Publications

Listed below are publications that have come out of Dr. Piasta’s work and research.

Peer-Reviewed Articles | Editor-Reviewed Articles | Other Publications

Peer-Reviewed Articles:

  • 1Hudson, A., Bailet, L.., Piasta, S.B., Logan, J.A.R., Lewis, K., & Zettler-Greeley, C.M. (2023). Latent profile moderation: Examining the differential impact of a small-group emergent literacy intervention. Journal of Education for Students Placed At Risk. 
  • Zettler-Greeley, C.M., Piasta, S.B., Lewis, K., Bailet, L.L., 2Thomas, L.J.G., & Dowdy, S. (in press). Keys for successful delivery of small-group instruction in the preschool classroom: Lessons from an emergent literacy program. Young Children. 
  • Logan, J.A.R., Piasta, S.B., Purtell, K.M., Schachter, R.E., & 2Nichols, R., (2024). Early childhood language gains, kindergarten readiness, and Grade 3 reading achievement. Child Development.  
  • Piasta, S.B., 1Hudson, A., 2Sayers, R., Logan, J.A.R., Zettler-Greeley, C.M., Lewis, K., & Bailet, L. (2024). Small-group emergent literacy intervention dosage in preschool: Patterns and predictors. Journal of Early Intervention. Advance online publication. https://doi.org/10.1177/10538151231155411 
  • Bridges, M.S., Curran, M., Neal, C., Piasta, S.B., Fleming, K., & Hogan, T. (2023). Adapting curricula for children experiencing comprehension difficulties due to low language. Language Speech Hearing Sciences in the Schools, 54(4), 1066-1079. https://doi.org/10.1044/2023_LSHSS-22-00189 
  • 2Park, S., & Piasta, S.B. (2023). Are there developmental patterns in emergent bilingual children’s English letter-name knowledge? International Journal of Bilingual Education and Bilingualism. Advance online publication. https://doi.org/10.1080/13670050.2023.2208708 
  • 1Cutler, L., Schachter, R.E., 1Gabas, C., Piasta, S.B., Purtell, K., & 2Helsabeck, N. (2023). Patterns of classroom organization in classrooms where children exhibit higher and lower language gains. Early Education and Development, 34(5), 1128-1146. https://doi.org/10.1080/10409289.2022.2106766  
  • Piasta, S.B., Logan, J.A.R., Zettler-Greeley, C.M., Bailet, L.L., Lewis, K., & 2Thomas, L.J.G. (2023).  Small-group, emergent literacy intervention under two implementation models: Intent-to-treat and dosage effects for preschoolers at-risk for reading difficulties. Journal of Learning Disabilities, 56(3), 225-240. https://doi.org/10.1177/002221942210793 
  • Lewis, K., Logan, J.A.R., 2Thomas, L.J.G., Schneider, N., Zettler-Greeley, C.M., Bailet, L.L., & Piasta, S.B. (2023). Behavior management and engagement during small-group instruction as predictors of preschoolers’ literacy skill outcomes. Early Education and Development, 34(8), 1872-1895. https://doi.org/10.1080/10409289.2023.2241984 
  • 2Thomas, L.J.G., Piasta, S.B., Bailet, L.L., Zettler-Greeley, C.M., & Lewis, K. (2023). Promoting meaning-focused skills: Creating a foundation for comprehension in early childhood classrooms. The Reading Teacher, 76(4), 421-428. https://doi.org/10.1002/trtr.2165 
  • Schachter, R.E., Yeomans-Maldonado, G., & Piasta, S.B. (2023).  Early childhood teachers’ emergent literacy data practices. Journal of Literacy Research. Advance online publication. https://doi.org/10.1177/1086296X231163116 
  • Piasta, S.B., Bridges, M.S., 2Park, S., 2Nelson-Strouts, K., & Hikida, M. (2022).  Teachers’ content knowledge about oral language: Measure development and evidence of initial validity. Reading & Writing, 35, 2131-2153. https://doi.org/10.1007/s11145-021-10242-6  
  • Cabell, S.Q., Gerde, H.K., Hwang, H., Bowles, R., Skibbe, L., Piasta, S.B., & Justice, L.M. (2022).  Rate of growth of preschool-age children’s oral language and decoding skills predicts beginning writing ability. Early Education and Development, 33(7), 1198-1221. https://doi.org/10.1080/10409289.2021.1952390 
  • Piasta, S.B., 2Park, S., 2Fitzgerald, L., & 2Libnoch, H.A. (2022). Young children’s alphabet learning as a function of instruction and letter difficulty. Learning and Individual Differences, 93, 102113. https://doi.org/10.1016/j.lindif.2021.102113 
  • Schachter, R.E., Jiang, Q., Piasta, S.B., & Flynn, E. (2022).  “We’re more than a daycare:” Reported roles and settings for early childhood professionals and implications for professionalizing the field.  Early Childhood Education Journal, 50, 1183-1196. https://doi.org/10.1007/s10643-021-01252-8  
  • Language and Reading Research Consortium, 2Lo, M., & 2Xu, M. (2022).  Impacts of the Let’s Know! curriculum on the language and comprehension-related skills of prekindergarten and kindergarten children. Journal of Educational Psychology, 114(6), 1205-1224. https://doi.org/10.1037/edu0000744  [convener] 
  • Piasta, S.B., Logan, J.A.R., 2Farley, K.S., 2Strang, T.M., & Justice, L.M. (2022).  Profiles and predictors of growth in children’s alphabet knowledge.  Journal of Education for Students Placed at Risk, 27(1), 1-26. https://doi.org/10.1080/10824669.2021.1871617  
  • Schachter, R.E., & Piasta, S.B. (2022). Doing assessment: A multi-case study of preschool teachers’ language and literacy data practices. Reading Research Quarterly, 57(2), 515-535. https://doi.org/10.1002/rrq.419 
  • Murphy, K.A., Bridges, M.S., Springle, A.P., Sultani, M., McIlraith, A., & Language and Reading Research Consortium (2022). Predicting language performance from narrative language samples. Journal of Speech, Language, and Hearing Research, 65(3), 775-784. 
