Jill M Pentimonti
Biographic Data
| ID | 4429087 |
|---|---|
| NAME | Jill M Pentimonti |
| GIVEN NAMES | Jill M |
| FAMILY NAME | Pentimonti |
| SIGNATURE | PENTIMONTI J M |
| AFFILIATIONS | The Ohio State University |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 58 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Seeing emerging comprehenders
Profiles of teacher & child talk during early childhood classroom shared book reading
Development and validation of the Systematic Assessment of Book Reading (Sabr-2.2)
Translational Science
Despite scientific advances that have informed our understanding of reading acquisition and development, a profound gap exists between empirical findings and the implementation of evidence‐based practices in the assessment and instruction of reading in school settings. The debate regarding the practical implications of the science of reading (SOR) and its implementation in authentic school settings is palpable. As researchers, practitioners, poli…
Teachers’ use of questions during shared book reading
The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills
In this study, we examined the longitudinal relations between frequency and features of reading experiences within the preschool classroom to children's language and literacy outcomes in kindergarten and 1st grade. Frequency refers to the number of shared reading sessions conducted each week as measured by teachers' written reading logs recorded across the academic year. Features refers to teachers' extratextual talk about literal, inferential, o…
A standardized tool for assessing the quality of classroom-based shared reading
The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills
In this study, we examined the longitudinal relations between frequency and features of reading experiences within the preschool classroom to children's language and literacy outcomes in kindergarten and 1st grade. Frequency refers to the number of shared reading sessions conducted each week as measured by teachers' written reading logs recorded across the academic year. Features refers to teachers' extratextual talk about literal, inferential, o…
Translational Science
Despite scientific advances that have informed our understanding of reading acquisition and development, a profound gap exists between empirical findings and the implementation of evidence‐based practices in the assessment and instruction of reading in school settings. The debate regarding the practical implications of the science of reading (SOR) and its implementation in authentic school settings is palpable. As researchers, practitioners, poli…
Teachers’ use of questions during shared book reading
Development and validation of the Systematic Assessment of Book Reading (Sabr-2.2)
Profiles of teacher & child talk during early childhood classroom shared book reading
A standardized tool for assessing the quality of classroom-based shared reading
A standardized tool for assessing the quality of classroom-based shared reading
The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills
In this study, we examined the longitudinal relations between frequency and features of reading experiences within the preschool classroom to children's language and literacy outcomes in kindergarten and 1st grade. Frequency refers to the number of shared reading sessions conducted each week as measured by teachers' written reading logs recorded across the academic year. Features refers to teachers' extratextual talk about literal, inferential, o…
Teachers’ use of questions during shared book reading
Development and validation of the Systematic Assessment of Book Reading (Sabr-2.2)
Translational Science
Despite scientific advances that have informed our understanding of reading acquisition and development, a profound gap exists between empirical findings and the implementation of evidence‐based practices in the assessment and instruction of reading in school settings. The debate regarding the practical implications of the science of reading (SOR) and its implementation in authentic school settings is palpable. As researchers, practitioners, poli…
Profiles of teacher & child talk during early childhood classroom shared book reading
Seeing emerging comprehenders
Psychology (7 works) · Reading and Literacy Development (7 works) · Reading (process (6 works) · Child Development and Digital Technology (5 works) · Mathematics education (5 works) · Pedagogy (5 works) · Computer Science (4 works) · Developmental psychology (4 works) · Linguistics (4 works) · Literacy (3 works)