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Selected 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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Journal Special Issues
Book Chapters
Articles (in Refereed Journals)


Papadopoulos, T. C., Parrila, R., & Kirby, J. R. (Eds.) (in press). Cognition, intelligence, and achievement: A tribute to J. P. Das. San Diego: Elsevier.

Das, J. P., Kar, B. C., & Parrila, R. K. (1996). Cognitive planning: The psychological basis of intelligent behavior. New Delhi: Sage. Translated to Spanish 1998 (Planificacion cognitiva; Barcelona: Paidos)

Journal Special Issues

Cain, K. & Parrila, R. (Eds.) (2014). Introduction to Theories of Reading: What We Have Learned From Two Decades of Scientific Research. Scientific Studies of Reading, 18 (1). 1-4.  

Book Chapters

Papadopoulos, T. C., Parrila, R., & Kirby, J. R. (in press). Introduction to Cognition, intelligence, and achievement: A tribute to J. P. Das. To appear in T. C. Papadopoulos, R. Parrila, R., & J. R. Kirby (Eds.), Cognition, Intelligence, and Achievement: A tribute to J. P. Das. San Diego: Elsevier.

Papadopoulos, T. C., Parrila, R., & Kirby, J. R. (in press). Retrospect and prospect. To appear in T. C. Papadopoulos, R. Parrila, R., & J. R. Kirby (Eds.), Cognition, Intelligence, and Achievement: A tribute to J. P. Das. San Diego: Elsevier.

Parrila, R. & McQuarrie, L. (in press). Cognitive processes and academic achievement: Multiple systems model of academic achievement. To appear in T. C. Papadopoulos, R. Parrila, R., & J. R. Kirby (Eds.), Cognition, Intelligence, and Achievement: A tribute to J. P. Das. San Diego: Elsevier.

Georgiou, G. & Parrila, R. (2012). Rapid naming and reading. In L. Swanson, K. Harris & S. Graham (Eds.), Handbook of Learning Disabilities (2nd ed.). New York: Guilford. 

Parrila, R. & Stack-Cutler, H. (2011) Literacy and Reading Behavior. In B. B. Brown & M. Prinstein (Eds.), Encyclopedia of Adolescence (Vol. 1, pp, 203-211). San Diego: Academic Press.

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.

Parrila, R. K. & Kirby, J. R. (2002). Modeling growth in word reading: Using HLM to analyse individual differences in performance levels and the patterns of growth. In L. Hayduk, X. Ma, & C. Carter-Snell (Eds.) Structural equation modeling and hierarchical linear modeling: Communicating across disciplines (pp. 115-137). Edmonton, AB: The Population Research Laboratory.

Papadopoulos, T. C., & Parrila, R. K. (2000). Attention deficit and problem solving: A process analysis. In A. Gagatsis, C. P. Constantinou, & Kyriakides, L. (Eds.) Learning and Assessment in Mathematics and Science (pp. 3-34). Nicosia: University of Cyprus Press.

Das, J. P., Parrila, R. K. & Papadopoulos, T. C. (2000). Cognitive education and reading disability. In A. Kozulin & B. Y. Rand (Eds.), Experience of mediated learning: An impact of Feuerstein’s theory in education and psychology (pp. 274-290). Bingley: Pergamon Press.

Parrila, R. K. & Das, J. P. (1999). PASS-malli ja kognitiivinen kuntoutus [PASS-model and cognitive remediation]. In T. Ahonen & T. Aro (Eds.) Oppimisvaikeudet [Learning Disabilities] (pp. 290-309). Jyväskylä: Atena.

Papadopoulos, T. C., Parrila, R. K., Das, J. P., & Kirby, J. R. (1997). A cognitive approach to diagnosis of early reading problems. In A. Richardson (Ed.), Canadian Childhood in 1997 (pp. 159-168). Edmonton: Kanata Learning Company. 

Articles (in Refereed Journals)

Al Dahhan, N. Z., Georgiou, G., Hung, R., Munoz, D., Parrila, R., & Kirby, R. (in press). Eye movements of university students with and without reading difficulties during naming speed tasks. Annals of Dyslexia.