  • Piasta, S.B., Logan, J.A.R., 2Thomas, L.J.G., Zettler-Greeley, C.M., Bailet, L.L., & Lewis, K. (2021).  Implementation of a small-group emergent literacy intervention by preschool teachers and community aides.  Early Childhood Research Quarterly, 54, 31-43. 
  • 1Khan, K.S., Logan, J.A.R., Justice, L.M., Bowles, R.P., & Piasta, S.B. (2021).  The contribution of vocabulary, grammar, and phonological awareness skills across a continuum of narrative ability levels in young children. Journal of Speech, Language, and Hearing Research, 64(9), 3489-3503. 
  • Schachter, R.E., 2Matthews, A., & Piasta, S.B. (2021).  How do differing stakeholders perceive instances of language and literacy instruction?  Journal of Early Childhood Literacy, 21(1), 104-126. https://doi.org/10.1177%2F1468798418813661  
  • Piasta, S.B., 2Soto Ramirez, P., 2Farley, K.S., Justice, L.M., & 2Park, S. (2020).  Exploring the nature of associations between educators’ knowledge and their emergent literacy classroom practices.  Reading and Writing, 33, 1399-1422. 
  • Schachter, R.E., Piasta, S.B., & Justice, L.M. (2020).  An investigation into the curricula (type and quality) used by early childhood educators.  NHSA Dialog, 23(2). https://journals.uncc.edu/dialog/article/view/1021  
  • Piasta, S.B., 2Park, S., 2Farley, K.S., Justice, L.M., & O’Connell, A.A. (2020).  Early childhood educators’ knowledge about language and literacy: Associations with practice and children’s learning. [special issue; invited]  Dyslexia, 26, 137-152. 
  • Piasta, S.B., Sawyer, B., Justice, L.M., O’Connell, A.A., Jiang, H., 2Dogucu, M., & Khan, K. (2020).  Effects of Read It Again! in early childhood special education classrooms as compared to regular shared book reading.  Journal of Early Intervention, 42, 224-243. 
  • Schachter, R.E., Flynn, E.E., Napoli, A.R., & Piasta, S.B. (2020).  Teachers’ perspectives on year two implementation of a kindergarten readiness assessment.  Early Education and Development, 31, 778-795. 
  • 2Farley, K.S. & Piasta, S.B. (2020).  Examining early childhood language and literacy learning opportunities in relation to maternal education and children’s initial skills.  Journal of Education for Students Placed At Risk, 25, 183-200. 
  • 2Thomas, L.J.G., Gerde, H.K., Piasta, S.B., Bailet, L., & Zettler-Greeley, C. (2020).  The early writing skills of children identified as at-risk for literacy difficulties.  Early Childhood Research Quarterly, 51, 392-402. 
  • Piasta, S.B., 2Farley, K.S., 2Mauck, S.A., 2Soto Ramirez, P., O’Connell, A.A., Schachter, R.E., Justice, L.M., 1Spear, C.F., & 2Weber-Mayrer, M. (2020).  At-scale, state-sponsored language and literacy professional development: Impacts on early childhood practices and children’s outcomes.  Journal of Educational Psychology, 112, 329-343. 
  • Bowles, R.P., Justice, L.M., 1Khan, K.S., Piasta, S.B., Skibbe, L.E., & 2Foster, T.D. (2020).  Development of the Narrative Assessment Protocol-2: A tool for examining young children’s narrative skill.  Journal of Language, Speech, and Hearing Services in Schools, 51, 390-404. 
  • Language and Reading Research Consortium, Currie, N.K. & Muijselaar, M.M.L. (2019).  Inference making in young children: The concurrent and longitudinal contributions of verbal working memory and vocabulary.  Journal of Educational Psychology, 111, 1416-1431. 
  • Language and Reading Research Consortium, Jiang, H., & Logan, J.A.R. (2019).  Improving reading comprehension in the primary grades: Mediated effects of a language-focused classroom intervention.  Journal of Speech, Language, and Hearing Research, 62, 2812-2828. 
  • Language and Reading Research Consortium, Mesa, C., & Yeomans-Maldonado, G. (2019).  The role of prekindergarten Spanish in predicting first-grade English word reading among dual-language learners.  Journal of Speech, Language, and Hearing Research, 62, 1755-1774. 
  • 1Schachter, R.E., 2Strang, T. M., & Piasta, S.B. (2019). Teacher experiences with a state-mandated kindergarten readiness assessment: A mixed method study.  Early Years, 39, 80-96. 
  • 1Ottley, J.R., Piasta, S.B., Coogle, C.G., 1Spear, C.F., & Rahn, N.L. (2019).  Implementation of bug-in-ear coaching by community-based professional development providers.  Early Education and Development, 30, 400-422. 
  • Piasta, S.B., 2Farley, K.S., Phillips, B.M., Anthony, J.L., & Bowles, R.P. (2018).  Assessment of young children’s letter-sound knowledge: Initial validity evidence for Letter Sound Short Forms.  Assessment for Effective Intervention, 43, 249-255. 
