Publications
Please send an email to rauno.parrila@ualberta.ca with the title of the paper on it if you would like to receive a pre/reprint.
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Book Chapters
Parrila, R. & Stack-Cutler, H. (in press). Literacy and Reading Behavior. In B. B. Brown & M.
Prinstein (eds.), Encyclopedia of Adolescence. Oxford: Elsevier.
Parrila, R. & Lai, S. (2011). Word reading: Sequence of acquisition. In The Encyclopedia of
Language and Literacy Development (http://www.literacyencyclopedia.ca/).
Deacon, S. H., Parrila, R., & Kirby, J. R. (2008). A review of evidence on morphological
processing in dyslexics and poor readers. In G. Reid, A. Fawcett, F. Manis, & L. Siegel
(eds.), The SAGE Handbook of Dyslexia (pp. 212-237). London: Sage Publications.
Articles (in Refereed Journals)
Georgiou, G., Hirvonen, R., Liao, C. H., Manolitsis, G., Parrila, R., & Nurmi, J. E. (in
press). The role of achievement strategies on literacy acquisition across languages.
Contemporary Educational Psychology.
Georgiou, G., Torppa, M., Manolitsis, G., Lyytinen, H., & Parrila, R. (in press). Longitudinal
predictors of reading and spelling across languages varying in orthographic consistency.
Reading and Writing: An Interdisciplinary Journal.
Georgiou, G., Parrila, R., Manolitsis, G., & Kirby, J. (in press). Examining the importance of
assessing rapid automatized naming (RAN) speed for the identification of children with
reading difficulties. Learning Disabilities: A Contemporary Journal.
Kirby, J. R., Ball, A., Geier, B. K., Parrila, R., & Wade-Woolley, L. (in press). The
development of reading interest and its relation to reading ability. Journal of Research in
Reading.
Kirby, J. R., Bowers, P., Deacon, H., Izenberg, L., Parrila, R., & Wade-Woolley, L. (in
press). Children's morphological awareness and reading ability. Reading and Writing: An
Interdisciplinary Journal. DOI: 10.1007/s11145-010-9276-5.
Manolitsis, G., Georgiou, G., & Parrila, R. (in press). Revisiting home literacy model of
reading in orthographically transparent language. Learning and Instruction.
Wang, S.-Y., Cui, Y., & Parrila, R. (in press). Examining the effectiveness of peer-mediated
and video-modeling social skills interventions for children with autism spectrum disorder:
A meta-analysis in single-case research using HLM. Research in Autism Spectrum
Disorders.
Georgiou, G., Manolitsis, G., Nurmi, J. E., & Parrila, R. (2010). Does task-focused versus
task-avoidance behavior matter for literacy development in an orthographically consistent
language. Contemporary Educational Psychology, 35, 1-10.
Georgiou, G., Protopapas, A., Papadopoulos, T., Skaloumbakas, C., & Parrila, R. (2010).
Auditory temporal processing and dyslexia in an orthographically consistent language.
Cortex, 46, 1330-1344.
Kirby, J. R., Georgiou, G., Martinussen, R., & Parrila, R. (2010). Naming speed and reading:
From prediction to instruction. Reading Research Quarterly, 45, 341-362.
Mahapatra, S., Das, J. P., Stack-Cutler, H., & Parrila, R. (2010). Remediating reading
comprehension difficulties: A cognitive processing approach. Reading Psychology, 31,
428-453.
Silinskas, G., Leppänen, U., Aunola, K., Parrila, R., & Nurmi, J.-E. (2010). Predictors of
mothers’ and fathers’ teaching of reading and mathematics during kindergarten and Grade
1. Learning and Instruction, 20, 61-71.
Silinskas, G., Parrila, R., Lerkkanen, M. K., Poikkeus, A. M., Niemi, P., & Nurmi J. E. (2010).
Mothers’ reading-related activities at home and learning to read during kindergarten.
European Journal of Psychology of Education, 25, 243-264.
Georgiou, G., Parrila, R., & Kirby, J. R. (2009). RAN components and reading development
from grade 3 to grade 5: What underlies their relationship? Scientific Studies of Reading,
13, 508-534.
Kemp, N., Parrila, R. K., & Kirby, J. R. (2009). Phonological and orthographic spelling in
high-functioning adult dyslexics. Dyslexia, 15, 105-128.
Manolitsis, G., Georgiou, G., Stephenson, K., & Parrila, R. (2009). Beginning to read across
languages varying in orthographic consistency: Comparing the effects of non-cognitive
and cognitive predictors. Learning and Instruction, 19, 466-480.
