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Book Chapters
Recent Articles (in Refereed Journals)
| In press | 2020 | 2019 | 2018 |
| 2017 | 2016 | 2014 | 2013 |
| 2011 | 2010 | 2009 | 2008 |
| 2007 | 2006 |
Georgiou, G. (in press). Executive functions: Rediscovering their roots with the help of writing. In T. Limpo & T. Olive (Eds.) Executive functions and writing (pp. xx-xx). Oxford, UK: Oxford University Press.
Papadopoulos, T. C., Georgiou, G., & Apostolou, T. (2020). The role of distal and proximal cognitive processes in literacy skills in Greek. In R. Alves, T. Limpo, & M. Joshi (Eds.), Reading-writing connections (pp. 171-184). New York: Springer.
Savage, R., Georgiou, G., Parrila, R., Côté, M. F., Maiorino, K., & Dunn, K. (2020). Interventions to improve the literacy skills of children at risk of dyslexia. In J. A. Washington, D. L. Compton, & P. McCardle (Eds.), Dyslexia: Revisiting etiology, diagnosis, treatment, and policy (pp. 161-171). Baltimore, MA: Brookes Publishing Co.
Georgiou, G., & Das, J. P. (2019). A cognitive framework for tracing the roots of reading disabilities among university students. In D. Perin (Ed.), The Wiley handbook of adult literacy (pp. 215-236). London, UK: Wiley.
Georgiou, G., & Das, J. P. (2019). PASS theory of intelligence: A frozen dinner or a moving feast? In. D. McFarland (Ed.). General and specific mental abilities (pp. 153-175). Cambridge: Cambridge Scholars Publishing
Georgiou, G. (2016). The foundations of literacy acquisition across languages: One-size theory does not fit all. In L. Wenling & H. Shu (Eds.), The world of children’s reading (vol. 1) (pp. 33-61). Beijing, China: Beijing Normal University Press.
Deng, C., & Georgiou, G. (2015). Establishing measurement invariance of Cognitive Assessment System across cultures. In T. C. Papadopoulos, R. Parrila, & J. R. Kirby (Eds.), Cognition, intelligence, and achievement (pp. 137-148). New York: Elsevier.
Georgiou, G., Manolitsis, G., & Tziraki, N. (2015). Is intelligence relevant in reading “μάνα” and in calculating “3 + 5”? In T. C. Papadopoulos, R. Parrila, & J. R. Kirby (Eds.), Cognition, intelligence, and achievement (pp. 225-243). New York: Elsevier.
Sideridis, G., Georgiou, G., Simos, A., Mouzaki, A., & Stamovlasis, D. (2015). The role of rapid automatized naming in reading disruption: An application of the Cusp catastrophe. In P. McCardle & C. Connor (Eds.), Reading Intervention: From Research to Practice to Research (pp. 49-60). Baltimore, MA: Brookes Publishing Co.
Georgiou, G., & Parrila, R. (2013). Rapid naming and reading: A review. In H. L. Swanson, K. Harris, & S. Graham (Eds.), Handbook of Learning Disabilities (pp. 169-185). New York: The Guilford Press.
Papadopoulos, T. C., & Georgiou, G. (2010). Orthographic processing and cognitive development. In A. Protopapas & A. Mouzaki (Eds.), Spelling: Learning and disorders (pp. 53-67). Athens: Gutenberg.
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.
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.
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.
Georgiou, G. (2019). Child and adolescent development in China: Not that different from Western countries after all? New Directions in Child and Adolescent Development, 163, 1-4.
Inoue, T., Georgiou, G., Muroya, N., Imanaka, H., Oshiro, T., Kitamura, H., Maekawa, H., & Parrila, R. (2019). Cross-script transfer of word reading fluency in Japanese: Evidence from a 2-year longitudinal study. Applied Psycholinguistics, 40, 235-251.
Landerl, K., Freudenthaler, H. H., Heene, M., de Jong, P. F., Desrochers, A., Manolitsis, G., Parrila, R., & Georgiou, G. (2019). Phonological awareness and rapid automatized naming as longitudinal predictors of reading in five alphabetic orthographies with varying degrees of consistency. Scientific Studies of Reading, 23, 220-234.
Ludwig, C., Kan, G., & Georgiou, G. (2019). Are reading interventions for English Language Learners effective? A meta-analysis. Journal of Learning Disabilities, 52, 220-231.
Manolitsis, G., Georgiou, G., Inoue, T., & Parrila, R. (2019). Are morphological awareness and literacy skills reciprocally related? Evidence from a cross-linguistic study. Journal of Educational Psychology, 111, 1362-1381.