  • Bleses, D., Højen, A., Dale, P.S., Justice, L., Dybdal, L., Piasta, S.B., 2Markussen-Brown, J., Kjærbæk, L., & 2Haghish, E.F. (2018).  Effective language and literacy instruction: Evaluating the importance of scripting and group size components.  Early Childhood Research Quarterly, 42, 256-269. 
  • Language and Reading Research Consortium, 2Yeomans-Maldonado, G., Bengochea, A., & Mesa, C. (2018). The dimensionality of oral language in kindergarten Spanish-English dual-language learners. Journal of Speech, Language, and Hearing Research, 61, 2779-2795. 
  • 2Weber-Mayrer, M.W., Piasta, S.B., 1Ottley, J.R., Justice, L.M., & O’Connell, A. (2018).  Early childhood literacy coaching: An examination of coaching intensity and changes in educators’ literacy knowledge and practice.  Teaching and Teacher Education, 76, 14-24. 
  • 1Spear, C.F., Piasta, S.B., 2Yeomans-Maldonado, G., Ottley, J.R., Justice, L.M., & O’Connell, A.A. (2018).  Early childhood general and special educators: An examination of similarities and differences in beliefs, knowledge, and practice.  Journal of Teacher Education, 69, 263-277. 
  • Piasta, S.B., 2Groom, L.J., 1Khan, K., Skibbe, L.E., & Bowles, R.P. (2018).  Young children’s narrative skill: Concurrent and predictive associations with emergent literacy and early word reading skills.  Reading and Writing, 31, 1479-1498. 
  • Language and Reading Research Consortium & Muijselaar, M.M.L. (2018).  The dimensionality of inference making: Are local and global inferences distinguishable?  Scientific Studies of Reading, 22, 117-136. 
  • Language and Reading Research Consortium, Jiang, H., & Farquharson, K. (2018).  Are working memory and behavioral attention equally important for both reading and listening comprehension? A developmental comparison.  Reading and Writing, 31, 1449-1477. 
  • 1Dynia, J.M., 1Schachter, R.E., 1Pelatti, C.Y., Piasta, S.B., Justice, L.M., & O’Connell, A.A. (2018).  An empirical investigation of the dimensionality of the physical literacy environment in early childhood classrooms.  Journal of Early Childhood Literacy, 18, 239-263. 
  • Bleses, D., Højen, A., Justice, L., Dale, P.S., Dybdal, L., Piasta, S.B., 2Markussen-Brown, J., 2Clausen, M., 2Haghish, E.F., & Andersen, M.K. (2018).  The effectiveness of a large-scale language and pre-literacy intervention: The SPELL randomized controlled trial in Denmark.  Child Development, 89, e342-e363. 
  • Language and Reading Research Consortium, Jiang, H., Logan, J.A., & Jia, R. (2018).  Modeling the nature of grammar and vocabulary trajectories from prekindergarten to third grade.  Journal of Speech, Language, and Hearing Research, 61, 910-923. 
  • Language and Reading Research Consortium & Chiu, Y.D. (2018).  The Simple View of Reading across development: Prediction of grade 3 reading comprehension from prekindergarten skills.  Remedial and Special Education, 39, 289-303. 
  • McIlraith, A. & Language and Reading Research Consortium (2018). Predicting word reading ability: A quantile regression study.  Journal of Research in Reading, 41, 79-96. 
  • 1Schachter, R. E., 2Weber-Mayrer, M., Piasta, S. B., & O’Connell, A. (2018).  What happens during literacy coaching? Coaches’ reports of their interactions with educators. Early Education and Development, 29, 852-872. 
  • Language and Reading Research Consortium, 1Jiang, H., & Davis, D. (2017).  Let’s Know! proximal impacts on PK through G3 children’s comprehension-related skills.  The Elementary School Journal, 118, 177-206. [convener]  
  • 1Pelatti, C.Y. & Piasta, S.B. (2017).  Improving literacy outcomes for at-risk kindergarteners through an afterschool tutoring program: Results from a feasibility study.  Frontiers in Education, 27.  doi: 10.3389/feduc.2017.00027 
  • Language and Reading Research Consortium (2017). Oral language and listening comprehension: Same or different constructs? Journal of Speech, Language, and Hearing Research, 60, 1273-1284.  
  • 2Farley, K.S., Piasta, S.B., 2Dogucu, M., & O’Connell, A. (2017).  Assessing and predicting small-group literacy instruction in early childhood classrooms.  Early Education and Development, 28, 488-505. 
  • Piasta, S.B., Justice, L.M., O’Connell, A.A., 2Mauck, S., 2Weber-Mayrer, M.M., 1Schachter, R.E., 2Farley, K.F., & 1Spear, C.F. (2017).  Effectiveness of large-scale, state-sponsored language and literacy professional development on early childhood educator outcomes.  Journal of Research on Educational Effectiveness, 10, 354-378. 
  • 2Markussen-Brown, J., Juhl, C., Piasta, S.B., Bleses, D., Højen, A., & Justice, L. (2017).  The effects of language- and literacy-focused professional development on early educators and children: A best-evidence meta-analysis.  Early Childhood Research Quarterly, 38, 97-115.  
  • Language and Reading Research Consortium & 2Yeomans-Maldonado, G. (2017).  Development of comprehension monitoring in beginner readers.  Reading and Writing, 30, 2039-2067. 
  • Logan, J.A.R. & Language and Reading Research Consortium (2017).  Pressure points in reading comprehension: A quantile multiple regression analysis.  Journal of Educational Psychology, 109, 451-464.  
