s m L
 

Publications

Jump to...

Book Chapters
Recent Articles (in Refereed Journals) 

in press 2020 2019 2018 2017 2016 2015
2014 2013 2012 2011 2010 2009 2008
2007 2006          


Major Reports

Book Chapters

Papadopoulos, T. C., & Georgiou, G. (2010). Orthographic processing and cognitive development. In A. Protopapas & A. Mouzaki (Eds.), Spelling: Learning and associated difficulties (pp. 53-67). Athens: Ellinika Grammata.

Papadopoulos, T. C., Georgiou, G., & Douklias, S. (2009). Is a unitary model of dyslexia possible? In H. D. Friedman & P. K. Revera (Eds.), Abnormal psychology: New research (pp. 47-81). Hauppauge, NY: Nova Science Publishers.

Georgiou, G., & Das, J. P. (2007). Phonological awareness and rapid automatized naming: Two cores of the same fruit? In J. P. Das (Ed.), Reading difficulties and dyslexia: An interpretation for teachers (pp. 182-191). Edmonton, AB: J. P. Das Developmental Disabilities Centre.

Recent Articles (in Refereed Journals)

 

  • In press

Georgiou, G., Kushnir, G., & Parrila, R. (in press). Moving the needle on literacy: Lessons learned from a school where literacy rates have improved over time. Alberta Journal of Educational Research.

Georgiou, G., & Parrila, R. (in press). What mechanism underlies the RAN-reading relation? Journal of Experimental Child Psychology.

Georgiou, G., Wei, W., Inoue, T., & Deng, C. (in press). Are the relations of RAN with reading and mathematics accuracy and fluency bidirectional? Evidence from a 5-year longitudinal study with Chinese children. Journal of Educational Psychology. 

Inoue, T., Georgiou, G., Muroya, N., Hosokawa, M., Maekawa, H., & Parrila, R. (in press). Modeling the early growth of word and nonword reading fluency in a consistent syllabic orthography. Journal of Research in Reading.

Parrila, R., Georgiou, G., & Papadopoulos, T. C. (in press). Dyslexia in a consistent orthography: Evidence from a reading-level match design. Dyslexia.

Wen, W., Li, J., Georgiou, G., Huang, C, & Wang, L. (in press). Reducing the Halo effect by stimulating analytic thinking. Social Psychology.

Zhang, S.-Z., Inoue, T., Shu, H., & Georgiou, G. (in press). How does home literacy environment influence reading comprehension in Chinese? Evidence from a 3-year longitudinal study. Reading and Writing: An Interdisciplinary Journal.

 

  • 2020

Altani, A., Protopapas, A., Katopodi, K., & Georgiou, G. (2020). Tracking the serial advantage in the naming rate of multiple over isolated stimulus displays. Reading and Writing: An Interdisciplinary Journal, 33, 349-375.

Altani, A., Protopapas, A., Katopodi, K., & Georgiou, G. (2020). From individual word recognition to word list and text reading fluency. Journal of Educational Psychology, 112, 22-39.

Dunn, K., Georgiou, G., & Das, J. P. (2020). The relationship of cognitive processes with reading and mathematics achievement in intellectually gifted children. Roeper Review, 42, 126-135.

Georgiou, G., Guo, K., Naveenkumar, N., Vieira, A. P. A., & Das, J. P. (2020). PASS theory of intelligence and academic achievement: A meta-analytic review. Intelligence, 79, 101431. 

Georgiou, G., Torppa, M., Landerl, K., Desrochers, A., Manolitsis, G., de Jong, P. F., & Parrila, R. (2020). Reading and spelling development across languages varying in orthographic consistency: Do their paths cross? Child Development, 91, 266-279.

Georgiou, G., Wei, W., Inoue, T., Das, J. P., & Deng, C. (2020). Cultural influences on the relation between executive functions and academic achievement. Reading and Writing: An Interdisciplinary Journal, 33, 991-1013.

Parrila, R., Dudley, D., Song, S., & Georgiou, G. (2020). A meta-analysis of reading-level match dyslexia studies in consistent alphabetic orthographies. Annals of Dyslexia, 70, 1-26.

Savage, R., Georgiou, G., Parrila, R., Maiorino, K., Dunn, K., & Burgos, G. (2020). The effects of teaching complex grapheme-phoneme correspondences: Evidence from a dual site cluster trial with at-risk Grade 2 students. Scientific Studies of Reading, 24, 321-337.

Zhang, S.-Z., Georgiou, G., Inoue, T., Zhong, W.-W., & Shu, H. (2020). Do pinyin and character recognition help each other grow? Early Childhood Research Quarterly, 53, 476-483.

 

 

Major Reports

Parrila, R., McQuarrie, L., Klassen, R., Georgiou, G., & Odishaw, J. (2010). Effective interventions for adolescent struggling readers: A research review with implications for practice. Alberta Education (142 pages).

^ Back to top

Last Updated: July 11, 2020     |     Site design by Camryn Boechler