Curry School of Education

Education

• Ph.D, University of Virginia, 2009
• Master of Education, Cameron University, 2003
• B.A., Smith College, 1999

Personal Statement

My research focuses on the prevention of reading difficulties among young at-risk children. Specifically, my aims are to contribute to the field’s knowledge about: (a) preschool language and literacy development, and (b) preschool intervention efforts focused on improving teacher-child instructional interactions and children’s subsequent language and literacy outcomes.

Selected Publications

• Cabell, S. Q., Justice, L. M., Logan, J. A. R., & Konold, T. R. (in press). Emergent literacy profiles among preschoolers from low-SES backgrounds: Longitudinal considerations. Early Childhood Research Quarterly.
• Zucker, T. A., Cabell, S. Q., Justice, L. M., Pentimonti, J., & Kaderavek, J. N. (in press). The role of frequent, interactive pre-kindergarten shared reading in the longitudinal development of language and literacy skills. Developmental Psychology.
• Piasta, S. B., Justice, L. M., Cabell, S. Q., Wiggins, A. K., Pence Turnbull, K., & 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.
• Cabell, S. Q., Justice, L. M., Piasta, S. P., Curenton, S. M., Wiggins, A., Pence Turnbull, K., & Petscher, Y. (2011). The impact of teacher responsivity education on preschoolers’ language and literacy skills. American Journal of Speech-Language Pathology, 20, 315-330.
• Cabell, S. Q., Justice, L. M., Konold, T. R., & McGinty, A. S. (2011). Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties. Early Childhood Research Quarterly, 26, 1-14.