Education North, 6-102
Dr. Georgiou's Curriculum Vitae
Research and Interests
Dr. George Georgiou received his Ph.D. from University of Alberta in 2008 with specialization in Psychological Studies in Education. After graduating from University of Alberta, Dr. Georgiou worked as a Research Associate at the Ministry of Education and Culture in Cyprus and as a Postdoctoral Research Fellow at the University of Jyväskylä in Finland.
Dr. Georgiou’s research focuses on two dimensions of literacy acquisition: (a) the factors (cognitive and non-cognitive) that facilitate or impede reading and spelling acquisition across languages, and (b) the diagnosis and remediation of reading difficulties in elementary school children. His primary area of research concerns the role of rapid naming on reading ability across languages and the mechanisms that are responsible for the rapid naming-reading relationship. In addition, he has a keen interest in distal cognitive processing skills, such as planning, attention, simultaneous, and successive processing. His research has been funded by grants within the University of Alberta.
Current Research Projects
Why is rapid naming speed related to reading ability? Contrasting different theoretical accounts across languages?
In this project we are contrasting the most prominent theoretical accounts of the rapid naming-reading relationship (phonological processing, orthographic processing, and speed of processing account) across languages varying in orthographic consistency.
Literacy development across languages
This is a collaborative project funded by SSHRC aiming to examine the growth in reading and spelling from the beginning of Grade 1 until the end of Grade 2 in five languages varying in orthographic consistency (English, French, Dutch, German, and Greek). In addition, we will examine what factors (cognitive and non-cognitive) predict the growth across languages.
Manipulating the RAN sub-processes to find the one responsible for the RAN-reading relationship
This is a collaborative project aiming to examine why RAN is related to reading using a novel approach. Specifically, we manipulate each one of the RAN sub-processes by increasing or decreasing its demands. The hypothesis is that if X is the process that is responsible for the RAN-reading relationship, then increasing or decreasing the demands of X should result in an increase or decrease in the RAN-reading relationship.
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.
Noor, A., Georgiou, G., Hung R., Munoz, D., Parilla, 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., Parilla, 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., 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.
Protopapas, A., Altani, A., & Georgiou, G. (2013). Development of serial processing in reading and rapid naming. Journal of Experimental Child Psychology, 116, 914-929.
Georgiou, G., Torppa, M., Manolitsis, G., Lyytinen, H., & Parilla, R. (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing: An Interdisciplinary Journal, 25, 321-346.
Papadopoulos, T.C., Georgiou, G., & Parilla, 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.
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.
Manolitsis, G., Georgiou, G., & Parrila, R. (2011). Revisiting the home literacy model of reading development in an orthographically consistent language. Learning and Instruction, 21, 496-505.
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. C., Skaloumbakas, C., & Parrila, R. (2010). Auditory temporal processing and dyslexia in an orthographically consistent language. Cortex, 46, 1330-1344.
Kirby, R., Georgiou, G., Martinussen, R., & Parrila, R. (2010). Naming speed and reading: A review of the empirical and theoretical literature. Reading Research Quarterly, 45, 341-362.
Georgiou, G., Parrila, R., & Kirby, J. (2009). RAN components and reading development from Grade 3 to Grade 5: What underlies their relationship? Scientific Studies of Reading, 13, 508-534.
Georgiou, G., Das, J. P., & Hayward, D. (2008). Comparing the contribution of two tasks of working memory to reading in relation to phonological awareness and rapid naming speed. Journal of Research in Reading, 31, 302-318.
Georgiou, G., Parrila, R., Kirby, J., & Stephenson, K. (2008). Rapid naming components and their relationship with phonological awareness, orthographic knowledge, speed of processing, and reading. 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 and Writing: An Interdisciplinary Journal, 21, 885-903.
Georgiou, G., Parrila, R., & Papadopoulos, T. (2008). Predictors of word decoding and reading fluency in English and Greek: A cross-linguistic comparison. Journal of Educational Psychology, 100, 566-580.
Georgiou, G., Parrila, R., & Kirby, J. (2006). Rapid naming speed components and early reading acquisition. Scientific Studies of Reading, 10, 199-220.