Savage R., Georgiou, G., Parrila, R., Maiorino, K., Dunn, K., & Burgos, G. (2019). Promising new interventions for children who are at-risk of dyslexia. Dyslexia Review, 29(2), 8-11.
Sideridis, G., Simos, P., Mouzaki, A., Stamovlasis, D., & Georgiou, G. (2019). Can the relationship between rapid automatized naming (RAN) and word reading be explained by a catastrophe? Empirical evidence from students with and without reading difficulties. Journal of Learning Disabilities, 52, 59-70.
Zhang, S.-Z., Georgiou, G., & Shu, H. (2019). What aspects of the home literacy environment differentiate Chinese children at risk for reading difficulties from their not at-risk controls? Preschool and Primary Education, 7, 1-18.
Altani, A., Protopapas, A., & Georgiou, G. (2018). Using serial and discrete digit naming to unravel word reading processes. Frontiers in Psychology, 9: 524. doi:10.3389/fpsyg.2018.00524
Cai, D., Viljaranta, J., & Georgiou, G. (2018). Direct and indirect effects of self-concept of ability on math skills. Learning and Individual Differences, 61, 51-58.
Cai, D., Zhang, L., Li, Y., Wei, W., & Georgiou, G. (2018). The role of approximate number system in different mathematics skills across grades. Frontiers in Psychology, 9:1733. doi:10.3389/fpsyg.2018.01733.
Desrochers, A., Manolitsis, G., Gaudreau, P., & Georgiou, G. (2018). Early contribution of morphological awareness to literacy skills across languages varying in orthographic consistency. Reading and Writing: An Interdisciplinary Journal, 31, 1695-1719.
Dunn, K., Georgiou, G., & Das, J. P. (2018). The PASS to superior reading performance. High Ability Studies, 29, 135-148.
Georgiou, G., & Das, J. P. (2018). Direct and indirect effects of executive function on reading comprehension in young adults. Journal of Research in Reading, 41, 243-258.
Georgiou, G., Ghazyani, R., & Parrila, R. (2018). Are RAN deficits in university students with dyslexia due to defective lexical access, impaired anchoring or slow articulation? Annals of Dyslexia, 68, 85-103.
Inoue, T., Georgiou, G., Muroya, N., Maekawa, H., & Parrila, R. (2018). Can earlier literacy skills have a negative impact on future home literacy activities? Evidence from Japanese. Journal of Research in Reading, 41, 159-175.
Inoue, T., Georgiou, G., Parrila, R., & Kirby, R. J. (2018). Examining an extended home literacy model: The mediating roles of emergent literacy skills and reading fluency. Scientific Studies of Reading, 22, 273-288.
Liu, C.-N., Georgiou, G., & Manolitsis, G. (2018). Modeling the relationships of parents’ expectations, family’s SES and home literacy environment with emergent literacy skills and word reading in Chinese. Early Childhood Research Quarterly, 43, 1-10.
Papadopoulos, T. C., Georgiou, G., Deng, C., & Das, J. P. (2018). Exploring the nature of speed of processing across cultures. Advances in Cognitive Psychology, 14, 112-125.
Protopapas, A., Katopodi, K., Altani, A., & Georgiou, G. (2018). Word reading fluency as a serial naming task. Scientific Studies of Reading, 22, 248-263.
Ruan, Y., Georgiou, G., Song, S., Li, Y., & Shu, H. (2018). Does writing system influence the associations between phonological awareness, morphological awareness and reading? A meta-analysis. Journal of Educational Psychology, 110, 180-202.
Savage, R., Georgiou, G., Parrila, R., & Maiorino, K. (2018). Preventative reading interventions teaching direct mapping of graphemes in texts and set-for-variability aid at-risk learners. Scientific Studies of Reading, 22, 225-247.
Wang, X., Georgiou, G., Qin, L., & Tavouktsoglou, A. (2018). Do Chinese children with math difficulties have a deficit in executive functioning? Frontiers in Psychology, 9: 906. doi: 10.3389/fpsyg.2018.00906
Wei, W., Guo, L., Georgiou, G., Tavouktsoglou, A., & Deng, C. (2018). Different subcomponents of executive functioning predict different growth parameters in mathematics: Evidence from a 4-year longitudinal study with Chinese children. Frontiers in Psychology, 9:1037. doi: 10.3389/fpsyg.2018.01037
Zhang, S.-Z., Georgiou, G., Xu, J.-N., Liu, J.-M., Li, M., & Shu, H. (2018). Different measures of print exposure predict different aspects of vocabulary. Reading Research Quarterly, 53, 443-454.
Zhou, W., Xia, Z., Georgiou, G., & Shu, H. (2018). The distinct roles of dorsal and ventral visual systems in naming Chinese characters. Neuroscience, 390, 256-264.
