Louisa Anastasopoulos's scientific contributions

... Book reading is an important instructional context to explore naturalistically because we may be overestimating how much children experience book reading in ECE settings and presuming the quality, and not also quantity of book reading needs augmentation. Whereas several older studies indicated, relatively little reading time (e.g., Dickinson et al., 2003), there are few recent studies of book reading not situated within interventions or where books were provided and reading was prompted (e.g., Pentimonti et al., 2012). Some larger-scale, observational studies include book reading but combine it with other literacy activities or other whole-class activities in calculating ECE teachers' time allocations (e.g., Phillips et al., 2009;Pianta et al., 2018). ...

... Vocabulary is another factor that has accounted for an amount of variance in literacy skills beyond that of PA (Dickinson et al., 2003;Kim et al., 2014) and has also predicted word identification in the initial years of elementary school (Mimeau et al., 2018;Wise et al., 2007). Interestingly, in the transparent Finnish orthography, children with reading impairment in 2 nd grade were found to have been significantly poor in vocabulary at age 2-2.5 years and 5-5.5 years (Torppa et al., 2010). ...