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Biography

Dr. George Kyriacou Georgiou

Department of Educational Psychology

6-102 Education North

University of Alberta, USA

Associate Professor


Email: georgiou@ualberta.ca


Qualifications

2008 Ph.D., University of Alberta, Canada

2004 M.Sc., University of Alberta, Canada

2000 B.Sc., University of Cyprus, Cyprus


Publications (Selected)


  1. 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.
  2. 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.
  3. Noor, A., 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.
  4. 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.
  5. 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.
  6. Georgiou, G., & Stewart, B. (2013). Is rapid automatized naming automatic? Preschool and Primary Education, 1, 67-81.
  7. 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. 
  8. 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.
  9. 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.
  10. Protopapas, A., Altani, A., & Georgiou, G. (2013). RAN backwards: A test of the visual scanning hypothesis. Scientific Studies of Reading, 17, 453-461.
  11. Protopapas, A., Altani, A., & Georgiou, G. (2013). Development of serial processing in reading and rapid naming. Journal of Experimental Child Psychology, 116, 914-929.
  12. Georgiou, G., Papadopoulos, T. C., Fella, A., & Parrila, R. (2012). Rapid naming speed components and reading development in a consistent orthography. Journal of Experimental Child Psychology, 112, 1-17.
  13. Georgiou, G., Papadopoulos, T. C., Zarouna, E., & Parrila, R. (2012). Are auditory and visual processing deficits related to developmental dyslexia? Dyslexia, 18, 110-129.
  14. Georgiou, G., Torppa, M., Manolitsis, G., Lyytinen, H., & Parrila, R. (2012). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing: An Interdisciplinary Journal, 25, 321-346.
  15. Papadopoulos, T. C., Georgiou, G., & Parrila, 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.
  16. Torppa, M., Georgiou, G., Salmi, P., Eklund, K., & Lyytinen, H. (2012). Examining the doubledeficit hypothesis in an orthographically consistent language: The effect of familial risk for dyslexia. Scientific Studies of Reading, 16, 287-315.
  17. Wang, X., Georgiou, G., & Das, J. P. (2012). Examining the effects of PASS cognitive processes on Chinese reading accuracy and fluency. Learning and Individual Differences, 22, 139- 143.
  18. Wang, X., Georgiou, G., Das, J. P., & Qing, L. (2012). Cognitive processing skills and developmental dyslexia in Chinese. Journal of Learning Disabilities, 45, 526-537.
  19. 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.
  20. Georgiou, G., Parrila, R., Manolitsis, G., & Kirby, J. (2011). Examining the importance of assessing rapid automatized naming (RAN) speed for the identification of children with reading difficulties. Learning Disabilities: A Contemporary Journal, 9, 5-26.
  21. Li, M., Kirby, J., & Georgiou, G. (2011). Rapid naming speed components and reading comprehension in bilingual children. Journal of Research in Reading, 34, 6-22.
  22. 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.
  23. Georgiou, G. (2010). PASS cognitive processes: Can they explain the RAN-reading relationship? Psychological Science (Chinese), 33, 1291-1298.
  24. 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.
  25. 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.
  26. Hirvonen, R., Georgiou, G., Lerkkanen, M., Aunola, K., & Nurmi, J.-E. (2010). Task-focused behavior and literacy development: A reciprocal relationship. Journal of Research in Reading, 33, 302-319.
  27. 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.
  28. Georgiou, G., Das, J. P., & Hayward, D. (2009). Revisiting the “simple view of reading” in a group of children with poor reading comprehension. Journal of Learning Disabilities, 42, 76-84.
  29. 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.
  30. Papadopoulos, T. C., Georgiou, G., & Kendeou, P. (2009). Investigating the double-deficit hypothesis in Greek: Findings from a longitudinal study. Journal of Learning Disabilities, 42, 542-547.
  31. Manolitsis, G., Georgiou, G., Stephenson, K., & Parrila, R. (2009). Beginning to read across language varying in orthographic consistency: Comparing the effects of cognitive and noncognitive predictors. Learning and Instruction, 19, 466-480.
  32. Das, J. P., Georgiou, G., & Janzen, T. (2008). Influence of distal and proximal cognitive processes on word reading. Reading Psychology, 29, 366-393.