Jill Pentimonti
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The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills.
TA Zucker, SQ Cabell, LM Justice, JM Pentimonti, JN Kaderavek
Developmental psychology 49 (8), 1425, 2013
Teachers’ use of scaffolding strategies during read alouds in the preschool classroom
JM Pentimonti, LM Justice
Early childhood education journal 37, 241-248, 2010
The dimensionality of language ability in young children
Language and Reading Research Consortium
Child Development 86 (6), 1948-1965, 2015
Informational text use in preschool classroom read‐alouds
JM Pentimonti, TA Zucker, LM Justice, JN Kaderavek
The reading teacher 63 (8), 656-665, 2010
Uncorrected hyperopia and preschool early literacy: results of the vision in preschoolers–hyperopia in preschoolers (VIP-HIP) study
MT Kulp, E Ciner, M Maguire, B Moore, J Pentimonti, M Pistilli, L Cyert, ...
Ophthalmology 123 (4), 681-689, 2016
Language, motor and cognitive development of extremely preterm children: modeling individual growth trajectories over the first three years of life
A Sansavini, J Pentimonti, L Justice, A Guarini, S Savini, R Alessandroni, ...
Journal of communication disorders 49, 55-68, 2014
What are preschool teachers reading in their classrooms?
JM Pentimonti, TA Zucker, LM Justice
Reading Psychology 32 (3), 197-236, 2011
Teachers’ use of questions during shared book reading: Relations to child responses
RS Deshmukh, TA Zucker, SR Tambyraja, JM Pentimonti, RP Bowles, ...
Early Childhood Research Quarterly 49, 59-68, 2019
Teacher–child relationships, behavior regulation, and language gain among at-risk preschoolers
MB Schmitt, JM Pentimonti, LM Justice
Journal of school psychology 50 (5), 681-699, 2012
Translational science: A road map for the science of reading
EJ Solari, NP Terry, N Gaab, TP Hogan, NJ Nelson, JM Pentimonti, ...
Reading Research Quarterly 55, S347-S360, 2020
Teachers’ use of high-and low-support scaffolding strategies to differentiate language instruction in high-risk/economically disadvantaged settings
JM Pentimonti, LM Justice, G Yeomans-Maldonado, AS McGinty, ...
Journal of Early Intervention 39 (2), 125-146, 2017
Oral language and listening comprehension: Same or different constructs?
Language and Reading Research Consortium
Journal of Speech, Language, and Hearing Research 60 (5), 1273-1284, 2017
A standardized tool for assessing the quality of classroom-based shared reading: Systematic Assessment of Book Reading (SABR)
JM Pentimonti, TA Zucker, LM Justice, Y Petscher, SB Piasta, ...
Early Childhood Research Quarterly 27 (3), 512-528, 2012
Parents’ selection factors when choosing preschool programs for their children with disabilities
K Glenn-Applegate, J Pentimonti, LM Justice
Child & Youth Care Forum 40, 211-231, 2011
Impact of professional development on preschool teachers’ print references during shared read alouds: A latent growth curve analysis
SB Piasta, JM Dynia, LM Justice, JM Pentimonti, JN Kaderavek, ...
Journal of Research on Educational Effectiveness 3 (4), 343-380, 2010
Relations among home literacy environment, child characteristics and print knowledge for preschool children with language impairment
BE Sawyer, LM Justice, Y Guo, JAR Logan, SA Petrill, K Glenn‐Applegate, ...
Journal of Research in Reading 37 (1), 65-83, 2014
Item response analysis of uppercase and lowercase letter name knowledge
RP Bowles, JM Pentimonti, HK Gerde, JJ Montroy
Journal of Psychoeducational Assessment 32 (2), 146-156, 2014
Children with communication impairments: Caregivers’ and teachers’ shared book-reading quality and children’s level of engagement
JN Kaderavek, JM Pentimonti, LM Justice
Child Language Teaching and Therapy 30 (3), 289-302, 2014
Understanding risk for reading difficulties in children with language impairment
KA Murphy, LM Justice, AA O'Connell, JM Pentimonti, JN Kaderavek
Journal of Speech, Language, and Hearing Research 59 (6), 1436-1447, 2016
Parent and child attitudinal factors in a model of children's print‐concept knowledge
J Dobbs‐Oates, JM Pentimonti, LM Justice, JN Kaderavek
Journal of Research in Reading 38 (1), 91-108, 2015
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