Altani, A., Georgiou, G., Deng, C.-P., Cho, J.-R., Katopodi, K., Wei, W., & Protopapas, A. (2017). Is processing of symbols and words influenced by writing system? Evidence from Chinese, Korean, English, and Greek. Journal of Experimental Child Psychology, 164, 117-135.
Altani, A., Protopapas, A., & Georgiou, G. (2017). The contribution of executive functions in naming words, digits, and objects. Reading and Writing: An Interdisciplinary Journal, 30, 121-141.
Cui, J., Georgiou, G., Zhang, Y., Li, Y., Shu, H., & Zhou, X. (2017). Examining the relationship between rapid automatized naming and arithmetic fluency in Chinese kindergarten children. Journal of Experimental Child Psychology, 154, 146-163.
Georgiou, G., Hirvonen, R., Manolitsis, G., & Nurmi, J.-E. (2017). Cross-lagged relations between parent- and teacher-ratings of children’s task avoidance and different literacy skills. British Journal of Educational Psychology, 87, 438-455.
Georgiou, G., Li, J., & Das, J. P. (2017). Tower of London: What level of planning does it measure? Psychological Studies, 62, 261-267.
Georgiou, G., Liu, C.-N., & Xu, S. (2017). Examining the direct and indirect effects of visual-verbal paired associate learning on Chinese word reading. Journal of Experimental Child Psychology, 160, 81-91.
Inoue, T., Georgiou, G., Muroya, N., Maekawa, H., & Parrila, R. (2017). Cognitive predictors of literacy acquisition in syllabic Hiragana and morphographic Kanji. Reading and Writing: An Interdisciplinary Journal, 30, 1335-1360.
Koponen, T., Georgiou, G., Leskinen, M., Salmi, P., & Aro, M. (2017). A meta-analysis of the relation between RAN and mathematics. Journal of Educational Psychology, 109, 977-992.
Liu, C.-N., & Georgiou, G. (2017). Cognitive and environmental correlates of rapid automatized naming in Chinese kindergarten children. Journal of Educational Psychology, 109, 465-476.
Liu, Y., Georgiou, G., Zhang, Y., Li, H., Liu, H., Song, S., Kang, C., Shi, B., Liang, W., Pan, J., & Shu, H. (2017). Contribution of cognitive and linguistic skills to word-reading accuracy and fluency in Chinese. International Journal of Educational Research, 82, 75-90.
Manolitsis, G., Grigorakis, I., & Georgiou, G. (2017). The longitudinal contribution of morphological awareness skills to reading fluency and comprehension in Greek. Frontiers in Psychology, 8. doi: 10.3389/fpsyg.2017.01793.
Muroya, N., Inoue, T., Hosokawa, M., Georgiou, G., Maekawa, H., & Parrila, R. (2017). The role of morphological awareness in word reading skills in Japanese: A cross-orthographic perspective. Scientific Studies of Reading, 21, 449-462.
Rollans, C., Cheema, K., Georgiou, G., & Cummine, J. (2017). Pathways of the inferior frontal occipital fasciculus in overt speech and reading. Neuroscience, 364, 93-106.
Torppa, M., Georgiou, G., Niemi, P., Lerkkanen, M.-K., & Poikkeus, A.-M. (2017). The precursors of double dissociation between reading and spelling in a transparent orthography. Annals of Dyslexia, 67, 42-62.
Cai, D., Georgiou, G., Wen, M., & Das, J. P. (2016). The role of planning in different mathematics skills. Journal of Cognitive Psychology, 28, 234-241.
Cummine, J., Cribben, I., Luu, C., Kim, E., Bahktiari, R., Georgiou, G., & Boliek, C. A. (2016). Understanding the role of speech production in reading: Evidence for a print-to-speech neural network using graphical analysis. Neuropsychology, 30, 385-397.
Das, J. P., & Georgiou, G. (2016). Levels of planning predict different reading comprehension outcomes. Learning and Individual Differences, 48, 24-28.
Georgiou, G., Aro, M., Liao, C.-H., & Parrila, R. (2016). Modeling the relationship between rapid automatized naming and literacy skills across languages varying in orthographic consistency. Journal of Experimental Child Psychology, 143, 48-64.
Georgiou, G., & Das, J. P. (2016). What component of executive functions contributes to normal and impaired reading comprehension in young adults? Research in Developmental Disabilities, 49-50, 118-128.
Georgiou, G., Parrila, R., & Papadopoulos, T. C. (2016). The anatomy of the RAN-reading relationship. Reading and Writing: An Interdisciplinary Journal, 29, 1793-1815.