Grace, A., Kemp, N., Martin, F. H., & Parrila, R. (in press). Undergraduates’ attitudes to text messaging language use and intrusions of textisms into formal writing. New Media & Society.

Grace, A., Kemp, N., Martin, F. H., & Parrila, R. (in press). Undergraduates' text messaging language and literacy skills. Reading and Writing. DOI: http://dx.doi.org/10.1007/s11145-013-9471-2

Grace, A., Kemp, N., Martin, F. H., & Parrila, R. (in press). Undergraduates’ use of text messaging language: Effects of country and collection method. Writing Systems Research, DOI: http://dx.doi.org/10.1080/17586801.2012.712875

Stack-Cutler, H., Parrila, R., Jokisaari, M., & Nurmi, J.-E. (in press). How university students with reading difficulties are supported in achieving their goals. Journal of Learning Disabilities. DOI: http://dx.doi.org/10.1177/0022219413505773

Stack-Cutler, H., Parrila, R., & Torppa, M. (in press). Using a multidimensional measure of resilience to explain life satisfaction and academic achievement of adults with reading disabilities. Journal of Learning Disabilities.

Steacy, L. M., Kirby, J. R., Compton, D. & Parrila, R. (in press). Classification of double deficit groups across time: An analysis of group stability from kindergarten to second grade. Scientific Studies of Reading. DOI: http://dx.doi.org/10.1080/10888438.2013.873936

Wijayathilake, M. A. D. K. & Parrila, R. (in press). Predictors of word reading skills in good and struggling readers in Sinhala. Writing Systems Research. DOI: http://dx.doi.org/10.1080/17586801.2013.846844

Georgiou, G., Manolitsis, G., Zhang, X., Parrila, R. & Nurmi, J.-E., (2013). Examining the developmental dynamics between achievement strategies and different literacy skills. International Journal of Behavioral Development. 37, 173-181. DOI: http://dx.doi.org/10.1177/0165025413477007

Georgiou, G., Parrila, R., Cui, Y., & Papadopoulos, T. (2013). Why is rapid naming related to reading. Journal of Experimental Child Psychology. 115, 218-225. DOI: http://dx.doi.org/10.1016/j.jecp.2012.10.015

Torppa, M., Parrila, R., Niemi, P., Poikkeus, A.-M., Lerkkanen, M.-K., & Nurmi, J.-E. (2013). The Double Deficit Hypothesis in the Transparent Finnish Orthography: a Longitudinal Study from Kindergarten to Grade 2. Reading and Writing: An Interdisciplinary Journal26, 1353-1380. DOI: http://dx.doi.org/10.1007/s11145-012-9423-2

Wang, S.-Y., Parrila, R., & Cui, Y. (2013). Meta-Analysis of Social Skills Interventions of Single-Case Research for Individuals with Autism Spectrum Disorders: Results from Three-Level HLM. Journal of Autism and Developmental Disorders, 43, 1701-1716.DOI: http://dx.doi.org/10.1007/s10803-012-1726-2

Deacon, S. H., Cook, C., & Parrila, R. (2012). Identifying high-functioning dyslexics: Is self-report of early reading problems enough. Annals of Dyslexia, 62, 120-134. DOI: http://dx.doi.org/10.1007/s11881-012-0068-2

Georgiou, G., Papadopoulos, T., Fella, A. & Parrila, R. (2012). Rapid naming speed components and reading development in a consistent orthography. Journal of Experimental Child Psychology, 112, 1-17. DOI: http://dx.doi.org/10.1016/j.jecp.2011.11.006

Georgiou, G., Papadopoulos, T., Zarouna, E., & Parrila, R. (2012). Are auditory and visual processing deficits related to developmental dyslexia? Dyslexia,18, 110-129. DOI: http://dx.doi.org/10.1002/dys.1439

Georgiou, G., Torppa, M., Manolitsis, G., Lyytinen, H., & Parrila, R. (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing: An Interdisciplinary Journal, 25, 321-346.

