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Emily J. M. Ciesielski & Nancy A. Creaghead. (2020) The Effectiveness of Professional Development on the Phonological Awareness Outcomes of Preschool Children: A Systematic Review. Literacy Research and Instruction 59:2, pages 121-147.
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Sara Anderson & Megan Mikesell. (2019) Child care type, access, and quality in rural areas of the United States: a review. Early Child Development and Care 189:11, pages 1812-1826.
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Kui Xie, Vanessa W. Vongkulluksn, Laura M. Justice & Jessica A. R. Logan. (2019) Technology acceptance in context: preschool teachers’ integration of a technology-based early language and literacy curriculum. Journal of Early Childhood Teacher Education 40:3, pages 275-295.
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Arnold Olszewski, Ying Guo & Allison Breit-Smith. (2018) The Effect of a Shared Book-Reading Intervention on the Story Retelling and Phonemic Awareness of a Third Grader with Disabilities. Reading & Writing Quarterly 34:3, pages 233-247.
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Articles from other publishers (10)
Sunyoung Kim, Veronica Kang, Hanae Kim, Jing Wang & Emily Gregori. (2022) Online Literacy Instruction for Young Korean Dual Language Learners in General Education. Journal of Behavioral Education 32:4, pages 743-767.
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Nathan P. Helsabeck, Laura M. Justice & Jessica A. R. Logan. (2021) Assessing fidelity of implementation to a technology‐mediated early intervention using process data. Journal of Computer Assisted Learning 38:2, pages 409-421.
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Beth M. Phillips, Young-Suk Grace Kim, Christopher J. Lonigan, Carol M. Connor, Jeanine Clancy & Stephanie Al Otaiba. (2021) Supporting language and literacy development with intensive small-group interventions: An early childhood efficacy study. Early Childhood Research Quarterly 57, pages 75-88.
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Susan H. Landry, Tricia A. Zucker, Janelle J. Montroy, Hsien-Yuan Hsu, Mike A. Assel, Cheryl Varghese, April Crawford & Edward G. Feil. (2021) Replication of combined school readiness interventions for teachers and parents of head start pre-kindergarteners using remote delivery. Early Childhood Research Quarterly 56, pages 149-166.
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Shayne B. Piasta, Brook Sawyer, Laura M. Justice, Ann A. O’Connell, Hui Jiang, Mine Dogucu & Kiren S. Khan. (2019) Effects of Read It Again! In Early Childhood Special Education Classrooms as Compared to Regular Shared Book Reading. Journal of Early Intervention 42:3, pages 224-243.
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Aleksis P. Kincaid, Scott R. McConnell & Alisha K. Wackerle-Hollman. (2018) Assessing Early Literacy Growth in Preschoolers Using Individual Growth and Development Indicators. Assessment for Effective Intervention 45:3, pages 173-183.
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Beng Huat See & Stephen Gorard. (2020) Effective classroom instructions for primary literacy: A critical review of the causal evidence. International Journal of Educational Research 102, pages 101577.
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M. Jeanne Wilcox, Shelley Gray & Mark Reiser. (2020) Preschoolers with developmental speech and/or language impairment: Efficacy of the Teaching Early Literacy and Language (TELL) curriculum. Early Childhood Research Quarterly 51, pages 124-143.
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Dorthe Bleses, Anders Højen, Laura M. Justice, Philip S. Dale, Line Dybdal, Shayne B. Piasta, Justin Markussen-Brown, Marit Clausen & E. F. Haghish. (2018) The Effectiveness of a Large-Scale Language and Preliteracy Intervention: The SPELL Randomized Controlled Trial in Denmark. Child Development 89:4, pages e342-e363.
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Shayne B. Piasta. (2016) Current Understandings of What Works to Support the Development of Emergent Literacy in Early Childhood Classrooms. Child Development Perspectives 10:4, pages 234-239.
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