L. M. (2006). Evidence-based practice, response-to-intervention, and prevention of reading difficulties. Language, Speech, and Hearing Services in Schools, 37, 1-14.
- Justice, L. M., Pence, K., Bowles, R., & Wiggins, A. K. (2006). An investigation of four hypotheses concerning the order by which 4-year-old children learn the alphabet letters. Early Childhood Research Quarterly, 21, 374-389.
- Justice, L. M., Sofka, A., & McGinty, A. (2007). Targets, techniques, and treatment contexts in emergent literacy intervention. Seminars in Speech and Hearing, 28, 14-24.