George Manolitsis
Biographic Data
| ID | 2745956 |
|---|---|
| NAME | George Manolitsis |
| GIVEN NAMES | George |
| FAMILY NAME | Manolitsis |
| SIGNATURE | MANOLITSIS G |
| AFFILIATIONS | University of Crete |
| ORCID | 0000-0002-2117-2384 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 43 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Development and standardization of the Greek Scale of Preschool Graphomotor Skills (Greek-SPGS 4–6)
This study presents the development and standardization of the Greek Scale of Preschool Graphomotor Skills (Greek-SPGS 4–6), designed to assess graphomotor abilities in children aged 4–6. A nationally representative sample of 1167 typically developing preschoolers participated. Exploratory and confirmatory factor analyses supported a six-factor model (pencil manipulation, handwriting control, spatial concepts, writing orientation, figure reproduc…
Examining the role of home literacy environment in the growth of morphological awareness from kindergarten to Grade 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 …
Cross-Cultural Validation of Teachers Social Self-Efficacy Scale
The main aim of this study is to explore early childhood teachers’ social self-efficacy in Cyprus, Greece, and Portugal. In addition, this study examines the validity of the factorial structure of the Teachers’ Social Self-Efficacy Scale (TSSES). A sample of 349 early childhood teachers across the three countries participated in this study. An exploratory analysis and then a confirmatory factor analysis were employed to reveal the structure of th…
Are children with early literacy difficulties at risk for anxiety disorders in late childhood
The present study examined whether literacy difficulties in both grades 2 and 3 are associated with social and generalized anxiety within the school environment in grade 5 and if children with different literacy difficulties differ in anxiety levels compared to typically developing children in grade 5 after controlling for inattention. Sixty-nine Greek children with literacy difficulties and fifty-two children with typical literacy development we…
Early oral language precursors of different types of reading difficulties in a consistent orthography
The present longitudinal study examined whether early oral language skills of Greek-speaking children assessed in grade 1 can predict the type of reading difficulties (RD) in grade 2. Sixty-six typically developing (TD) children and eighty-seven children with RD were assessed on phonological awareness (PA), morphological awareness (MA), rapid automatized naming (RAN), and vocabulary in the mid of grade 1. Children were classified in the two group…
Reading and Spelling Development Across Languages Varying in Orthographic Consistency
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. …
Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency
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…
Modeling the relationships of parents’ expectations, family’s SES, and home literacy environment with emergent literacy skills and word reading in Chinese
Cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills
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 the effects of home literacy and numeracy environment on early reading and math acquisition
A Longitudinal Literacy Profile of Greek Precocious Readers
The aim of this five‐year longitudinal study was to examine whether 13 Greek precocious readers' performance on a variety of reading, spelling, and phonological‐awareness tasks from kindergarten through the fourth grade was different from that of 12 Greek nonprecocious readers and, if there were differences between the two groups' performances, whether these differences remained stable over the students' five years of primary school education. In…
Examining the effects of home literacy and numeracy environment on early reading and math acquisition
Modeling the relationships of parents’ expectations, family’s SES, and home literacy environment with emergent literacy skills and word reading in Chinese
Cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills
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…
A Longitudinal Literacy Profile of Greek Precocious Readers
The aim of this five‐year longitudinal study was to examine whether 13 Greek precocious readers' performance on a variety of reading, spelling, and phonological‐awareness tasks from kindergarten through the fourth grade was different from that of 12 Greek nonprecocious readers and, if there were differences between the two groups' performances, whether these differences remained stable over the students' five years of primary school education. In…
A Longitudinal Literacy Profile of Greek Precocious Readers
The aim of this five‐year longitudinal study was to examine whether 13 Greek precocious readers' performance on a variety of reading, spelling, and phonological‐awareness tasks from kindergarten through the fourth grade was different from that of 12 Greek nonprecocious readers and, if there were differences between the two groups' performances, whether these differences remained stable over the students' five years of primary school education. In…
Examining the effects of home literacy and numeracy environment on early reading and math acquisition
Modeling the relationships of parents’ expectations, family’s SES, and home literacy environment with emergent literacy skills and word reading in Chinese
Cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills
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…
Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency
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…
Reading and Spelling Development Across Languages Varying in Orthographic Consistency
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. …
Early oral language precursors of different types of reading difficulties in a consistent orthography
The present longitudinal study examined whether early oral language skills of Greek-speaking children assessed in grade 1 can predict the type of reading difficulties (RD) in grade 2. Sixty-six typically developing (TD) children and eighty-seven children with RD were assessed on phonological awareness (PA), morphological awareness (MA), rapid automatized naming (RAN), and vocabulary in the mid of grade 1. Children were classified in the two group…
Cross-Cultural Validation of Teachers Social Self-Efficacy Scale
The main aim of this study is to explore early childhood teachers’ social self-efficacy in Cyprus, Greece, and Portugal. In addition, this study examines the validity of the factorial structure of the Teachers’ Social Self-Efficacy Scale (TSSES). A sample of 349 early childhood teachers across the three countries participated in this study. An exploratory analysis and then a confirmatory factor analysis were employed to reveal the structure of th…
Are children with early literacy difficulties at risk for anxiety disorders in late childhood
The present study examined whether literacy difficulties in both grades 2 and 3 are associated with social and generalized anxiety within the school environment in grade 5 and if children with different literacy difficulties differ in anxiety levels compared to typically developing children in grade 5 after controlling for inattention. Sixty-nine Greek children with literacy difficulties and fifty-two children with typical literacy development we…
Examining the role of home literacy environment in the growth of morphological awareness from kindergarten to Grade 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 …
Development and standardization of the Greek Scale of Preschool Graphomotor Skills (Greek-SPGS 4–6)
This study presents the development and standardization of the Greek Scale of Preschool Graphomotor Skills (Greek-SPGS 4–6), designed to assess graphomotor abilities in children aged 4–6. A nationally representative sample of 1167 typically developing preschoolers participated. Exploratory and confirmatory factor analyses supported a six-factor model (pencil manipulation, handwriting control, spatial concepts, writing orientation, figure reproduc…
Psychology (10 works) · Linguistics (9 works) · Reading and Literacy Development (9 works) · Developmental psychology (8 works) · Mathematics education (7 works) · Literacy (6 works) · Pedagogy (6 works) · Fluency (5 works) · Phonological awareness (5 works) · Child Development and Digital Technology (4 works)