  • Piasta, S.B. (2016).  Current understandings of “what works” for supporting emergent literacy development in early childhood classrooms.  Child Development Perspectives, 10, 234-239. (invited manuscript) 
  • 1Khan, K.S., Gugiu, M.R., Justice, L.M., Bowles, R.P., Skibbe, L.E., & Piasta, S.B. (2016).  Age-related progressions in story grammar in young children’s narratives.  Journal of Speech, Language, and Hearing Research, 59, 1395-1408.  
  • 2Murphy, K.A., Language and Reading Research Consortium, & 1Farquharson, K. (2016). Investigating profiles of lexical quality in preschool and their contribution to first grade reading.  Reading & Writing, 29, 1745-1770. 
  • 2Strang, T. & Piasta, S.B. (2016).  Socioeconomic differences in code-focused emergent literacy skills.  Reading & Writing, 29, 1337-1362. 
  • Alonzo, C.N., Yeomans-Maldonado, G., Murphy, K., Bevens, B., & Language and Reading Research Consortium (2016).  Predicting second grade listening comprehension using prekindergarten measures.  Topics in Language Disorders, 36, 312-333. 
  • Language and Reading Research Consortium, 1Farquharson, K., & 2Murphy, K.A. (2016). Ten steps to a large, multi-site, longitudinal investigation of language and reading in young children.  Frontiers in Psychology, 7, 419. doi: 10.3389/fpsyg.2016.00419 
  • Piasta, S.B., Phillips, B.M., Williams, J., Bowles, R., & Anthony, J.L. (2016). Measuring young children’s alphabet knowledge: Development and validation of brief letter-sound assessments. The Elementary School Journal, 6, 523-548. 
  • Hart, S.A, Piasta, S.B., & Justice, L.M. (2016).  Do children’s learning-related behaviors moderate the impacts of an empirically-validated early literacy intervention?   Learning and Individual Differences, 50, 73-82. 
  • 1Schachter, R.E., 1Spear, C.F., Piasta, S.B., Justice, L.M., & Logan, J.A.R. (2016).  Early childhood educators’ knowledge, beliefs, experiences, and children’s language- and literacy-learning opportunities: What is the connection?  Early Childhood Research Quarterly, 36, 281-294. 
  • Language and Reading Research Consortium, 2Arthur, A.M., & Davis, D.L. (2016). A pilot study of the impact of double-dose robust vocabulary instruction on children’s vocabulary growth.  Journal of Research on Educational Effectiveness, 9, 173-200. 
  • Language and Reading Research Consortium, 1Johanson, M., & 2Arthur, A.M. (2016). Improving the language skills of pre-kindergarten students: Preliminary impacts of the Let’s Know! experimental curriculum.  Child and Youth Care Forum, 45, 367-392. 
  • Language and Reading Research Consortium (2016). Use of the Curriculum Research Framework (CFR) for developing a reading-comprehension curricular supplement for the primary grades.  The Elementary School Journal, 116, 459-486. 
  • 1Ottley, J.R., Piasta, S.B., 2Mauck, S.A., O’Connell, A., 2Weber-Mayrer, M., & Justice, L.M. (2015).  The nature and extent of change in early childhood educators’ language and literacy knowledge and beliefs.  Teaching and Teacher Education, 52, 47-55. 
  • Piasta, S.B., Justice, L.M., McGinty, A., Mashburn, A., & Slocum, L. (2015). A comprehensive examination of preschool teachers’ implementation fidelity when using a supplemental language and literacy curriculum.  Child and Youth Care Forum, 44, 731-755. 
  • Language and Reading Research Consortium (2015). The dimensionality of language in young Spanish-English dual language learners.  Journal of Speech, Language, and Hearing Research, 58, 754-766. 
  • 1Dynia, J.M., Piasta, S.B., Justice, L.M., & Columbus Metropolitan Library (2015).  Impact of library-based summer reading clubs on primary-grade children’s literacy activities and achievement.  Library Quarterly, 85, 386 – 405. 
  • Piasta, S.B., Logan, J.A.R., 1Pelatti, C.Y., 1Capps, J.L., & Petrill, S.A. (2015). Professional development for early childhood educators: Efforts to improve math and science learning opportunities in early childhood classrooms. Journal of Educational Psychology, 107, 407-422. 
  • Language and Reading Research Consortium (2015). Learning to read: Should we keep things simple?  Reading Research Quarterly, 50, 151-169. 
  • Language and Reading Research Consortium (2015). The dimensionality of language ability in young children.  Child Development, 86, 1948-1965. 
  • Winterbottom, C. & Piasta, S.B. (2015). Does accreditation matter? School readiness rates for accredited versus non-accredited childcare facilities in Florida’s Voluntary Pre-Kindergarten Program. Journal of Research in Childhood Education., 29, 60-72. 
  • 2Weber-Mayrer, M.M., Piasta, S.B., & 1Pelatti, C.Y. (2015). State-sponsored professional development for early childhood educators: Who participates and associated implications for future offerings. Journal of Early Childhood Teacher Education, 36, 44-60. 
  • Guo, Y., Piasta, S. B., & Bowles, R. (2015). Exploring young children’s science content knowledge. Early Education & Development, 26, 125-146. 
  • Piasta, S.B. (2014). Moving to assessment-guided, differentiated instruction to support young children’s alphabet knowledge.  The Reading Teacher, 68, 202-211. 
  • Language and Reading Research Consortium, 2Pratt, A., & Logan, J.A.R. (2014). Improving language-focused comprehension in primary-grade classrooms: Impacts of the Let’s Know! experimental curriculum.  Educational Psychology Review, 26, 357-377. 