Papadopoulos, T. C., Spanoudis, G., & Georgiou, G. (2016). How is RAN related to reading fluency? A comprehensive examination of the prominent theoretical accounts. Frontiers in Psychology, 7, 1217. doi: 10.3389/fpsyg.2016.01217.
Song, S., Georgiou, G., Su, M.-M., & Shu, H. (2016). How well do phonological awareness and rapid automatized naming correlate with reading accuracy and fluency in Chinese? A meta-analysis. Scientific Studies of Reading, 20, 99-123.
Torppa, M., Georgiou, G., Lerkkanen, M.-K., Niemi, P., Poikkeus, A.-M., & Nurmi, J.-E. (2016). Examining the “simple view of reading” in a transparent orthography: A longitudinal study from Kindergarten to Grade 3. Merrill Palmer Quarterly, 62, 179-206.
van den Boer, M., Georgiou, G., & de Jong, P. F. (2016). The naming of short words is (almost) the same as the naming of alphanumeric symbols. Journal of Experimental Child Psychology, 144, 152-165.
Cummine, J., Chouinard, B., Szepesvari, E., & Georgiou, G. (2015). An examination of the RAN-reading relationship using functional magnetic resonance imaging (fMRI). Neuroscience, 305, 49-66.
Deng, C., Silinskas, G., Wei, W., & Georgiou, G. (2015). Cross-lagged relationships between home literacy/numeracy environment and academic achievement in Chinese. Early Childhood Research Quarterly, 33, 12-20.
Georgiou, G., Aro, M., Liao, C.-H., & Parrila, R. (2015). The contribution of RAN pause time and articulation time to reading across languages: Evidence from a more representative sample of children. Scientific Studies of Reading, 19, 135-144.
Georgiou, G., & Das, J. P. (2015). University students with poor reading comprehension: The hidden cognitive processing deficit. Journal of Learning Disabilities, 48, 535-545.
Liao, C.-H., Deng, C.-P., Hamilton, J., Lee, S.-C., Wei, W., & Georgiou, G. (2015). The role of RAN in reading development and dyslexia in Chinese. Journal of Experimental Child Psychology, 130, 106-122.
Manolitsis, G., & Georgiou, G. (2015). The cognitive profiles of good readers/poor spellers and poor readers/good spellers in a consistent orthography. Preschool and Primary Education, 3, 103-116.
Wei, W., Georgiou, G., & Deng, C. (2015). Examining the cross-lagged relationships between RAN and word reading in Chinese. Scientific Studies of Reading, 19, 446-455.
Cummine, J., Szepesvari, E., Chouinard, B., Hanif, W., & Georgiou, G. (2014). A functional investigation of RAN Letters, Digits, and Objects: How similar are they? Behavioural Brain Research, 275, 157-165.
Georgiou, G., & Das, J. P. (2014). Reading comprehension in university students: Relevance of PASS theory of intelligence. Journal of Research in Reading, 37, S101-S115.
Georgiou, G., Papadopoulos, T. C., & Kaizer, E. L. (2014). Different RAN components predict reading at different points in time. Reading and Writing: An Interdisciplinary Journal, 27, 1379-1394.
Al Dahhan, N., Georgiou, G., Hung, R., Munoz, D., Parrila, R., & Kirby, R. (2014). Eye movements of university students with and without reading difficulties during naming speed tasks. Annals of Dyslexia, 64, 137-150.
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.
Georgiou, G., Parrila, R., Cui, Y., & Papadopoulos, T. C. (2013). Why is rapid automatized naming related to reading? Journal of Experimental Child Psychology, 115, 218-225.
Georgiou, G., & Stewart, B. (2013). Is rapid automatized naming automatic? Preschool and Primary Education, 1, 67-81.
Georgiou, G., Tziraki, N., Manolitsis, G., & Fella, A. (2013). Is RAN related to reading and mathematics for the same reason(s)? A follow-up study from Kindergarten to Grade 1. Journal of Experimental Child Psychology, 115, 481-496.
Liao, C.-H., Georgiou, G., Zhang, X., & Nurmi, J.-E. (2013). Cross-lagged relations between achievement strategies and literacy skills in Chinese. Learning and Individual Differences, 25, 73-79.
Manolitsis, G., Georgiou, G., & Tziraki, N. (2013). Examining the effects of home literacy and numeracy environment on early reading and mathematics acquisition. Early Childhood Research Quarterly, 28, 692-703.
Protopapas, A., Altani, A., & Georgiou, G. (2013). RAN backwards: A test of the visual scanning hypothesis. Scientific Studies of Reading, 17, 453-461.
Protopapas, A., Altani, A., & Georgiou, G. (2013). Development of serial processing in reading and rapid naming. Journal of Experimental Child Psychology, 116, 914-929.
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).
