Dr. Laura Justice

Dr. Laura Justice

Distinguished Professor of Educational Psychology, The Ohio State University
Executive Director, Crane Center for Early Childhood Research and Policy
Fulbright Scholar

Dr. Laura Justice is EHE Distinguished Professor of Educational Psychology at The Ohio State University. She is also Executive Director of the Crane Center for Early Childhood Research and Policy and the Schoenbaum Family Center. Dr. Justice is interested in identifying ways to more effectively support the early language and literacy development of children experiencing risk, including children with communication disorders and children living in poverty. Justice is the author of more than 200 peer-reviewed articles, appearing in such journals as Child Development; Psychological Science; Developmental Psychology; Journal of Speech, Language, and Hearing Research; and American Journal of Speech-Language Pathology. Justice is also the author of two major textbooks in Communication Sciences (Communication Sciences and Disorders: A Contemporary Perspective and Language Development: Theory of Practice). Justice is heavily involved with literacy promotion in international contexts, including ongoing work scaling up a parent-child reading program in indigenous Maya villages in eastern Mexico.


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  • The Ohio State University; Columbus, OH (Professional)
  • University of Virginia; Charlottesville, VA (Professional)


  • Early Learning/PreK/TK
  • Early learning intervention
  • Early learning communication disorders
  • Emergent literacy skills
  • Storybooks: role of Teacher/Parent-Child shared reading in promoting emergent literacy
  • Peer and classroom effects on PreK children's language development


  • Academic Advisor for World of Wonders


  • Justice, L. M., Sofka, A (2010). Engaging Children with Print: Building Early Literacy Skills through Quality Read-Alouds. New York, NY: The Guilford Press.
  • 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.
  • Pence, K., & Justice, L. M. (2007). Language Development: Theory to Practice. Upper Saddle River, NJ: Merrill Prentice Hall.
  • 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. (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.
  • 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., 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.