Lori E. Skibbe

 
Lori E. Skibbe is an assistant professor in the Department of Family & Child Ecology at Michigan State University. She is also the research coordinator for the Child Development Laboratories at MSU where she currently manages participant recruitment and data collection for the 200 children and families attending the labs at this time. Skibbe received her Bachelor’s degree from The College of New Jersey, her Masters degree from the University of Chicago, and her Doctoral degree from the University of Virginia. To date, her research has focused on three themes: (1) to examine children’s literacy development in the context of schools and families, (2) to understand the long-term consequences of depressed language and emergent literacy skills, and (3) to implement and evaluate intervention programs that advance instructional techniques and educational opportunities for children at risk for reading difficulties. Skibbe’s work has been funded by the Association for Children & Families and was awarded the 2004 Editor’s Award from the American Journal of Speech-Language Pathology.
Ongoing Projects:
    References:
    LARC Publications

    • Skibbe, L. E., Moody, A. J., Justice, L. M., & McGinty, A. S. (in press). Socio-emotional climate of storybook reading interactions for mothers and preschoolers with language impairment. Reading & Writing: In Interdisciplinary Journal.
    • Justice, L. M., Bowles, R. P., Pence, K. L., & Skibbe, L., E. (in press). School readiness among children with varying histories of language difficulties. Developmental Psychology.
    • Skibbe, L. E., Grimm, K. J., Stanton-Chapman, T. L., Justice, L. M., Pence, K. L., & Bowles, R. P., (2008). Reading trajectories of children with language difficulties from preschool through grade five. Language, Speech, and Hearing Services in Schools, 39,475-486.
    • Skibbe, L. E., Justice, L. M., Zucker, T. A., & McGinty, A. S. (2008). Relations among maternal literacy beliefs, home literacy practices, and the early literacy skills of preschoolers with specific language impairment. Early Education and Development, 19, 68-88.
    • Stanton-Chapman, T., L., Justice, L. M., Skibbe, L. E., & Grant, S. L. (2007). Social and behavioral characteristics of preschoolers with specific language impairment. Topics in Early Childhood Special Education, 27, 98-109.
    • Justice, L., Bowles, R., & Skibbe, L. (2006). Measuring preschool attainment of print-concept knowledge: A study of typical and at-risk 3- to 5-year-old children. Language, Speech, and Hearing Services in Schools, 37, 224-235.
    • Justice, L., Skibbe, L., Canning, A., & Lankford, C. (2005). Preschoolers, print, and storybooks: An observational study using eye-gaze analysis. Journal of Research in Reading, 28, 229-243.