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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    

Major Reports

Book Chapters

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.


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.


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 Psychology9: 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).

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