Home > PSYCH>
Biography

Prof. George Kyriacou Georgiou

Department of Educational Psychology

6-102 Education North

University of Alberta, USA

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. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. 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.
  7. Georgiou, G., Li, J., & Das, J. P. (2017). Tower of London: What level of planning does it measure? Psychological Studies, 62, 261-267.
  8. 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.
  9. 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.
  10. 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.
  11. 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.
  12. 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.
  13. 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.
  14. 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.
  15. 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.
  16. 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.
  17. Das, J. P., & Georgiou, G. (2016). Levels of planning predict different reading comprehension outcomes. Learning and Individual Differences, 48, 24-28.
  18. 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.
  19. Georgiou, G., Parrila, R., & Papadopoulos, T. C. (2016). The anatomy of the RAN-reading relationship. Reading and Writing: An Interdisciplinary Journal, 29, 1793-1815.
  20. 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.
  21. 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.
  22. Georgiou, G., & Das, J. P. (2015). University students with poor reading comprehension: The hidden cognitive processing deficit. Journal of Learning Disabilities, 48, 535-545.
  23. 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.
  24. 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.
  25. 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.
  26. 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.
  27. Georgiou, G., & Stewart, B. (2013). Is rapid automatized naming automatic? Preschool and Primary Education, 1, 67-81.
  28. 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.
  29. 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.
  30. Georgiou, G., Papadopoulos, T. C., Zarouna, E., & Parrila, R. (2012). Are auditory and visual processing deficits related to developmental dyslexia? Dyslexia, 18, 110-129.