  • 1Pelatti, C.Y., Piasta, S.B., Justice, L.M., & O’Connell, A. (2014).  Language and literacy learning opportunities in early childhood education classrooms: Typical experiences and within-classroom variability.  Early Childhood Research Quarterly, 29, 445-456. 
  • Piasta, S.B., 1Pelatti, C.Y., & 2Miller, H. L. (2014). Mathematics and science learning opportunities in preschool classrooms.  Early Education & Development, 25, 445-468. 
  • Justice, L.M., Piasta, S.B., 1Capps, J.L., 2Levitt, S.R., & Columbus Metropolitan Library (2013). Library-based summer reading clubs: Who participates and why? The Library Quarterly, 83, 321-340. 
  • 2Dynia, J. M., Justice, L. M., 1Pentimonti, J. M., Piasta, S. B., & Kaderavek, J. N. (2013). Text features and preschool teachers’ use of print referencing. Journal of Research in Reading, 36, 261-279. 
  • Justice, L. M., 1McGinty, A.S., Zucker, T., 1Cabell, S. Q., & Piasta, S. B. (2013). 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. 
  • Bailet, L. L., Repper, K. K., Murphy, S. P., Piasta, S.B., & Zettler-Greeley, C. (2013). Emergent literacy intervention for pre-kindergarteners at risk for reading failure: Years two and three of a multi-year study. Journal of Learning Disabilities, 46, 143-153. 
  • Piasta, S. B., Petscher, Y., & Justice, L. M. (2012). How many letters should preschoolers in public programs know? The diagnostic efficiency of preschool letter-naming benchmarks for predicting first grade literacy achievement. Journal of Educational Psychology, 104, 945-958. 
  • 1Pentimonti, J. M., Zucker, T. A., Justice, L. M., Petscher, Y., Piasta, S. B., & Kaderavek, J. N. (2012). A standardized tool for assessing the quality of classroom-based shared reading: Systematic assessment of book reading (SABR). Early Childhood Research Quarterly, 27, 512-528. 
  • Piasta, S. B., Justice, L. M., Cabell, S. Q., Wiggins, A., Turnbull, K. P., & Curenton, S. M. (2012). Impact of professional development on preschool teachers’ conversational responsivity and children’s linguistic productivity and complexity. Early Childhood Research Quarterly, 27, 387-400. 
  • Phillips, B. M., Piasta, S. B., Anthony, J.L., Lonigan, C.J., & Francis, D.J. (2012). IRTs of the ABCs: Children’s letter name acquisition. Journal of School Psychology, 50, 461-481. 
  • Piasta, S. B., Justice, L. M., 1McGinty, A. S., & Kaderavek, J. N. (2012). Increasing young children’s contact with print during shared reading: Longitudinal effects on literacy achievement. Child Development, 83, 810-820. 
  • 2McGinty, A. S., Justice, L. M., Piasta, S. B., & Kaderavek, J. (2012). Does context matter? Explicit print instruction during reading varies in its influence by child and classroom factors. Early Childhood Research Quarterly, 27, 77-89. 
  • Logan, J. A. R., Piasta, S. B., Justice, L. M., Schatschneider, C., & Petrill, S. (2011).  Daily attendance rates and quality of teacher-child interactions in at-risk preschool classrooms: Contribution to children’s expressive language growth.  Child and Youth Care Forum, 40, 457-477. 
  • 1Cabell, S. Q., Justice, L. M., Piasta, S. B., Curenton, S. M., Wiggins, A., Turnbull, K. P. & Petscher, Y. (2011). The impact of teacher responsivity education on preschoolers’ language and literacy skills. American Journal of Speech-Language Pathology, 20, 315-330. 
  • Justice, L.M., Skibbe, L.E., 1McGinty, A.S., Piasta, S.B., & Petrill, S. (2011). Feasibility, efficacy, and social validity of home-based storybook reading intervention for children with language impairment. Journal of Speech, Language, and Hearing Research, 54, 523-538. 
  • 1Guo, Y., Kaderavek, J. N., Piasta, S.B., Justice, L. M., & 1McGinty, A. (2011). Preschool teachers’ sense of community, instructional quality, and children’s language and literacy gains. Early Education and Development, 22, 206-233. 
  • Piasta, S.B., 2Dynia, J. M., 2Pentimonti, J. M., Justice, L. J., Kaderavek, J. N., & Schatschneider, C. (2010). Impact of professional development on preschool teachers’ print references during shared read alouds: A latent growth curve analysis. Journal of Research on Educational Effectiveness, 3, 343-380. 
  • Justice, L. M., 2McGinty, A., Piasta, S. B., Kaderavek, J., & X. Fan (2010).  Print-focused read-alouds in preschool classrooms: Intervention effectiveness and moderators of child outcomes.  Language, Speech, and Hearing Services in Schools, 41, 504-520. 
  • Piasta, S. B., Purpura, D. J., & Wagner, R. K. (2010).  Fostering alphabet knowledge development: A comparison of two instructional approaches.  Reading & Writing, 23, 607-626. 
  • 1Zucker, T., Justice, L. M., Piasta, S. B., & Kaderavek, J. N. (2010).  Preschool teachers’ literal and inferential questions and children’s responses during whole-class shared reading.  Early Childhood Research Quarterly, 25, 65-83. 
  • Piasta, S. B., & Wagner, R. K. (2010).  Developing early literacy skills: A meta-analysis of alphabet learning and instruction.  Reading Research Quarterly, 45, 8-38. 
  • 2Glenn-Applegate, K., Breit-Smith, A., Justice, L. M., & Piasta, S. B. (2010). Artfulness in young children’s spoken narratives. Early Education and Development, 21, 468-493. 
