Anita S. McGinty

Bi-directional dynamics underlie the complexity of talk in teacher–child play-based conversations in classrooms serving at-risk pupils

Laura M. Justice, Tricia A. Zucker, Shayne B. Piasta, 2013 .

Does intensity matter? Preschoolers’ print knowledge development within a classroom-based intervention

Xitao Fan, Laura M. Justice, Anita S. McGinty, 2011 .

Methodological quality of intervention research in speech–language pathology: Analysis of 10 years of group-design studies

Laura M. Justice, Anita S. McGinty, Chad Nye, 2008 .

Socio-emotional climate of storybook reading interactions for mothers and preschoolers with language impairment

Laura M. Justice, Anita S. McGinty, Lori E. Skibbe, 2010 .

Relations Among Maternal Literacy Beliefs, Home Literacy Practices, and the Emergent Literacy Skills of Preschoolers With Specific Language Impairment

Laura M. Justice, Tricia A. Zucker, Anita S. McGinty, 2008 .

Teacher-child conversations in preschool classrooms: Contributions to children's vocabulary development

Laura M. Justice, Anita S. McGinty, Sonia Q. Cabell, 2015 .