Vasiliki Folia
Biographic Data
| ID | 1692740 |
|---|---|
| NAME | Vasiliki Folia |
| GIVEN NAMES | Vasiliki |
| FAMILY NAME | Folia |
| SIGNATURE | FOLIA V |
| AFFILIATIONS | Aristotle University of Thessaloniki |
| ORCID | 0000-0002-2159-7032 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Exploring implicit artificial grammar learning in students with reading difficulties and its educational implications
Teachers’ Perceptions and Preparedness for Teaching English as a Foreign Language to Students with Developmental Dyslexia: A Systematic Review
Students with developmental dyslexia (DD) face significant challenges when learning English as a foreign language (EFL), highlighting the need for targeted support in educational systems. EFL teachers’ perceptions and preparedness regarding DD are crucial for effective instruction and improved learning outcomes in inclusive classrooms. However, no systematic review has yet explored EFL teachers’ perceptions and preparedness to teach students with…
Duration Perception and Reading in Typically Developing Adults and Adults with Developmental Dyslexia: Implications for Assessment and Intervention
While the link between beat perception and reading skills is attributed to a general improvement in neural entrainment to speech units, duration perception (DP) is primarily linked to a specific aspect of speech perception, specifially discriminating phonemes of varying lengths. Our previous study found a significant correlation between DP and pseudoword reading in both typically developing (TD) individuals and adults with dyslexia (DD). This sug…
Artificial Language Learning in Adults and Children
This article briefly reviews some recent work on artificial language learning in children and adults. The final part of the article is devoted to a theoretical formulation of the language learning problem from a mechanistic neurobiological viewpoint and we show that it is logically possible to combine the notion of innate language constraints with, for example, the notion of domain general learning mechanisms. A growing body of empirical evidence…
Artificial Language Learning in Adults and Children
This article briefly reviews some recent work on artificial language learning in children and adults. The final part of the article is devoted to a theoretical formulation of the language learning problem from a mechanistic neurobiological viewpoint and we show that it is logically possible to combine the notion of innate language constraints with, for example, the notion of domain general learning mechanisms. A growing body of empirical evidence…
Artificial Language Learning in Adults and Children
This article briefly reviews some recent work on artificial language learning in children and adults. The final part of the article is devoted to a theoretical formulation of the language learning problem from a mechanistic neurobiological viewpoint and we show that it is logically possible to combine the notion of innate language constraints with, for example, the notion of domain general learning mechanisms. A growing body of empirical evidence…
Duration Perception and Reading in Typically Developing Adults and Adults with Developmental Dyslexia: Implications for Assessment and Intervention
While the link between beat perception and reading skills is attributed to a general improvement in neural entrainment to speech units, duration perception (DP) is primarily linked to a specific aspect of speech perception, specifially discriminating phonemes of varying lengths. Our previous study found a significant correlation between DP and pseudoword reading in both typically developing (TD) individuals and adults with dyslexia (DD). This sug…
Exploring implicit artificial grammar learning in students with reading difficulties and its educational implications
Teachers’ Perceptions and Preparedness for Teaching English as a Foreign Language to Students with Developmental Dyslexia: A Systematic Review
Students with developmental dyslexia (DD) face significant challenges when learning English as a foreign language (EFL), highlighting the need for targeted support in educational systems. EFL teachers’ perceptions and preparedness regarding DD are crucial for effective instruction and improved learning outcomes in inclusive classrooms. However, no systematic review has yet explored EFL teachers’ perceptions and preparedness to teach students with…
Cognition (2 works) · Psychology (2 works) · Reading and Literacy Development (2 works) · Artificial Intelligence (1 works) · Artificial Intelligence (1 works) · Audiology (1 works) · Auditory learning (1 works) · Cognitive and developmental aspects of mathematical skills (1 works) · Cognitive psychology (1 works) · Cognitive science (1 works)