Laura Justice
Associated IES Content
Grant
Speech-Therapy Experiences in Public Schools-2 (STEPS-2)
The purpose of this project is to explore the role of speech-language pathologists' (SLPs) talk in facilitating the language growth of children with language impairment receiving therapy in the public elementary schools. Language ability undergirds most areas of school achievement, including reading, writing, math, and pro-social functioning. It is also important in its own right, as language ability is foundational to one's ability to communicate. There is a great need for educational resea...
Federal funding program:
Award number:
R324A210205
Grant
Causal Effects of the Kindergarten Transition Intervention
The purpose of this study is to evaluate the impacts of the Kindergarten Transition Intervention (KTI) on children's academic and social-behavioral development during preschool, their adjustment to kindergarten, and their trajectories from preschool to the end of first grade. Kindergarten transition practices are prominent in federal and state policies and there is a need for rigorous studies of the impact of transition practices on children's kindergarten readiness skills. The research team...
Federal funding program:
Award number:
R305A180004
Grant
Read It Again—Mobile: Technology-Supported Language & Literacy Intervention for Preschoolers At-Risk
The purpose of this project is to develop a mobile version of an efficacious early language and literacy intervention called Read It Again-PreK! (Efficacy of Read It Again! In Rural Preschool Settings), to improve preschoolers' language and literacy skills. Children's early language and literacy skills are predictive of later reading comprehension and long-term academic achievement. In addition, the quality of language and literacy instruction and teachers' effective implementation of curric...
Federal funding program:
Award number:
R305A150274
Grant
Efficacy of Conversational Responsiveness Preschool Intervention
In this study, the researchers proposed to evaluate the Hanen approach, a research-based technique for improving preschool teachers' interactions with children. The intervention was designed to improved instructional quality, thereby fostering children's language, literacy, and social skills in both the short and long term. In the early 2000s, research indicated that the academic and social problems of disadvantaged students begin well before they enter elementary school, so a strategy for a...
Federal funding program:
Award number:
R305F050006
Grant
Read It Again! In Early Childhood Special Education
The purpose of this project was to examine the efficacy of an intervention called Read It Again! for children with disabilities enrolled in early childhood special education and their typically developing classmates over the academic year and during kindergarten. Many children in early childhood special education programs exhibit disabilities that place them at high risk for future reading difficulties, including primary speech-language impairment or a general developmental delay in which la...
Federal funding program:
Award number:
R324A130066
Grant
Evaluation of the Language-Focused Curriculum
In this project, the researchers evaluated the efficacy of the Language-Focused Curriculum on preschool children's learning. The Language-Focused Curriculum was designed to improve at-risk children's language development. At the time of this project, evidence suggested that early language delays could lead to later problems in literacy skills and social relations. This research team investigated whether The Language-Focused Curriculum fostered children's oral language development, thereby re...
Federal funding program:
Award number:
R305J030084
Grant
Language Growth and Therapy Characteristics for Early Elementary Students
Over 49,000 speech-language pathologists (SLPs) provide services for over one million elementary school pupils who have a primary speech and language impairment. Despite the prevalence and $36 billion annual expense of speech-language services, there is little research showing which characteristics of language intervention specifically lead to improved language outcomes for students. In order to identify "what works" in speech-language pathology, this study will identify characteristics of...
Federal funding program:
Award number:
R324A090012
Grant
Efficacy of Read It Again! In Rural Preschool Settings
The purpose of this project is to test the efficacy of a fully developed language and literacy curricular supplement for preschoolers participating in need-based programs in rural communities. Read It Again! targets a systematic and explicit progression of high-priority skills in four language/literacy domains (narrative ability, vocabulary knowledge, phonological awareness, and print knowledge). These learning domains represent high-priority instructional targets as they are consistently ...
Federal funding program:
Award number:
R305A080459
Grant
Sit Together and Read: Early Childhood Special Education
Children who exhibit primary language impairment in preschool often fail to become good readers. In fact, more than half of these children exhibit a reading disability in second grade. Reading proficiently is a vital skill for academic success and gainful employment. Current practices for preschoolers with language impairment focus on teaching language skills such as vocabulary or grammar. These traditional practices are largely inadequate for improving these children's pre-literacy skil...
Federal funding program:
Award number:
R324A080037
Grant
Print Referencing Efficacy
In the early 2000s, research showed that there were substantial early differences in children's emergent literacy skills and that those skills contribute to long-term outcomes in children's reading achievement. Additionally, research showed that intervening before children reached elementary school significantly decreased the likelihood of their developing reading difficulties. This research team implemented and rigorously evaluated a preschool literacy intervention designed to facilitate ch...
Federal funding program:
Award number:
R305G050005
FY2012
Single-Session Panels
FY2019
FY2019 Early Intervention and Early Childhood Education Peer Review Panel
FY2018
FY2018 Early Intervention and Early Childhood Education Peer Review Panel
Grant
Early Learning Network: Critical Contributions of Classroom Ecology to Children's Learning
This research team will generate a comprehensive, empirically driven model of the dimensions of classroom ecology that shape children's academic and social development during the elementary grades. This research project builds upon a strong evidence base which suggests that features of the classroom ecology-including objective and subjective properties of the classroom environment-exert a strong influence on children's development owing to the large amount of time children spend within class...
Federal funding program:
Award number:
R305N160024
FY2013
FY2013 Early Intervention and Early Childhood Education Peer Review Panel
FY2012
FY2012 Early Intervention and Early Childhood Education Peer Review Panel
Grant
Children's Learning Research Collaborative Fellowships for Postdoctoral Research Training in the Education Sciences
The Children's Learning Research Collaborative (CLRC) trained four postdoctoral fellows in research related to the designing and testing of interventions intended to strengthen the language and literacy skills of children.
Federal funding program:
Award number:
R305B120008
FY2011 IES Peer Reviewers
FY2011 IES Research Peer Review Panel
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
Grant
Evaluation of the Effectiveness of the Ohio Department of Education's Literacy Core Curriculum for Early Childhood Educators
This project will evaluate the Ohio Department of Education-sponsored professional development course for early childhood educators known as the Literacy Core Curriculum for Early Childhood Educators ("Core") program. Nearly 1,200 Ohio pre-K educators have been trained in Core since 2008; however; the effectiveness of this program and its companion mentoring program, the Teacher Leader Program, to increase educators' literacy-related knowledge and practices has not been tested against other ...
Federal funding program:
Award number:
R305E100030
Grant
The Language Bases of Reading Comprehension
The primary purpose of this project is to increase fundamental understanding of the role of lower and higher level language skills in listening and reading comprehension, and develop effective classroom-based approaches to increase language, general knowledge, and comprehension skills in prekindergarten through grade three. Researchers will begin by conducting basic studies to identify promising targets for intervention. Interventions will be developed and refined through an iterative proce...
Federal funding program:
Award number:
R305F100002
FY2009 IES Peer Reviewers
FY2009 IES Research Peer Review Panel
FY2008 IES Peer Reviewers
FY2008 IES Research Peer Review Panel
Grant
National Center for Research on Early Childhood Education
The National Center for Research on Early Childhood Education (NCRECE) focuses on conducting research, disseminating research findings, and carrying out leadership activities aimed at improving the quality of early childhood education across the United States. The Center is based at the University of Virginia and is directed by Robert Pianta. Major activities include:
Federal funding program:
Award number:
R305A060021
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