George K Georgiou

George K. Georgiou

Professor

Educational Psychology
Education North, 6-102
(780) 492-8247
georgiou@ualberta.ca


Dr. Georgiou's Curriculum Vitae PDF Document

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 intelligence and working memory. His research has been funded by grants from the Social Sciences and Humanities Research Council of Canada, the Killam Research Foundation, and the Faculty of Education at the University of Alberta.

Current Research Projects

Reading fluency: How does it develop and how can it be fostered?

This is a collaborative project funded by SSHRC aiming to examine how reading fluency develops in different languages (English, Dutch and Greek) and how we can treat reading fluency difficulties.

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.

Response to intervention: Schools where all children learn to read

This is a collaborative project funded by SSHRC aiming to examine how we can treat reading difficulties within an RTI framework.


Representative Publications (Last 5 Years)

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.

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.

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.

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.

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., Parrila, R., & Papadopoulos, T. C. (2016). The anatomy of the RAN-reading relationship. Reading and Writing: An Interdisciplinary Journal, 29, 1793-1815.

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.

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.

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. 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.

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.