Louisa Anastasopoulos's scientific contributions

Publications (4)

Article
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This study details the implementation and evaluation of a professional development (PD) intervention program in language and literacy for early childhood teachers using a mixed method, quasi-experimental study design. The program, Supporting Children with Language Differences (SPLD), was offered over a six-month period to 19 teachers in a federally...
Article
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This research to practice paper summarizes a study of Supporting Preschoolers with Language Differences (SPLD), a professional development (PD) program aimed at building the capacity of preschool teachers to support the language and literacy development of young English learners (ELs). It describes practical strategies and approaches included in th...
Article
Full-text available
This article describes 2 points of view about the relationship between oral-language and literacy skills: The phonological sensitivity approach posits that vocabulary provides the basis for phonological sensitivity, which then is the key language ability supporting reading, and the comprehensive language approach (CLA) posits that varied language s...

Citations

... 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). ...