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Direct linkTompkins, Virginia; Meyer, Katrina; Justice, Laura M. – Early Education and Development, 2021
Research Findings: The purpose of this study was to examine mothers' sophisticated vocabulary while reminiscing with their preschool-aged children, and its relation to children's story comprehension. The study used a cross-lagged panel design in which all assessments were collected twice, 6 months apart. We also compared two methods of examining…
Descriptors: Mothers, Preschool Children, Story Reading, Comprehension
Sembiante, Sabrina F.; Dynia, Jaclyn M.; Kaderavek, Joan N.; Justice, Laura M. – Early Education and Development, 2018
Research Findings: This study examined preschool teachers' literal talk (LT) and inferential talk (IT) during shared book readings in early childhood education (ECE) and early childhood special education (ECSE) classrooms. We aimed to characterize and compare teachers' LT and IT in these 2 classroom contexts and determine whether differences in LT…
Descriptors: Early Childhood Education, Special Education, Preschool Teachers, Reading Aloud to Others
Skibbe, Lori E.; Justice, Laura M.; Zucker, Tricia A.; McGinty, Anita S. – Early Education and Development, 2008
Self-reported maternal literacy beliefs and home literacy practices were compared for families of children with typicially developing language skills (TL, n = 52) and specific language impairment (SLI, n = 56). Additionally, the present work examined whether maternal beliefs and practices predicted children's print-related knowledge. Mothers…
Descriptors: Language Impairments, Emergent Literacy, Language Skills, Family Literacy
