George K Georgiou

Biographic Data

ID	120217
NAME	George K Georgiou
GIVEN NAMES	George K
FAMILY NAME	Georgiou
SIGNATURE	GEORGIOU G K
AFFILIATIONS	University of Alberta
ORCID	0000-0002-9081-992X
VERIFIED	Yes
TOTAL WORKS	56
TOTAL CITATIONS	82
AUTHOR COUNT	56
EDITOR COUNT	0
FIRST PUBLICATION YEAR	2008
LATEST PUBLICATION YEAR	2026
H-INDEX	4

Teachers’ Knowledge of Language and Literacy Concepts
Open AccessGeorge K Georgiou, Ana Paula Alves Vieira et al.ARTICLEEducational Psychology Review2026
Is Anxiety in Children with Learning Difficulties Domain-Specific?
Open AccessAna Paula Alves Vieira, George K Georgiou et al.ARTICLELearning Disability Quarterly2026
We examined whether children with comorbid reading and mathematics difficulties (RDMD) experience more school, reading, and mathematics anxiety than children with either reading difficulties (RD) or mathematics difficulties (MD). Furthermore, we examined whether attention differences account for these effects. Thirty-three children with RD (51.5% female; M age = 10.80 years), 35 with MD (60.0% female; M age = 10.79 years), 37 with comorbid RDMD (…
Associations Between Home Literacy Environment, Reading Interest, Independent Reading and Reading Skills Among Primary School Children
Open AccessMengmeng Su, Su‐Zhen Zhang et al.ARTICLEJournal of Research in Reading2026
Background This study examined the relationship between home literacy environment (HLE), reading interest, independent reading and reading skills in primary school children and whether their relationship is similar across different socioeconomic contexts. Methods Data were collected from two socioeconomically distinct sites in China: Beijing (representing high per capita income [PCI], N = 227; 52% female) and Tianshui (representing low PCI, N = 2…
Do Children With Comorbid Reading and Mathematics Difficulties Experience More Internalizing Problems
Open AccessAna Paula Alves Vieira, George K Georgiou et al.ARTICLEJournal of Learning Disabilities2026
We examined whether children with comorbid reading (RD) and mathematics (MD) difficulties experience more internalizing problems (anxiety, depression, somatic complaints, and social withdrawal) than children without comorbidity. In addition, we examined whether any significant group differences are due to differences between groups in attention. Thirty-three Canadian children with RD (51.5% female; M age = 10.80 years), 35 with MD (60.0% female; …
Pre-service teachers’ knowledge of language and literacy concepts
Open AccessGeorge K Georgiou, Abigail R Peyton et al.ARTICLEAnnals of Dyslexia2026
The relation between family factors and children’s vocabulary knowledge
Open AccessXinyi Leng, Xianglin Zhang et al.ARTICLEJournal of Child Language2026
Although family factors are considered important for children’s language acquisition, the evidence comes primarily from affluent societies. Thus, this study aimed to examine the relations between family factors (family’s socioeconomic status [SES], home literacy activities, access to print resources, and parental beliefs) and children’s vocabulary knowledge in both urban and rural settings in China. Data from 366 children (urban group: 109, 4.85 …
Orthographic knowledge and morphological awareness in kindergarten predict children’s reading fluency in fifth grade through dorsal and ventral pathways
Open AccessJie Chen, Yinan Wei et al.ARTICLEBrain and Language2026References: 92
Do all students benefit equally from the supply and use of cognitively activating teaching? Introducing students’ cognitive processing skills into the equation
Open AccessCharalambos Y Charalambous, Sergios Sergiou et al.ARTICLEInternational Journal of…2025
Longitudinal associations between metalinguistic awareness, executive functions, and Chinese character reading
Open AccessYiwei Zhao, Guowei Wu et al.ARTICLEEuropean Journal of Psychology of…2025
Efficacy of Small-Group Reading Intervention for Grades 2 and 3 Children With Reading Difficulties
Open AccessKristy Dunn, George K Georgiou et al.ARTICLEJournal of Learning Disabilities2025
We examined whether a Phonics + Set for Variability (S f V) reading intervention would lead to better irregular word reading compared to Phonics + Morphology within a cluster randomized control trial (RCT) design with a follow-up measurement. The participants were 273 Grades 2 and 3 students with reading difficulties (139 in the Phonics + S f V and 134 in the Phonics + Morphology) who received intervention in small groups (2–4 children), 4 times …