  • 1Guo, Y., Piasta, S. B., Justice, L. M., & Kaderavek, J. N. (2010).  Relations among preschool teachers’ self-efficacy, classroom quality, and children’s language and literacy gains.  Teaching and Teacher Education, 26, 1094-1103. 
  • Piasta, S.  B., & Wagner, R. K. (2010).  Learning letter names and sounds: Effects of instruction, letter type, and phonological processing skill.  Journal of Experimental Child Psychology, 105, 324-344. 
  • 1Zucker, T. A., Justice, L. M., & Piasta, S. B. (2009).  Pre-kindergarten teachers’ verbal references to print during classroom-based large-group shared reading.  Journal of Language, Speech, and Hearing Services in the Schools, 40, 376-392. 
  • Piasta, S. B., Connor, C. M., Fishman, B., & Morrison, F. J. (2009).  Teachers’ knowledge of literacy concepts, classroom practices, and student reading growth.  Scientific Studies of Reading, 13, 224-248. 
  • Bailet, L. L., Repper, K. K., Piasta, S. B., & Murphy, S. P. (2009).  Emergent literacy intervention for pre-kindergarteners at risk for reading failure.  Journal of Learning Disabilities, 42, 336-355.  
  • Connor, C. M., Piasta, S. B., Fishman, B., Glasney, S., Schatschneider, C., Crowe, E., Underwood, P. & Morrison, F. J. (2009).  Individualizing student instruction precisely:  Effects of child-by-instruction interactions on first graders’ literacy development.  Child Development, 80, 77-100. 
  • Connor, C. M., Morrison, F. J., Fishman, B., Ponitz, C. C., Glasney, S., Underwood, P. S., Piasta, S. B., Crowe, E., & Schatschneider, C. (2009).  The ISI classroom observation system: Examining the literacy instruction provided to individual students.  Educational Researcher, 38, 85-99. 
  • Connor, C. M., Schatschneider, C., Morrison, F. J., Ponitz, C. C., Piasta, S. B., Crowe, E. C., Glasney, S., & Underwood, P. S. (2009).  Back to the future: Contrasting scientific styles in understanding reading: A rejoinder to Willis and Smagorinsky.  Educational Researcher, 38, 537-540. 

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Editor-Reviewed Articles

  • Piasta, S.B. (2023). Contributions of early childhood research to reading science. The Reading League Journal, 4(2), 4-16. [Invited manuscript]. 
  • Piasta, S.B. (2023). The science of early alphabet instruction: What we do and do not know. In S.Q. Cabell, S.B. Neuman, & N.P. Terry (Eds.), Handbook on the Science of Early Literacy (pp. 83-94). Guilford. 
  • Phillips, B.M. & Piasta, S.B. (2022). Introduction to the special issue on practitioner knowledge to support reading and writing: New directions and approaches. Reading and Writing, 35, 2015-2022. https://doi.org/10.1007/s11145-022-10334-x [equal authorship contributions and listed alphabetically] 
  • Piasta, S.B. & 1Hudson, A. (2022). Key knowledge to support phonological awareness and phonics instruction. The Reading Teacher, 76(2), 201-210. https://doi.org/10.1002/trtr.2093 [Invited manuscript] 
  • 1Pentimonti, J., Justice, L. M., & Piasta, S. B. (2013). Sharing books with children. In T. Shanahan and C. Lonigan (Eds.), Early Childhood Literacy: The National Early Literacy Panel and Beyond (pp. 117-134). Baltimore, MD: Brookes. 
  • Phillips, B. M. & Piasta, S. B. (2013). Phonological awareness and print knowledge: Key precursors and instructional targets to promote reading success. In T. Shanahan and C. Lonigan (Eds.), Early Childhood Literacy: The National Early Literacy Panel and Beyond (pp. 95-116). Baltimore, MD: Brookes. 
  • Justice, L. M. & Piasta, S. B. (2011). Developing children’s print knowledge through adult-child storybook reading interactions: Print referencing as an instructional practice. In S. B. Neuman and D. K. Dickinson (Eds.), Handbook of Early Literacy Research (3rd edition; pp. 200-213). New York: Guilford.  
  • Piasta, S.B., & Justice, L. M. (2010). Cohen’s d statistic. In N. Salkind (Ed.), Encyclopedia of Research Design (pp. 180-185). Thousand Oaks, CA: Sage Publications.  
  • Wagner, R.K., Kantor, T.T., & Piasta, S.B. (2010). Latent variable. In N. Salkind (Ed.), Encyclopedia of Research Design (pp. 696-698). Thousand Oaks, CA: Sage Publications.  
  • Piasta, S. B., & Wagner, R. K. (2007).  Dyslexia: Identification and classification.  In E. L. Grigorenko & A. J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (pp. 209-326).  Mahwah, NJ:  Erlbaum. 
  • Wagner, R. K., Piasta, S. B., & Torgesen, J. K. (2006).  Learning to read.  In M. Traxler & M. A. Gernsbacher (Eds.), Handbook of psycholinguistics (2nd ed.; pp. 1111-1142).  San Diego, CA: Academic Press. 

