Georgios Georgiou, PhD

Full Professor, Faculty of Education - Educational Psychology Dept


Full Professor, Faculty of Education - Educational Psychology Dept
(780) 492-8247
3-102A Education Centre - North
8730 - 112 St NW
Edmonton AB
T6G 2G5


Area of Study / Keywords

Reading Acquisition Intervention Learning Disabilities Intelligence Home Literacy Environment


PhD from the University of Alberta (2008)

MEd from the University of Alberta (2004)

BEd from the University of Cyprus (2000)


Dr. George Georgiou received his Ph.D. from the University of Alberta in 2008 with specialization in Psychological Studies in Education. After graduating from the University of Alberta, Dr. Georgiou worked as a Research Associate at the Ministry of Education and Culture in Cyprus and as a Postdoctoral Research Fellow at the University of Jyväskylä in Finland. For excellence in research and impact to the broader community, Dr Georgiou received several awards. In 2014, he received the Martha Cook Piper research award from the University of Alberta, in 2015 the Richard E. Snow award from the American Psychological Association (Div. 15), in 2019, the Alberta Teachers' Association Educational Research Award, and in 2020, the Killlam Professorship award. In 2018, he also became a member of the College of the Royal Society of Canada. Dr. Georgiou is currently the director of the J.P. Das Centre in Developmental and Learning Disabilities and the director of the Reading Research Laboratory. Finally, he serves as the associate editor of the Reading & Writing journal and The Reading League journal.

Dr. Georgiou’s research focuses on two dimensions of literacy acquisition: (a) the factors (cognitive and non-cognitive) that facilitate or impede reading and spelling acquisition across languages, and (b) the diagnosis and remediation of reading difficulties in elementary school children. His primary area of research concerns the role of rapid naming on reading ability across languages and the mechanisms that are responsible for the rapid naming-reading relationship. In addition, he has a keen interest in distal cognitive processing skills, such as executive functioning and intelligence. His research has been funded by grants from the government of Canada and the University of Alberta.


Undergraduate Courses:

EDPY 458 Assessment and Programming for Children with Reading Difficulties

EDPY 497 Learning Disabilities

Graduate Courses:

EDPY 501 Introduction to Research Methods

EDPY 555 Advanced Seminar in Assessment and Programming for Children with Reading Difficulties

EDPY 560 Advanced Seminar in Research Methods in Special Education

EDPY 597 Advanced Seminar in Learning Disabilities


Students interested in pursuing graduate studies in the area of reading may contact me at

Featured Publications

Examining the effects of Structured Word Inquiry on the reading and spelling skills of persistently poor Grade 3 readers

Georgiou, G., Savage, R., Dunn, K., Bowers, P., & Parrila, R.

Journal of Research in Reading. 2020 August;

From individual word recognition to word list and text reading fluency

Altani, A., Protopapas, A., Katopodi, K., & Georgiou, G.

Journal of Educational Psychology. 2020 May; 112

The effects of teaching complex grapheme-phoneme correspondences: Evidence from a dual site cluster trial with at-risk Grade 2 students

Savage, R., Georgiou, G., Parrila, R., Maiorino, K., Dunn, K., & Burgos, G.

Scientific Studies of Reading. 2020 April; 24

PASS theory of intelligence and academic achievement: A meta-analytic review

Georgiou, G., Guo, K., Naveenkumar, N., Vieira, A. P. A., & Das, J. P.

Intelligence. 2020 January; 79

Moving the needle on literacy: Lessons learned from a school where literacy rates have improved over time

Georgiou, G., Kushnir, G., & Parrila, R.

Alberta Journal of Educational Research. 2019 November;

Are reading interventions for English Language Learners effective? A meta-analysis.

Ludwig, C., Kan, G., & Georgiou, G.

Journal of Learning Disabilities. 2019 May; 52

Reading and spelling development across languages varying in orthographic consistency: Do their paths cross?

Georgiou, G., Torppa, M., Landerl, K., Desrochers, A., Manolitsis, G., de Jong, P. F., & Parrila, R.

Child Psychology. 2019 January; 91

Phonological awareness and rapid automatized naming as longitudinal predictors of reading in five alphabetic orthographies with varying degrees of consistency.

Landerl, K., Freudenthaler, H. H., Heene, M., de Jong, P. F., Desrochers, A., Manolitsis, G., Parrila, R., & Georgiou, G.

Scientific Studies of Reading. 2019 January; 23