McQuarrie, L. & Parrila, R. (2009). Phonological representations in deaf children: Rethinking
the ‘functional equivalence’ hypothesis. Journal of Deaf Studies and Deaf Education, 14,
137-154.
Roman, A., Parrila, R., Kirby, J. R., Wade-Woolley, L., & Deacon, S. H. (2009). Towards a
comprehensive view of the skills involved in word reading in grades 4, 6, and 8. Journal
of Experimental Child Psychology, 102, 96-113.
Corkett, J., Hein, S. & Parrila, R., (2008). Are university students with a significant history of
reading difficulties self-regulated learners. Exceptionality Education Canada, 18 (2), 51-
68.
Corkett, J. & Parrila, R. (2008). Use of context in the word recognition process by adults with
a significant history of reading difficulties. Annals of Dyslexia, 58, 139-161.
Georgiou, G., Parrila, R., Kirby, J. R. & Stephenson, K. (2008). Rapid naming components
and their relationship with phonological awareness, orthographic knowledge, speed of
processing, and different reading outcomes. Scientific Studies of Reading, 12, 325-350.
Georgiou, G., Parrila, R., & Liao, C,-H., (2008). Rapid naming speed and reading across
languages that vary in orthographic consistency. Reading & Writing, 21, 885-903.
Georgiou, G. K., Parrila, R., & Papadopoulos, T. C. (2008). Predictors of word decoding
and reading fluency across languages varying in orthographic consistency. Journal of
Educational Psychology, 100, 566-580.
Kirby, J. R., Silvestri, R., Allingham, B., Parrila, R. & La Fave, C. (2008). Learning strategies
and study approaches of college and university students with dyslexia. Journal of
Learning Disabilities, 41, 85-96.
Liao, C,-H., Georgiou, G., & Parrila, R. (2008). Rapid naming speed and Chinese character
recognition. Reading & Writing, 21, 231-253.
Parrila, R. (2008). The Multiple Systems Model of Reading: Understanding reading
disabilities and their effect on academic achievement across individuals and orthographies
(Invited Paper). The Japanese Journal of Special Education, 45, 383-404.
Stephenson, K. A., Parrila, R. K., Georgiou, G. K. & Kirby, J. R. (2008). Effects of home
literacy, parents’ beliefs, and children’s task-focused behaviour on emergent literacy and
word reading skills. Scientific Studies of Reading, 12, 24-50.
Wang, S. Y. & Parrila, R. (2008). Quality indicators for single-case research on social skill
interventions for children with Autism Spectrum Disorder. Developmental Disabilities
Bulletin.
McGonnell, M., Parrila, R., & Deacon, H. (2007). The recruitment and description of
university students who self-report difficulty acquiring early reading skills. Exceptionality
Education Canada, 17, 155-174.
Parrila, R., Georgiou, G. & Corkett, J. (2007). University students with a significant history of
reading difficulties: What is and is not compensated. Exceptionality Education Canada,
17, 195-220.
Corkett, J., Parrila, R., & Hein, S. (2006) Learning and study strategies of high-functioning
developmental dyslexics in post-secondary education. Developmental Disabilities
Bulletin, 34, 57-79.
Deacon, S.H., Parrila, R., & Kirby, J. (2006). The status of morphological processing in
compensated dyslexics. Annals of Dyslexia, 56, 103-128.
Georgiou, G., Parrila, R., & Kirby, J. R. (2006). Rapid naming speed components and early
reading acquisition. Scientific Studies of Reading, 10, 199-220.
Parrila, R. K., Aunola, K., Leskinen, E., Nurmi, J.-E., & Kirby, J. (2005). Development
of individual differences in reading: Results from longitudinal studies in English and
Finnish. Journal of Educational Psychology, 97, 299-319.
Parrila, R. K., Kirby, J. R., McQuarrie, L. (2004). Articulation rate, naming speed, verbal
short-term memory, and phonological awareness: Longitudinal predictors of early reading
development? Scientific Studies of Reading, 8, 3-26.
Kirby, J. R., Parrila, R. K. & Pfeiffer, S. L. (2003). Naming speed and phonological awareness
as predictors of reading development. Journal of Educational Psychology, 95, 453-464.
Papadopoulos, T. C., Das, J. P., Parrila, R. K. & Kirby, J. R. (2003). Children at-risk for
developing reading difficulties: A remediation study. School Psychology International,
24, 340-361.
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