Researchers affiliated with P3L produce a variety of books, chapters, and articles each year. Here is a representative list of recent works:
- Justice, L.M., & Schuele, M. (2003). Phonological awareness: Description, assessment, and intervention. In J. Bernthal and N. Bankson, Articulation and phonological disorders (5th ed.). New York: Allyn and Bacon.
- Justice, L. M., Skibbe, L., & Ezell, H. K. (2005). Supporting preliterate childrenís print awareness through print referencing. In T. Ukrainetz (Ed.),Contextualized language intervention: Scaffolding K12 literacy Achievement Eau Claire, WI: Thinking Publications.
- Cabell, S., McGinty, A., & Justice, L. M. (2006). Assessment of print knowledge. In K. Pence (Ed.), Assessment in emergent and early literacy. San Diego, CA: Plural Publishing.
- Fey, M, & Justice, L. M. (2006). Evidence-based decision-making in communication intervention. In R. Paul (Ed.), Introduction to clinical methods in communication disorders (2nd ed.). Baltimore, MD: Paul Brookes.
- McGinty, A., Sutton, M., Sofka, M., & Justice, L. M. (2006). Fostering print awareness through interactive shared reading. In A. van Kleeck (Ed.), Storybook reading as a clinical tool. San Diego, CA: Plural Publishing.
- Kaderavek, J. N., Gillam, R., Justice, L. M., Ukrainetz, T., & Eisenberg, S. (2005). School-age childrenís self-assessment of oral narrative performance. Communication Disorders Quarterly.
- Justice, L. M., Invernizzi, M. A., Geller, K., Sullivan, A., & Welsch, J. (2005). Descriptive-developmental performance of at-risk preschoolers on early literacy tasks: Associations with age, race, and gender. Reading Psychology, 26, 1-25.
- 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.
- Kaderavek, J., & Justice, L. M. (2005). The effect of book genre in the repeated readings of mothers and their children with language impairment: A pilot investigation. Child Language Teaching and Therapy, 21, 75-92.
- Justice, L. M., Skibbe, L., Canning, A., & Lankford, C. (2005). Preschoolers, print, and storybooks: An observational study using eye-gaze analyses. Journal of Research in Reading, 28, 229-243.
- 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 childrenís narrative performance. American Journal of Speech-Language Pathology, 15, 1-15.
- Rudasill, K. M., Rimm-Kaufman, S. E., Justice, L. M., & Pence, K. (2006). Temperament and language skills as predictors of teacher-child relationship quality in preschool. Early Education and Development, 17, 271-291.
- 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., & Pence, K. (2007). Parent-Implemented Interactive Language Intervention: Can It Be Used Effectively? EBP Briefs, 2(1), 1-13.
- 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.
- Brandone, A.C., Pence, K. L., Golinkoff, R. M., & Hirsh-Pasek, K. (in press). Just do it: The young childís guide to early verb learning. Child Development.
- Massey, S.L., Pence, K. L., Justice, L.M., & Bowles, R.P. (in press). Educatorsí use of cognitively challenging questions in the preschool classroom. Early Education and Development.