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Other Publications

  • 1Shen, Y., Piasta, S.B., 1Shea, Z., Hudson, A., Zettler-Greeley, C.M., Lewis, K., & Luo, W. (2024, June). Relative importance of emergent literacy skills in predicting later reading and writing for monolingual and bilingual children: A dominance analysis approach [Study Protocol Preregistration]. Open Science Framework. https://doi.org/10.17605/OSF.IO/7PMA2 
  • 1Shea, Z., Piasta, S.B., 1Shen, Y., Hudson, A.K., Zettler-Greeley, C.M., & Lewis, K. (2024, May). Implementation quality of small-group, emergent literacy intervention: Causal effects on preschoolers’ literacy learning [Study Protocol Preregistration]. Open Science Framework. https://doi.org/10.17605/OSF.IO/SR76X  
  • Hudson, A., Piasta, S. B., Logan, J. A. R., Lewis, K., Zettler-Greeley, C., 1Shen, Y., & 1Shea, Z. M. (2024, February). Profiles of children’s phonological awareness and prediction of reading and spelling outcomes [Study Protocol Preregistration]. Open Science Framework. https://doi.org/osf.io/8smrk  
  • Piasta, S.B., Logan, J.A.R., 1Shea, Z., 1Shen, Y., Hudson, A.K., Zettler-Greeley, C.M., & Lewis, K. (2024, February). Exploring the role of initial skills in response to emergent literacy intervention [Study Protocol Preregistration]. Open Science Framework. https://doi.org/10.17605/OSF.IO/zrcuj   
  • 1Shea, Z., Piasta, S.B., Hudson, A., Zettler-Greeley, C., 1Shen, Y., Lewis, K., & Logan, J.A.R. (2024, February). Examining the association between use of literacy-focused curricula and children’s literacy gains: The moderating roles of child risk status, receipt of literacy intervention, and preschool settings [Study Protocol Preregistration]. Open Science Framework. https://doi.org/10.17605/OSF.IO/KFZP5  
  • 1Cutler, L., Schachter, R.E., 1Gabas, C., Piasta, S.B., & Purtell, K. (2023, May). Organization of early childhood classroom environments may matter for children’s language learning [Research brief]. Crane Center for Early Childhood Research and Policy, The Ohio State University. 
  • Piasta, S.B., Schachter, R., Logan, J.A.R., Purtell, K., 1Cutler, L., 2Zimmermann, K., 1Gabas, C., & 2Ceviren, A.B. (2023, April 19). Do generative classroom practices predict preschool children’s language learning? [Study Protocol Preregistration]. Open Science Framework. https://doi.org/10.17605/OSF.IO/SMJ84  
  • Purtell, K.M., Piasta, S.B., Logan, J.A.R., Schachter, R.E., 1Cutler, L., & 2Ceviren, A.B. (2022, December). Classroom supports for children’s language and literacy gains in Creative Curriculum classrooms: Understanding the role of teacher education, experience and knowledge [Study Protocol Preregistration]. Open Science Framework. https://osf.io/y8gpc  
  • Lewis, K., Logan, J.A.R., Hudson, A.K., Piasta, S.B., Zettler-Greeley, CM., & Bailet, L.L. (2022 November). Joint contributions of classrooms and home environments to literacy gains for preschoolers at risk for reading difficulties [Study Protocol Preregistration]. Open Science Framework. https://osf.io/7p5nc  
  • Piasta, S.B., 2Ceviren, B., Logan, J.A.R., Purtell, K.M., Schachter, R.E., 2Kim, H., 1Cutler, L., 1Gabas, C., & 2Zimmermann, K. (2022, November). Preschool circle time: Linguistic features of teacher and child talk and prediction of oral language gains [Study Protocol Preregistration]. Open Science Framework. https://osf.io/sq5c2  
  • 1Cutler, L., 1Gabas, C., Piasta, S.B., Schachter, R.E., Purtell, K.M., & Logan, J.A.R. (2022, September). ProPELL project: The identification of sophisticated vocabulary using Beck, McKeown, and Kucan’s framework [Protocol] Open Science Framework. https://osf.io/vjpsk  
  • Purtell, K.M., Piasta, S.B., Schachter, R.E., & Logan, J.A.R. (2022, September). Early childhood learning and children’s literacy skills in kindergarten and third grade [White paper].  Crane Center for Early Childhood Research and Policy, The Ohio State University.  
  • 1Hudson, A.K., Piasta, S.B., Lewis, K., & Bailet, L.L. (2022, July). Preschool teachers’ language and literacy knowledge, self-reported instructional practices, and children’s emergent literacy outcomes [Study Protocol Preregistration]. Open Science Framework. https://osf.io/cyzhb  
  • Piasta, S.B., 1Hudson, A.K., Logan, J. A. R., Lewis, K., & Zettler-Greeley, C.M. (2022, July). Children’s alphabet knowledge profiles and prediction of reading and spelling outcomes [Study Protocol Preregistration]. Open Science Framework. https://osf.io/spwh9 
  • 1Hudson, A.K., Piasta, S.B., Logan, J. A. R., Lewis, K., Zettler-Greeley, C.M., & Bailet, L.L. (2022, April). Preschool teachers’ language and literacy knowledge and self-efficacy and children’s emergent literacy development [Study Protocol Preregistration]. Open Science Framework. https://doi.org/10.17605/OSF.IO/4FSHJ  
  • 2Ceviren, B. A., 1Cutler, L., Logan, J.A.R., Piasta, S.B., Schachter, R.E., & Purtell, K. (2022, April). Activity structure in preschool classrooms and children’s language change [Study Protocol Preregistration]. Open Science Framework. https://osf.io/vdqx7  
  • 2Ceviren, B. A., Logan, J. A. R., Piasta, S. B., 1Cutler, L., Purtell, K. M., Schachter, R. E. (2022, April). ProPELL project: The identification of 100 randomly selected classrooms [Protocol]. Open Science Framework. https://osf.io/aw8eh/ 
  • 1Hudson, A.K., Piasta, S.B., Logan, J. A. R., Bailet, L.L., Lewis, K., & Zettler-Greeley, C.M. (2022, January). Moderators of a supplemental, small-group intervention on preschool students’ emergent reading skills. [Study Protocol Preregistration]. Open Science Framework. https://osf.io/CHX9R  
  • Hogan, T., Curran, M., Piasta, S.B., Bridges, M.S., & Fleming, K. (2021, November). Let’s Know!2: Language-focused intervention for children at risk of comprehension difficulties. [Preregistration]. Clinicaltrials.gov. https://clinicaltrials.gov/study/NCT05133479  
  • 2Helsabeck, N. P., 1Cutler, L., Logan, J. A. R., Piasta, S. B., Schachter, R. E., Purtell, K. M., & 2Nichols, R. N. (2021, November). ProPELL project: Procedures for estimating language change scores using a latent change framework. [Protocol]. Open Science Framework. https://osf.io/ysnrd  
  • 2Helsabeck, N., 1Cutler, L., Logan, J. A. R., Piasta, S. B., Schachter, R., & Purtell, K. (2021, November). ProPELL project: The identification of higher and lower language gains classrooms [Protocol]. Open Science Framework. https://osf.io/6huye  
  • 2Sayers, R., Piasta, S.B., Logan, J. A. R., Zettler-Greeley, C.M., Bailet, L.L., & Lewis, K. (2021, May). Identifying and helping preschoolers in Columbus needing extra literacy support. [White paper]. Columbus, OH: Crane Center for Early Childhood Research and Policy. 