Are parental influences on emergent literacy and word reading skills the same across socioeconomic contexts? A multisite study in China
Open AccessT Inoue, Suzhen Zhang et al.ARTICLEJournal of Educational Psychology2025
The mental health and social emotional skills of students with different learning difficulties in China
Open AccessLing-Ling WANG, Dan Huang et al.ARTICLEAnnals of Dyslexia2025
The Role of Home Literacy Environment in Word Reading and Listening Comprehension in Chinese
Open AccessT Inoue, Suzhen Zhang et al.ARTICLEJournal of Child Language2025
We examined the direct and indirect associations between home literacy environment (HLE) and children’s listening comprehension and word reading in Chinese. Three hundred forty-seven Chinese kindergarten children (mean age = 74.01 months, 50% female) were tested on measures of pinyin letter knowledge, phonological awareness, vocabulary, word reading, and listening comprehension. Their parents completed a questionnaire about their socioeconomic st…
Examining the role of home literacy environment in the growth of morphological awareness from kindergarten to Grade 2
Open AccessIoannis Grigorakis, George Manolitsis et al.ARTICLEJournal of Research in Reading2025References: 2
Background Early morphological awareness skills are well‐known predictors of later literacy skills, but little is known on how young children develop this early morphological knowledge without formal instruction. Home literacy environment is considered as a supporting context for several early literacy skills' growth, but no studies have examined effects on early morphological awareness growth. The purpose of this study was to examine the direct …
Mixed methods research teams
Open AccessCheryl Poth, Cheryl N Poth et al.ARTICLEFrontiers in Education2024
Mixed methods research teams have garnered increased attention for their leveraging of diverse disciplinary and methodological expertise in pursuit of complex problems. We advance our theoretical viewpoint of integrative mixed methods research teamwork as necessary with empirical evidence demonstrating the equipping mixed methods researchers to study complex problems involving interacting systems and lacking known solutions. Integrative mixed met…
A process-oriented analysis of speech and silent intervals in responses to serial naming tasks
Athanassios Protopapas, Katerina Katopodi et al.ARTICLEJournal of Educational Psychology2024
In this study we present a framework for conceptualizing and analyzing responses to serial naming (RAN) tasks, in which participants sequentially name a set of stimuli that are simultaneously presented in an array format. Our aim is to better understand how these tasks are processed and why they are associated with reading skills, particularly word reading fluency. We analyzed responses by 298 Greek children in Grades 1, 3, and 5 to serial and di…
Internalizing problems in individuals with reading, mathematics and unspecified learning difficulties
Open AccessAna Paula Alves Vieira, Peng Peng et al.ARTICLEAnnals of Dyslexia2024
Dyslexia and mental health problems
Open AccessGeorge K Georgiou, Rauno Parrila et al.ARTICLEAnnals of Dyslexia2024
Do Oral and Silent Word-Reading Fluency Rely on the Same Cognitive-Linguistic Skills? Evidence from a Cross-Sectional Study in Greek
Open AccessGeorge K Georgiou, Kyriakoula Rothou et al.ARTICLEJournal of Psycholinguistic…2024References: 48
Is There a Genetic Confound in the Relation of Home Literacy Environment with Children's Reading Skills? A Familial Control Method Approach
Open AccessSu‐Zhen Zhang, Suzhen Zhang et al.ARTICLEReading Research Quarterly2024References: 80
We examined the relation between home literacy environment (HLE), parents' reading skills, and children's emergent literacy skills (pinyin letter knowledge, phonological awareness, and vocabulary) and reading (word reading and reading comprehension) in a sample of 168 Chinese children ( M age = 74.26 months) followed from kindergarten to Grade 1. Results of structural equation modeling showed that code‐related HLE activities and access to literac…
Reading Fluency in Chinese Children With Reading Disabilities and/or ADHD
Open AccessMiao Li, George K Georgiou et al.ARTICLEJournal of Learning Disabilities2023
