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Anita S. McGinty - Publications

Affiliations: 
University of Virginia, Charlottesville, VA 
Area:
Early Childhood Education, Reading Education, Special Education, Developmental Psychology
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26 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2021 Solari EJ, Henry AR, Grimm RP, Zajic MC, McGinty A. Code-related literacy profiles of kindergarten students with autism. Autism : the International Journal of Research and Practice. 13623613211025904. PMID 34169773 DOI: 10.1177/13623613211025904  0.424
2017 Pentimonti JM, Justice LM, Yeomans-Maldonado G, McGinty AS, Slocum L, O’Connell A. Teachers’ Use of High- and Low-Support Scaffolding Strategies to Differentiate Language Instruction in High-Risk/Economically Disadvantaged Settings Journal of Early Intervention. 39: 125-146. DOI: 10.1177/1053815117700865  0.55
2016 Mashburn A, Justice LM, McGinty A, Slocum L. The Impacts of a Scalable Intervention on the Language and Literacy Development of Rural Pre-Kindergartners Applied Developmental Science. 20: 61-78. DOI: 10.1080/10888691.2015.1051622  0.6
2015 Cabell SQ, Justice LM, McGinty AS, DeCoster J, Forston LD. Teacher-child conversations in preschool classrooms: Contributions to children's vocabulary development Early Childhood Research Quarterly. 30: 80-92. DOI: 10.1016/J.Ecresq.2014.09.004  0.601
2015 Piasta SB, Justice LM, McGinty A, Mashburn A, Slocum L. A Comprehensive Examination of Preschool Teachers’ Implementation Fidelity When Using a Supplemental Language and Literacy Curriculum Child and Youth Care Forum. 44: 731-755. DOI: 10.1007/S10566-015-9305-2  0.441
2014 Gosse CS, McGinty AS, Mashburn AJ, Hoffman LM, Pianta RC. The Role of Relational and Instructional Classroom Supports in the Language Development of At-Risk Preschoolers Early Education and Development. 25: 110-133. DOI: 10.1080/10409289.2013.778567  0.59
2013 Justice LM, McGinty AS, Zucker T, Cabell SQ, Piasta SB. Bi-directional dynamics underlie the complexity of talk in teacher–child play-based conversations in classrooms serving at-risk pupils Early Childhood Research Quarterly. 28: 496-508. DOI: 10.1016/J.Ecresq.2013.02.005  0.532
2012 Piasta SB, Justice LM, McGinty AS, Kaderavek JN. Increasing young children's contact with print during shared reading: longitudinal effects on literacy achievement. Child Development. 83: 810-20. PMID 22506889 DOI: 10.1111/J.1467-8624.2012.01754.X  0.593
2012 McGinty AS, Justice LM, Zucker TA, Gosse C, Skibbe LE. Shared-reading dynamics: mothers' question use and the verbal participation of children with specific language impairment. Journal of Speech, Language, and Hearing Research : Jslhr. 55: 1039-52. PMID 22232391 DOI: 10.1044/1092-4388(2011/10-0298)  0.544
2012 Guo Y, Justice LM, Kaderavek JN, McGinty A. The literacy environment of preschool classrooms: Contributions to children's emergent literacy growth Journal of Research in Reading. 35: 308-327. DOI: 10.1111/J.1467-9817.2010.01467.X  0.532
2012 McGinty AS, Justice LM, Piasta SB, Kaderavek J, Fan X. Does context matter? Explicit print instruction during reading varies in its influence by child and classroom factors Early Childhood Research Quarterly. 27: 77-89. DOI: 10.1016/J.Ecresq.2011.05.002  0.59
2011 Justice LM, Skibbe LE, McGinty AS, Piasta SB, Petrill S. Feasibility, efficacy, and social validity of home-based storybook reading intervention for children with language impairment. Journal of Speech, Language, and Hearing Research : Jslhr. 54: 523-38. PMID 20719873 DOI: 10.1044/1092-4388(2010/09-0151)  0.484