  • Purtell, K., 2Helsabeck, N., Piasta, S.B., Schachter, R.E., Logan, J.A.R., & 1Cutler, L. (2021, March 4). Early childhood care and education policy factors and children’s language gains. [Study Protocol Preregistration]. Open Science Framework. https://osf.io/7nqx8  
  • 2Sayers, R., Piasta, S.B., & Logan, J. A. R. (2020, November 24). Implementing a small-group literacy program in preschool classrooms: Impacts of the Nemours BrightStart! Program. [Study Protocol Preregistration].  Open Science Framework. https://doi.org/10.17605/OSF.IO/CG9MB  
  • Logan, J.A.R., 2Nichols, R., Piasta, S.B., Purtell, K., & Schachter, R.E. (2019).  Unique contribution of language gains to children’s kindergarten and grade 3 reading skills [Study Protocol Preregistration].  Open Science Framework.  doi: 10.17605/OSF.IO/F79MS 
  • Logan, J. A. R., Piasta, S.B., Zettler-Greeley, C., Bailet, L., Lewis, K., & 2Groom, L. (2019). Brightstart impact paper preregistration [Study Protocol Preregistration].  Open Science Framework.  doi: 10.17605/OSF.IO/UWNRF 
  • 2Fitzgerald, L.R., 2Libnoch, H.A., & Piasta, S.B. (2018, April). Best Practices in Alphabet Instruction: Lessons (version 1). Columbus, Ohio: Crane Center for Early Childhood Research and Policy, The Ohio State University. 
  • 1Schachter, R.E., 2Strang, T.M., & Piasta, S.B. (2017, Summer).  Teachers’ perspectives on the Kindergarten Readiness Assessment in year 2: Easier to administer but what role can it play in instruction? [White Paper].  Columbus, OH: Crane Center for Early Childhood Research and Policy. 
  • Piasta, S. B., 2Mauck, S. A., 1Schachter, R. E., 1Spear, C. F., 2Farley, K. S., 2Weber-Mayrer, M., Justice, L.M., & O’Connell, A. A. (2017, Spring). Assessing preschool professionals’ learning experiences in Ohio: What have we learned? [White Paper]. Columbus, OH: Crane Center for Early Childhood Research and Policy, The Ohio State University. 
  • 1Schachter, R.E., 1Spear, C.F., & Piasta, S.B. (2016, Autumn).  What is the connection between educators’ backgrounds and the amount of language and literacy instruction?  [Research Brief].  Columbus, OH: Crane Center for Early Childhood Research and Policy. 
  • 1Schachter, R.E., 2Strang, T.M., & Piasta, S.B. (2015, Autumn).  Using the new Kindergarten Readiness Assessment: What do teachers and principals think? [White Paper].  Columbus, OH: Crane Center for Early Childhood Research and Policy. 
  • Cabell, S.Q., Justice, L.M., Piasta, S.B., Curenton, S.M., Wiggins, A., Pence Turnbull, K., McGinty, A.S., DeCoster, J., Foston, L.D., & Petscher, Y. (2014).  Improving teacher-child conversations in preschool classrooms: Effects on teachers and children [Research Brief].  Charlottesville, VA: Center for Advanced Study of Teaching and Learning, University of Virginia. 
  • 2Markussen-Brown, J., Juhl, C., Piasta, S., Bleses, D., & Højen, A. (2014).  The effects of professional development (PD) on early childhood educators measured in terms of knowledge, process quality, and structural quality, and children’s emergent literacy and language skills at 3-6 years of age: A meta-analysis [Study Protocol].  PROSPERO: International Prospective Register of Systematic Reviews (ID No. CRD42014009361).  Retrieved from http://www.crd.york.ac.uk/PROSPERO/display_record.asp?ID=CRD42014009361. 
  • Bleses, D., Højen, A., Dybdal, L, Dale, P., Justice, L., Piasta, S., 2Markussen-Brown, J., 2Clausen, M., 2Haghish, E.F., Ari, B., Andersen, M., & Vach, W. (2014).  A randomized controlled trial of a large scale systematic and explicit language and literacy intervention in Danish daycares: The SPELL study [Study Protocol].  British Journal of Education, Society, & Behavioral Science, 4, 1504-1524. 

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