The Triangle Model of Reading proposes that phonology, orthography, and semantics are crucial to understand word reading and reading disability (RD). Morphology has been added as a binding agent to this model. However, it is unclear how these variables relate to word reading in children with attention deficit/hyperactivity disorder (ADHD) or comorbid ADHD and RD (ADHD+RD). This study examined the performance of Chinese children with RD, ADHD, or …
What Components of Working Memory Are Impaired in Children with Reading and/or Mathematics Difficulties
Open AccessRui Chen, George K Georgiou et al.ARTICLEChildren2023
Both reading difficulties (RD) and mathematics difficulties (MD) are common neurodevelopmental disorders. The co-occurrence of RD and MD, known as comorbid RDMD, is estimated to range between 21% and 45% of children with learning disabilities. Deficits in working memory have been reported in both RD and MD groups, as well as among comorbid RDMD. However, previous comorbidity studies have only examined the role of some components of working memory…
Effective School Literacy Culture and Learning Outcomes
Open AccessMatthew Kierstead, Matthew A Kierstead et al.ARTICLEAlberta Journal of Educational…2023
The purpose of this study was to explore the multifaceted leadership role an effective principal assumed in the deployment of evidence-based literacy practices in her school. We conducted a mixed methods case study integrating the lived experiences of 11 school staff (principal, learning support teacher, and classroom teachers) with the reading scores of 122 Grade 1 to 3 students in Alberta (Canada). A merged mixed analysis strategy revealed four…
A meta-analytic review of comprehension deficits in students with dyslexia
Open AccessGeorge K Georgiou, Dalia Martinez et al.ARTICLEAnnals of Dyslexia2022
Behavioral and neural rhythm sensitivities predict phonological awareness and word reading development in Chinese
Open AccessChen Sun, Xiangyun Meng et al.ARTICLEBrain and Language2022

Predictors of word decoding and reading fluency across languages varying in orthographic consistency.
George K Georgiou, Rauno Parrila et al.ARTICLEJournal of Educational Psychology2008
Very few studies have directly compared reading acquisition across different orthographies. The authors examined the concurrent and longitudinal predictors of word decoding and reading fluency in children learning to read in an orthographically inconsistent language (English) and in an orthographically consistent language (Greek). One hundred ten English-speaking children and 70 Greek-speaking children attending Grade 1 were examined in measures …
Spelling and Writing Self-efficacy of Indo-Canadian and Anglo-Canadian Early Adolescents
Open AccessRobert M Klassen, George K GeorgiouARTICLEJournal of International…2008
Naming Speed and Reading
Open AccessJohn R Kirby, John Kirby et al.ARTICLEReading Research Quarterly2010Cited by: 10References: 145
Current theoretical interpretations of naming speed and the research literature on its relation to reading are reviewed in this article. The authors examine naming speed's effects across languages and the shape of its relationship to reading. Also considered is the double‐deficit hypothesis, by which students with both slow naming speed and low phonological awareness are hypothesized to be most at‐risk for reading disability. Finally, the instruc…
Examining the effects of home literacy and numeracy environment on early reading and math acquisition
George Manolitsis, George K Georgiou et al.ARTICLEEarly Childhood Research Quarterly2013Cited by: 25References: 13
Eye movements of university students with and without reading difficulties during naming speed tasks
Open AccessNoor Al Dahhan, Noor Z Al Dahhan et al.ARTICLEAnnals of Dyslexia2014
Cross-lagged relationships between home learning environment and academic achievement in Chinese
Open AccessCiping Deng, Deng Ciping et al.ARTICLEEarly Childhood Research Quarterly2015Cited by: 22References: 7
The precursors of double dissociation between reading and spelling in a transparent orthography
Open AccessMinna Torppa, George K Georgiou et al.ARTICLEAnnals of Dyslexia2017
Tower of London
Open AccessGeorge K Georgiou, Jian Li et al.ARTICLEPsychological Studies2017
Modeling the relationships of parents’ expectations, family’s SES, and home literacy environment with emergent literacy skills and word reading in Chinese
Open AccessCatrina Liu, Cuina Liu et al.ARTICLEEarly Childhood Research Quarterly2017Cited by: 15References: 10
Cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills
Open AccessGeorge K Georgiou, Riikka Hirvonen et al.ARTICLEBritish Journal of Educational…2017Cited by: 2References: 50
BackgroundTask avoidance is a significant predictor of literacy skills. However, it remains unclear whether the relation between the two is reciprocal and whether it is affected by the type of literacy outcome, who is rating children's task avoidance, and the children's gender.AimThe purpose of this longitudinal study was to examine the cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy s…
Examining an Extended Home Literacy Model
T Inoue, George K Georgiou et al.ARTICLEScientific Studies of Reading2018
We examined the developmental relationships between home literacy environment (parent teaching, shared book reading) and emergent literacy skills (phonological awareness, letter knowledge, vocabulary, rapid naming speed) in kindergarten, reading accuracy and fluency in Grade 1, and reading comprehension in Grades 2 and 3 in a sample of Canadian children learning to read English (N = 214). Results from a latent variable model showed that parent te…
Different Measures of Print Exposure Predict Different Aspects of Vocabulary
Open AccessSu Zhen Zhang, Suzhen Zhang et al.ARTICLEReading Research Quarterly2018Cited by: 1References: 52
The authors examined whether different measures of print exposure assess the same underlying concept and how these different measures relate to vocabulary breadth and depth. One hundred forty‐seven students attending the third year of kindergarten in Jining, China, were assessed on nonverbal IQ , vocabulary breadth and depth, and their knowledge of book titles. Parents also participated in the study by filling out a questionnaire on the frequency…
Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency
Open AccessKarin Landerl, H Harald Freudenthaler et al.ARTICLEScientific Studies of Reading2019
Although phonological awareness (PA) and rapid automatized naming (RAN) are confirmed as early predictors of reading in a large number of orthographies, it is as yet unclear whether the predictive patterns are universal or language specific. This was examined in a longitudinal study across Grades 1 and 2 with 1,120 children acquiring one of five alphabetic orthographies with different degrees of orthographic complexity (English, French, German, D…
Child and Adolescent Development in China
Open AccessGeorge K GeorgiouARTICLENew Directions for Child and…2019
The purpose of this commentary is to discuss the key points addressed in the papers included in the special issue on child and adolescent development in China. The reviews included here suggest that, for the most part, child and adolescent development in China is not significantly different from that reported in Western countries. I further argue that to better understand the role of Chinese culture in academic achievement (this appears to be the…
Predicting the early growth of word and nonword reading fluency in a consistent syllabic orthography
Open AccessT Inoue, George K Georgiou et al.ARTICLEJournal of Research in Reading2020
Background The present study aimed to examine the early growth of word and nonword reading fluency and their cognitive predictors in a consistent syllabic orthography (Japanese Hiragana ). Method One hundred sixty‐nine Grade 1 Japanese children ( M age = 80.12 months, SD = 3.62) were followed until the middle of Grade 2 and assessed four times on word and nonword reading fluency in Hiragana . Nonverbal IQ, vocabulary, phonological awareness, rapi…
Are the relations of rapid automatized naming with reading and mathematics accuracy and fluency bidirectional? Evidence from a 5-year longitudinal study with Chinese children
George K Georgiou, Wei Wei et al.ARTICLEJournal of Educational Psychology2020
Despite the widespread use of rapid automatized naming (RAN) tasks in reading and mathematics research, little is known about the direction of their relation. Thus, in this longitudinal study, we examined the direction of the relation between RAN and reading/mathematics accuracy and fluency. One-hundred and eighty-three Grade 1 Chinese children from Shanghai (84 girls and 99 boys; Mage = 85.98 months, SD = 3.76) were followed until Grade 5 and we…
From individual word recognition to word list and text reading fluency
Angeliki Altani, Athanassios Protopapas et al.ARTICLEJournal of Educational Psychology2020