Kirby, J. R., Deacon, S. H., Bowers, P. N., Izenberg, L., Wade-Woolley, L & Parrila, R. (2012). Children's morphological awareness and reading ability. Reading and Writing: An Interdisciplinary Journal. 25, 389-410. DOI: http://dx.doi.org/10.1007/s11145-010-9276-5

Papadopoulos, T.,Georgiou, G., & Parrila, R. (2012). Low-level deficits in beat perception: Neither necessary nor sufficient for explaining developmental dyslexia in a consistent orthography. Research in Developmental Disabilities, 33, 1841-1856. DOI: http://dx.doi.org/10.1016/j.ridd.2012.04.009

Georgiou, G., Hirvonen, R., Liao, C. H., Manolitsis, G., Parrila, R., & Nurmi, J. E. (2011). The role of achievement strategies on literacy acquisition across languages. Contemporary Educational Psychology, 36, 130-141. DOI: http://dx.doi.org/10.1016/j.cedpsych.2011.01.001

Georgiou, G., Parrila, R., Manolitsis, G., & Kirby, J. (2011). Examining the importance of assessing rapid automatized naming (RAN) speed for the identification of children with reading difficulties. Learning Disabilities: A Contemporary Journal, 9(2), 5-26.

Kirby, J. R., Ball, A., Geier, B. K., Parrila, R., & Wade-Woolley, L. (2011). The development of reading interest and its relation to reading ability. Journal of Research in Reading, 34 (3), 263-280. DOI: http://dx.doi.org/10.1111/j.1467-9817.2010.01439.x

Manolitsis, G., Georgiou, G., & Parrila, R. (2011). Revisiting home literacy model of reading in orthographically transparent language. Learning and Instruction, 21, 496-505. DOI: http://dx.doi.org/10.1016/j.learninstruc.2010.06.005

Tong, X., Deacon, S. H., Kirby, J. R., Cain, K., & Parrila, R. (2011). Morphological awareness: A key to understanding poor reading comprehension in English. Journal of Educational Psychology103 (3), 523-534. DOI: http://dx.doi.org/10.1037/a0023495

Wang, S.-Y., Cui, Y., & Parrila, R. (2011). 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, 5, 562-569. DOI: http://dx.doi.org/10.1016/j.rasd.2010.06.023

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. DOI: http://dx.doi.org/10.1016/j.cedpsych.2009.07.001

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. DOI: http://dx.doi.org/10.1016/j.cortex.2010.06.006

Kirby, J. R., Georgiou, G., Martinussen, R., & Parrila, R. (2010). Naming speed and reading: From prediction to instruction. Reading Research Quarterly45, 341-362. DOI: http://dx.doi.org/10.1598/RRQ.45.3.4

Mahapatra, S., Das, J. P., Stack-Cutler, H., & Parrila, R. (2010). Remediating reading comprehension difficulties: A cognitive processing approach. Reading Psychology, 31, 428-453.DOI: http://dx.doi.org/10.1080/02702710903054915

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. DOI: http://dx.doi.org/10.1016/j.learninstruc.2009.01.002

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. DOI: http://dx.doi.org/10.1007/s10212-010-0014-9

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. DOI: http://dx.doi.org/10.1080/10888430903034796

Kemp, N., Parrila, R. K., & Kirby, J. R. (2009). Phonological and orthographic spelling in high-functioning adult dyslexics. Dyslexia, 15, 105-128. DOI: http://dx.doi.org/10.1002/dys.364

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. DOI: http://dx.doi.org/10.1016/j.learninstruc.2008.07.003

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. DOI: http://dx.doi.org/10.1093/deafed/enn025

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. DOI: http://dx.doi.org/10.1016/j.jecp.2008.01.004

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. DOI: http://dx.doi.org/10.1007/s11881-008-0018-1

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. DOI: http://dx.doi.org/10.1080/10888430802378518

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. DOI: http://dx.doi.org/10.1007/s11145-007-9096-4

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. DOI: http://dx.doi.org/10.1037/0022-0663.100.3.566

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. DOI: http://dx.doi.org/10.1177/0022219407311040

Liao, C,-H., Georgiou, G., & Parrila, R. (2008). Rapid naming speed and Chinese character recognition. Reading & Writing, 21, 231-253. DOI: http://dx.doi.org/10.1007/s11145-007-9071-0

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. DOI: http://dx.doi.org/10.1080/10888430701746864

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, 36, 81-105.

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.

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