Increasing Young Children's Contact With Print During Shared Reading: Longitudinal Effects on Literacy Achievement von Piasta, Shayne B., Justice, Laura M., McGinty, Anita S., Kaderavek, Joan N.

Volltext

Exploring teachers' reading knowledge, beliefs and instructional practice von Kehoe, Karen F., McGinty, Anita S.

Volltext

Racial and Socioeconomic Disparities in the Relationship Between Children’s Early Literacy Skills and Third-Grade Outcomes: Lessons From a Kindergarten Readiness Assessment von Herring, Walter A., Bassok, Daphna, McGinty, Anita S., Miller, Luke C., Wyckoff, James H.

Volltext

Bi-directional dynamics underlie the complexity of talk in teacher–child play-based conversations in classrooms serving at-risk pupils von Justice, Laura M., McGinty, Anita S., Zucker, Tricia, Cabell, Sonia Q., Piasta, Shayne B.

Volltext

Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties von Cabell, Sonia Q., Justice, Laura M., Konold, Timothy R., McGinty, Anita S.

Volltext

Teachers’ Use of High- and Low-Support Scaffolding Strategies to Differentiate Language Instruction in High-Risk/Economically Disadvantaged Settings von Pentimonti, Jill M., Justice, Laura M., Yeomans-Maldonado, Gloria, McGinty, Anita S., Slocum, Laura, O’Connell, Ann

Volltext

Behavioral Self-Regulation as a Protective Factor for Children at Risk of Reading Failure: Predicting First-Grade Reading from Kindergarten Entry Assessment (KEA) Data von Kehoe, Karen F., McGinty, Anita S., Williford, Amanda P., Whittaker, Jessica V.

Volltext

Feasibility, Efficacy, and Social Validity of Home-Based Storybook Reading Intervention for Children with Language Impairment von Justice, Laura M, Skibbe, Lori E, McGinty, Anita S, Piasta, Shayne B, Petrill, Stephen

Volltext

Predictors of Print Knowledge in Children With Specific Language Impairment: Experiential and Developmental Factors von McGinty, Anita S, Justice, Laura M

Volltext

Does intensity matter? Preschoolers’ print knowledge development within a classroom-based intervention von McGinty, Anita S., Breit-Smith, Allison, Fan, Xitao, Justice, Laura M., Kaderavek, Joan N.

Volltext

Print-Focused Read-Alouds in Preschool Classrooms: Intervention Effectiveness and Moderators of Child Outcomes von Justice, Laura M, McGinty, Anita S, Piasta, Shayne B, Kaderavek, Joan N, Fan, Xitao

Volltext

Language and Literacy Curriculum Supplement for Preschoolers Who Are Academically At Risk: A Feasibility Study von Justice, Laura M, McGinty, Anita S, Cabell, Sonia Q, Kilday, Carolyn R, Knighton, Kathy, Huffman, Ginger

Volltext

Shared-Reading Dynamics: Mothers' Question Use and the Verbal Participation of Children with Specific Language Impairment von McGinty, Anita S, Justice, Laura M, Zucker, Tricia A, Gosse, Carolyn, Skibbe, Lori E

Volltext

Does context matter? Explicit print instruction during reading varies in its influence by child and classroom factors von McGinty, Anita S., Justice, Laura M., Piasta, Shayne B., Kaderavek, Joan, Fan, Xitao

Volltext

Emergent Name-Writing Abilities of Preschool-Age Children With Language Impairment von Cabell, Sonia Q, Justice, Laura M, Zucker, Tricia A, McGinty, Anita S

Volltext

Sense of School Community for Preschool Teachers Serving At-Risk Children von McGinty, Anita S., Justice, Laura, Rimm-Kaufman, Sara E.

Volltext

Relations Among Maternal Literacy Beliefs, Home Literacy Practices, and the Emergent Literacy Skills of Preschoolers With Specific Language Impairment von Skibbe, Lori E., Justice, Laura M., Zucker, Tricia A., McGinty, Anita S.

Volltext

The Role of Relational and Instructional Classroom Supports in the Language Development of At-Risk Preschoolers von Gosse, Carolyn S., McGinty, Anita S., Mashburn, Andrew J., Hoffman, LaVae M., Pianta, Robert C.

Volltext

Socio-emotional climate of storybook reading interactions for mothers and preschoolers with language impairment von Skibbe, Lori E., Moody, Amelia J., Justice, Laura M., McGinty, Anita S.

Volltext

Teacher–child conversations in preschool classrooms: Contributions to children's vocabulary development von Cabell, Sonia Q., Justice, Laura M., McGinty, Anita S., DeCoster, Jamie, Forston, Lindsay D.

Volltext