Project Activities
Structured Abstract
Setting
Sample
Research design and methods
Control condition
Key measures
Data analytic strategy
People and institutions involved
IES program contact(s)
Products and publications
Products: The products of this project include evidence of the efficacy of two print-referencing interventions, published reports, and presentations.
Journal article, monograph, or newsletter
Dinnebeil, L. A., Sawyer, B., Cancio, E., Dynia, J., & Justice, L. (in press). Congruence between parents' and teachers' ratings of the social skills and problem behavior of preschoolers with disabilities. Early Childhood Research Quarterly.
Dinnebeil, L., Sawyer, B., Logan, J., Cancio, E., Dynia, J., and Justice, L.M. (2013). Influences on the Congruence Between Parents' and Teachers' Ratings of Young Children's Social Skills and Problem Behaviors. Early Childhood Research Quarterly, 28(1): 144-152. doi:10.1016/j.ecresq.2012.03.001
Dynia, J. M., Brock, M. E., Logan, J. A., Justice, L. M., and Kaderavek, J. N. (2016). Comparing Children with ASD and Their Peers' Growth in Print Knowledge. Journal of Autism and Developmental Disorders, 46(7): 2490-2500. doi:10.1007/s10803-016-2790-9 Full text
Dynia, J.M., and Justice, L.M. (2015). Shared-Reading Volume in Early Childhood Special Education Classrooms. Reading Psychology, 36(3): 232-269. doi:10.1080/02702711.2013.843065
Dynia, J.M., Lawton, K., Logan, J.A.R., and Justice, L.M. (2014). Comparing Emergent-Literacy Skills and Home-Literacy Environment of Children with Autism and Their Peers. Topics in Early Childhood Special Education, 34(3): 142-153. doi:10.1177/0271121414536784
Glenn-Applegate, K., Justice, L. M., and Kaderavek, J. (2016). How Do Caregivers Select Preschools? A Study of Children with and without Disabilities. Child & Youth Care Forum, 45(1): 123-153. doi:10.1007/s10566-015-9322-1
Glenn-Applegate, K., Pentimonti, J., and Justice, L.M. (2011). Parents' Selection Factors When Choosing Preschool Programs for Their Children With Disabilities. Child and Youth Care Forum, 40(3): 211-231. doi:10.1007/s10566-010-9134-2
Guo, Y., Dynia, J.M., Pelatti, C.Y., and Justice, L.M. (2014). Self-Efficacy of Early Childhood Special Education Teachers: Links to Classroom Quality and Children's Learning for Children With Language Impairment. Teaching and Teacher Education, 39: 12-21. doi:10.1016/j.tate.2013.11.005
Guo, Y., Sawyer, B.E., Justice, L.M., and Kaderavek, J.N. (2013). Quality of the Literacy Environment in Inclusive Early Childhood Special Education Classrooms. Journal of Early Intervention, 35(1): 40-60. doi:10.1177/1053815113500343
Justice, L. M., Logan, J. A., Itan, S., and SaƧkes, M. (2016). The Home-Literacy Environment of Young Children with Disabilities. Early Childhood Research Quarterly, 37: 131-139. doi:10.1016/j.ecresq.2016.05.002 Full text
Justice, L., Logan, J., Kaderavek, J., Schmitt, M.B., Tompkins, V., and Bartlett, C. (2013). Empirically Based Profiles of the Early Literacy Skills of Children With Language Impairment in Early Childhood Special Education. Journal of Learning Disabilities. doi:10.1177/0022219413510179
Justice, L.M., Logan, J.A.L., Kaderavek, J.N., and Dynia, J. (2015). Print-Focused Read-Alouds in Early Childhood Special Education Programs. Exceptional Children, 81(3): 292-311. doi:10.1177/0014402914563693
Justice, L.M., Logan, J.A.R., Lin, T.J., and Kaderavek, J.N. (2014). Peer Effects in Early Childhood Education: Testing the Assumptions of Special Education Inclusion. Psychological Science, 25(9): 1722-1729 . doi:10.1177/0956797614538978
Kaderavek, J.N., Guo, Y., and Justice, L.M. (2012). Validity of the Children's Orientation to Book Reading Rating Scale. Journal of Research in Reading, 0: 1-20. doi:10.1111/j.1467-9817.2012.01528.x
Kaderavek, J.N., Pentimonti, J.M., and Justice, L.M. (2014). Children With Communication Impairments: Caregivers' and Teachers' Shared Book-Reading Quality and Children's Level of Engagement. Child Language Teaching and Therapy, 30(3): 289-302. doi:10.1177/0265659013513812
Pelatti, C. Y., Dynia, J. M., Logan, J. A., Justice, L. M., and Kaderavek, J. (2016). Examining Quality in Two Preschool Settings: Publicly Funded Early Childhood Education and Inclusive Early Childhood Education Classrooms. Child & Youth Care Forum, 45(6): 829-849. doi:10.1007/s10566-016-9359-9
Pentimonti, J. M., Murphy, K. A., Justice, L. M., Logan, J. A., and Kaderavek, J. N. (2016). School Readiness of Children with Language Impairment: Predicting Literacy Skills from Pre-Literacy and Social-Behavioural Dimensions. International Journal of Language & Communication Disorders, 51(2): 148-161. doi:10.1111/1460-6984.12193
Pentimonti, J.M., Justice, L.M., and Kaderavek, J.N. (2014). School-Readiness Profiles of Children With Language Impairment: Linkages to Home and Classroom Experiences. International Journal of Language and Communication Disorders, 49(5): 567-583. doi:10.1111/1460-6984.12094
Petrill, S.A., Logan, J.A., Sawyer, B.E., and Justice, L.M. (2012). It Depends: Conditional Correlation Between Frequency of Storybook Reading and Emergent Literacy Skills in Children With Language Impairments. Journal of Learning Disabilities. doi:10.1177/0022219412470518
Sawyer, B., Justice, L.M., Guo, Y., Logan, J.A.R., Petrill, S.A., Glenn-Applegate, K., Kaderavek, J.N., and Pentimonti, J.M. (2014). Relations Among Home Literacy Environment, Child Characteristics and Print Knowledge for Preschool Children With Language Impairment. Journal of Research in Reading, 37(1): 65-83. doi:10.1111/jrir.12008
Supplemental information
Researchers are addressing this need by examining the efficacy of a fully-developed, print-referencing intervention for improving pre-reading skills of preschoolers who have a primary language impairment and are educated in early childhood special education classrooms. They will also determine the extent to which children's pre-reading skills are accelerated by combined use of print-referencing in the classroom by teachers and at home by parents.
Both interventions will be implemented over a 30-week period using a set of 30 books that were selected for their print salient features, such as speech bubbles, font changes and accentuated words. All teachers will read each book to the class four times per week. In addition, parents will be asked to read the book to their children twice a week.
The two print-referencing interventions differ on who implements print-referencing strategies. In the first intervention, teachers will implement print-referencing strategies during the 30 week intervention period. Parents will continue to read using their typical reading style. In the second intervention, both teachers and parents will implement print-referencing strategies.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.