Laura Justice, PhD., is a clinical speech-language pathologist and applied researcher in early
childhood language and literacy development, communication disorders, and educational
interventions. Dr. Justice directs the Preschool Language and Literacy Lab in the University of
Virginia's Center for Advanced Study of Teaching and Learning; she also is a faculty member in
the McGuffey Reading Center in the Curry School of Education, in which she teaches course in
reading disabilities and early literacy development.  Dr. Justice's research activities have been
supported by grants from the American Speech-Language-Hearing Association, the International
Reading Association, the National Institutes of Health, and the U. S. Department of Education.
Her research on early language and literacy has received awards from the American Speech-
Language-Hearing Association (Editor's Award, American Journal of Speech-Language
Pathology), the Council for Exceptional Children (Early Career Publication Award), and the U.S.
President (Presidential Early Career Award in Science and Engineering). Dr. Justice is currently
the Principal Investigator of four experimental studies examining the effectiveness of various
approaches to early literacy and language intervention, three of which are supported by the
USDOE's Institute of Education Sciences and one of which is supported by the National Institutes
of Health.

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.

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.