Impacts of Teacher-Child Managed Whole-Group Language and Literacy Instruction on the Depth of Preschoolers' Social Interaction von Lin, Tzu-Jung, Justice, Laura M., Emery, Alyssa A., Mashburn, Andrew J., Pentimonti, Jill M.

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The Role of Frequent, Interactive Prekindergarten Shared Reading in the Longitudinal Development of Language and Literacy Skills von Zucker, Tricia A, Cabell, Sonia Q, Justice, Laura M, Pentimonti, Jill M, Kaderavek, Joan N

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Translational Science: A Road Map for the Science of Reading von Solari, Emily J., Terry, Nicole Patton, Gaab, Nadine, Hogan, Tiffany P., Nelson, Nancy J., Pentimonti, Jill M., Petscher, Yaacov, Sayko, Sarah

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Teachers’ use of questions during shared book reading: Relations to child responses von Deshmukh, Richa S., Zucker, Tricia A., Tambyraja, Sherine R., Pentimonti, Jill M., Bowles, Ryan P., Justice, Laura M.

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Teachers' Use of Scaffolds within Conversations during Shared Book Reading von Deshmukh, Richa S, Pentimonti, Jill M, Zucker, Tricia A, Curry, Bridget

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Supporting Children’s Language and Literacy Through Collaborative Shared Book Reading von Murphy, Kimberly A., Pentimonti, Jill M., Chow, PhD, Jason C.

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Development and validation of the Systematic Assessment of Book Reading (SABR-2.2) von Pentimonti, Jill M., Bowles, Ryan P., Zucker, Tricia A., Tambyraja, Sherine R., Justice, Laura M.

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Teachers’ Use of High- and Low-Support Scaffolding Strategies to Differentiate Language Instruction in High-Risk/Economically Disadvantaged Settings von Pentimonti, Jill M., Justice, Laura M., Yeomans-Maldonado, Gloria, McGinty, Anita S., Slocum, Laura, O’Connell, Ann

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Teacher–child relationships, behavior regulation, and language gain among at-risk preschoolers von Schmitt, Mary Beth, Pentimonti, Jill M., Justice, Laura M.

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Understanding Risk for Reading Difficulties in Children with Language Impairment von Murphy, Kimberly A, Justice, Laura M, O'Connell, Ann A, Pentimonti, Jill M, Kaderavek, Joan N

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Teachers’ Use of Scaffolding Strategies During Read Alouds in the Preschool Classroom von Pentimonti, Jill M., Justice, Laura M.

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A Categorical Content Analysis of Highly Cited Literature Related to Trends and Issues in Special Education von Arden, Sarah V., Pentimonti, Jill M., Cooray, Rochana, Jackson, Stephanie

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School readiness of children with language impairment: predicting literacy skills from pre-literacy and social-behavioural dimensions von Pentimonti, Jill M., Murphy, Kimberly A., Justice, Laura M., Logan, Jessica A. R., Kaderavek, Joan N.

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Item Response Analysis of Uppercase and Lowercase Letter Name Knowledge von Bowles, Ryan P., Pentimonti, Jill M., Gerde, Hope K., Montroy, Janelle J.

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What are Preschool Teachers Reading in Their Classrooms? von Pentimonti, Jill M., Zucker, Tricia A., Justice, Laura M.

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Children with communication impairments: Caregivers’ and teachers’ shared book-reading quality and children’s level of engagement von Kaderavek, Joan N, Pentimonti, Jill M, Justice, Laura M

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Methodological Review of the Quality of Reach Out and Read: Does It “Work”? von Yeager Pelatti, Christina, Pentimonti, Jill M., Justice, Laura M.

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Informational Text Use in Preschool Classroom Read-Alouds von Pentimonti, Jill M., Zucker, Tricia A., Justice, Laura M., Kaderavek, Joan N.

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School-readiness profiles of children with language impairment: linkages to home and classroom experiences von Pentimonti, Jill M., Justice, Laura M., Kaderavek, Joan N.

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Parent and child attitudinal factors in a model of children's print-concept knowledge von Dobbs-Oates, Jennifer, Pentimonti, Jill M., Justice, Laura M., Kaderavek, Joan N.

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