2011 Guo Y, Kaderavek JN, Piasta SB, Justice LM, Mcginty A. Preschool teachers' sense of community, instructional quality, and children's language and literacy gains Early Education and Development. 22: 206-233. DOI: 10.1080/10409281003641257  0.578
2011 McGinty AS, Breit-Smith A, Fan X, Justice LM, Kaderavek JN. Does intensity matter? Preschoolers' print knowledge development within a classroom-based intervention Early Childhood Research Quarterly. 26: 255-267. DOI: 10.1016/J.Ecresq.2011.02.002  0.433
2011 Cabell SQ, Justice LM, Konold TR, McGinty AS. Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties Early Childhood Research Quarterly. 26: 1-14. DOI: 10.1016/J.Ecresq.2010.05.003  0.516
2010 Cabell SQ, Lomax RG, Justice LM, Breit-Smith A, Skibbe LE, McGinty AS. Emergent literacy profiles of preschool-age children with specific language impairment. International Journal of Speech-Language Pathology. 12: 472-82. PMID 20586530 DOI: 10.3109/17549507.2011.492874  0.593
2010 Justice LM, McGinty AS, Piasta SB, Kaderavek JN, Fan X. Print-focused read-alouds in preschool classrooms: intervention effectiveness and moderators of child outcomes. Language, Speech, and Hearing Services in Schools. 41: 504-20. PMID 20421609 DOI: 10.1044/0161-1461(2010/09-0056)  0.604
2010 Justice LM, McGinty AS, Cabell SQ, Kilday CR, Knighton K, Huffman G. Language and literacy curriculum supplement for preschoolers who are academically at risk: a feasibility study. Language, Speech, and Hearing Services in Schools. 41: 161-78. PMID 20375228 DOI: 10.1044/0161-1461(2009/08-0058)  0.591
2010 Skibbe LE, Moody AJ, Justice LM, McGinty AS. Socio-emotional climate of storybook reading interactions for mothers and preschoolers with language impairment Reading and Writing. 23: 53-71. DOI: 10.1007/S11145-008-9149-3  0.566
2009 Justice LM, McGinty A, Guo Y, Moore D. Implementation of responsiveness to intervention in early education settings. Seminars in Speech and Language. 30: 59-74. PMID 19399693 DOI: 10.1055/S-0029-1215715  0.517
2009 Cabell SQ, Justice LM, Zucker TA, McGinty AS. Emergent name-writing abilities of preschool-age children with language impairment. Language, Speech, and Hearing Services in Schools. 40: 53-66. PMID 18840675 DOI: 10.1044/0161-1461(2008/07-0052)  0.624
2009 McGinty AS, Justice LM. Predictors of print knowledge in children with specific language impairment: experiential and developmental factors. Journal of Speech, Language, and Hearing Research : Jslhr. 52: 81-97. PMID 18723595 DOI: 10.1044/1092-4388(2008/07-0279)  0.608
2008 Justice LM, Nye C, Schwarz J, McGinty A, Rivera A. Methodological quality of intervention research in speech-language pathology: Analysis of 10 years of group-design studies Evidence-Based Communication Assessment and Intervention. 2: 46-59. DOI: 10.1080/17489530802008839  0.383
2008 Skibbe LE, Justice LM, Zucker TA, McGinty AS. Relations among maternal literacy beliefs, home literacy practices, and the emergent literacy skills of preschoolers with specific language impairment Early Education and Development. 19: 68-88. DOI: 10.1080/10409280701839015  0.59
2008 Cabell SQ, McGinty AS, Breit A, Justice L. Designing Quality Tier One Learning Environments for Emergent and Early Readers Perspectives On Language Learning and Education. 15: 4-12. DOI: 10.1044/Lle15.1.4  0.393
2007 Justice LM, Sofka AE, McGinty A. Targets, techniques, and treatment contexts in emergent literacy intervention. Seminars in Speech and Language. 28: 14-24. PMID 17340379 DOI: 10.1055/S-2007-967926  0.374
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