Prof. George Kyriacou Georgiou

Department of Educational Psychology

6-102 Education North

University of Alberta, USA




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.