This study aimed to examine (a) the developing interrelations between the efficiency of reading individually presented words (i.e., isolated word recognition speed) and the efficiency of reading multiword sequences (i.e., word list and text reading fluency); (b) whether serial digit naming, indexing the ability to process multi-item sequences, accounts for variance in word list and text reading fluency beyond isolated word recognition speed; and …
Reading and Spelling Development Across Languages Varying in Orthographic Consistency
Open AccessGeorge K Georgiou, Minna Torppa et al.ARTICLEChild Development2020
We examined the cross-lagged relations between reading and spelling in five alphabetic orthographies varying in consistency (English, French, Dutch, German, and Greek). Nine hundred and forty-one children were followed from Grade 1 to Grade 2 and were tested on word and pseudoword reading fluency and on spelling to dictation. Results indicated that the relations across languages were unidirectional: Earlier reading predicted subsequent spelling. …
A meta-analysis of reading-level match dyslexia studies in consistent alphabetic orthographies
Open AccessRauno Parrila, Dean Dudley et al.ARTICLEAnnals of Dyslexia2020
Reducing the Halo Effect by Stimulating Analytic Thinking
Wen Wen, Jian Li et al.ARTICLESocial Psychology2020References: 5
The halo effect is one of the most common threats to interpersonal evaluation. In the present study, we examined the role of an alternative approach to reducing the halo effect, namely by stimulating analytic thinking. In Study 1, we established the validity of the current paradigm in inducing the halo effect. In Study 2 and Study 3, we investigated whether the halo effect could be reduced when analytic thinking was activated either with Raven’s …
Do pinyin and character recognition help each other grow
Open AccessSuzhen Zhang, George K Georgiou et al.ARTICLEEarly Childhood Research Quarterly2020Cited by: 2References: 8
Moving the Needle on Literacy
Open AccessGeorge K Georgiou, Greg Kushnir et al.ARTICLEAlberta Journal of Educational…2020
Literacy is the most important skill children are required to master during their early school life. At the same time, much has been written about both the inadequate preparation of teachers to teach reading and the ever-increasing number of poor readers in our schools. In this study, we examined teachers’ perceptions of the factors that have contributed to their school’s success in improving children’s literacy scores. We used a sequential expla…
Examining the effects of Structured Word Inquiry on the reading and spelling skills of persistently poor Grade 3 readers
Open AccessGeorge K Georgiou, Russell Savage et al.ARTICLEJournal of Research in Reading2021
Background The purpose of this study was to examine the effects of Structured Word Inquiry (SWI; an orthography intervention with a focus on morphology and how morphology interrelates with phonology and etymology) and Simplicity intervention (a novel phonics intervention) on the reading and spelling skills of persistently poor Grade 3 readers. Methods Forty‐eight English‐speaking Canadian children (19 females, M age = 8.73 years) with persistent …
Examining the relation between Pass cognitive processes and superior reading and mathematics performance
Open AccessGeorge K Georgiou, Okan Bulut et al.ARTICLEPsychology in the Schools2021
Although several studies have shown that planning, attention, simultaneous, and successive (PASS) cognitive processes—operationalized with the cognitive assessment system (CAS; Naglieri & Das, 1997)—are significant predictors of academic performance in the general population, little is known about their role among children with superior academic skills. Thus, the purpose of this study was to examine whether PASS processes can predict superior per…
Developmental Relations Between Home Literacy Environment, Reading Interest, and Reading Skills
Open AccessGeorge K Georgiou, T Inoue et al.ARTICLEChild Development2021
We examined the bidirectional relations between home literacy environment, reading interest, and children’s emergent literacy and reading skills in a sample of 172 English-speaking Canadian children (Mage = 75.87 months) followed from Grade 1 to Grade 3. Results of cross-lagged analysis revealed that the reading comprehension activities (RCA) at home positively predicted children's reading skills at the end of Grade 2 and the reading skills negat…