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Please send an email to georgiou@ualberta.ca or dalia1@ualberta.ca with the title of the paper on it if you would like to receive a pre/reprint of any of these papers.

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Book Chapters
Recent Articles (in Refereed Journals)

Book Chapters

Parrila, R. & Stack-Cutler, H. (in press). Literacy and Reading Behavior. In B. B. Brown & M. Prinstein (eds.), Encyclopedia of Adolescence. Oxford: Elsevier.

Parrila, R., & Lai, S. (2011). Word reading: Sequence of acquisition. In The Encyclopedia of Language and Literacy Development (http://www.literacyencyclopedia.ca/).

Papadopoulos, T. C., & Georgiou, G. (2010). Orthographic processing and cognitive development. In A. Protopapas & A. Mouzaki (Eds.), Spelling: Learning and associated difficulties (pp. 53-67). Athens: Ellinika Grammata.

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.

Deacon, S. H., Parrila, R., & Kirby, J. R. (2008). A review of evidence on morphological processing in dyslexics and poor readers. In G. Reid, A. Fawcett, F. Manis, & L. Siegel (eds.), The SAGE Handbook of Dyslexia (pp. 212-237). London: Sage Publications.

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)

Georgiou, G., Hirvonen, R., Liao, C.-H., Manolitsis, G., Parrila, R., & Nurmi, J.-E. (in press). The role of achievement strategies on literacy acquisition across languages. Contemporary Educational Psychology.

Georgiou, G., Torppa, M., Manolitsis, G., Lyytinen, H., & Parrila, R. (in press). Longitudinal predictors of reading and spelling across languages varying in orthographic consistency. Reading and Writing: An Interdisciplinary Journal.

Georgiou, G., Parrila, R., Manolitsis, G., & Kirby, J. (in press). Examining the importance of assessing rapid automatized naming (RAN) speed for the identification of children with reading difficulties. Learning Disabilities: A Contemporary Journal.

Manolitsis, G., Georgiou, G., & Parrila, R. (in press). Revisiting the home literacy model of reading development in an orthographically consistent language. Learning and Instruction.

Torppa, M., Georgiou, G., Salmi, P., Eklund, K., & Lyytinen, H. (in press). Examining the double-deficit hypothesis in an orthographically consistent language: The effect of familial risk for dyslexia. Scientific Studies of Reading.

Xiaochen, W., Georgiou, G., Das, J. P., & Qing, L. (in press). Cognitive processing skills and developmental dyslexia in Chinese. Journal of Learning Disabilities.

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.

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.

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., 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.

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.

Kemp, N., Parrila, R. K., & Kirby, J. R. (2009). Phonological and orthographic spelling in high-functioning adult dyslexics. Dyslexia, 15, 105-128.

Manolitsis, G., Georgiou, G., Stephenson, K., & Parrila, R. (2009). Beginning to read across language varying in orthographic consistency: Comparing the effects of cognitive and non-cognitive predictors. Learning and Instruction, 19, 466-480.

McQuarrie, L., & Parrila, R. (2009). Phonological representations in deaf children: Rethinking the ‘functional equivalence’ hypothesis. Journal of Deaf Studies and Deaf Education, 14, 137-154.

Corkett, J., Hein, S. & Parrila, R., (2008). Are university students with a significant history of reading difficulties self-regulated learners. Exceptionality Education Canada, 18, 51-68.

Das, J. P., Hayward, D., Georgiou, G., Janzen, T., & Boora, N. (2008). Comparing the effectiveness of two reading intervention programs for children with reading disabilities. Journal of Cognitive Education and Psychology, 7, 199-222.

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.

Liao, C.-H., Georgiou, G., & Parrila, R. (2008). Rapid naming speed and Chinese character recognition. Reading and Writing: An Interdisciplinary Journal, 21, 231-253.

Parrila, R. (2008). The multiple systems model of reading: Understanding reading disabilities and their effect on academic achievement across individuals and orthographies (Invited Paper). The Japanese Journal of Special Education, 45, 383-404.

Stephenson, K., Parrila, R., Georgiou, G., & Kirby, R. (2008). Effects of home literacy, parents’ beliefs, and children’s task-focused behaviour on emergent literacy and word reading skills. Scientific Studies of Reading, 12, 24-50.

Das, J. P., Janzen, T., & Georgiou, G. (2007). Correlates of Canadian native children’s reading performance: From cognitive profiles to cognitive processes. Journal of School Psychology, 45, 589-602.

Parrila, R., Georgiou, G., & Corkett, J. (2007). University students with a significant history of reading difficulties: What is and is not compensated? Exceptionality Education Canada, 17, 195-220.

Corkett, J., Parrila, R., & Hein, S. (2006) Learning and study strategies of high-functioning developmental dyslexics in post-secondary education. Developmental Disabilities Bulletin, 34, 57-79.

Deacon, S. H., Parrila, R., & Kirby, J. (2006). The status of morphological processing in compensated dyslexics. Annals of Dyslexia, 56, 103-128.

Georgiou, G., Parrila, R., & Kirby, J. R. (2006). Rapid naming speed components and early reading acquisition. Scientific Studies of Reading, 10, 199-220.

Parrila, R. K., Aunola, K., Leskinen, E., Nurmi, J.-E., & Kirby, J. (2005). Development of individual differences in reading: Results from longitudinal studies in English and Finnish. Journal of Educational Psychology, 97, 299-319.

Parrila, R. K., Kirby, J. R., & McQuarrie, L. (2004). Articulation rate, naming speed, verbal short-term memory, and phonological awareness: Longitudinal predictors of early reading development? Scientific Studies of Reading, 8, 3-26.

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