George Georgiou, PhD

Professor, Faculty of Education - Educational Psychology Dept

Contact

Professor, Faculty of Education - Educational Psychology Dept
Email
georgiou@ualberta.ca
Phone
(780) 492-8247
Address
3-102A Education Centre - North
8730 - 112 St NW
Edmonton AB
T6G 2G5

Overview

Area of Study / Keywords

Reading Acquisition Intervention Learning Disabilities Intelligence Home Literacy Environment


About

PhD from the University of Alberta (2008)

MEd from the University of Alberta (2004)

BEd from the University of Cyprus (2000)


Research

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.


Teaching

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

Announcements

Students interested in pursuing graduate studies in the area of reading may contact me at georgiou@ualberta.ca

Publications

Examining the effects of Structured Word Inquiry on the reading and spelling skills of persistently poor Grade 3 readers
Author(s): Georgiou, G., Savage, R., Dunn, K., Bowers, P., & Parrila, R.
Publication Date: 8/7/2020
Publication: Journal of Research in Reading

From individual word recognition to word list and text reading fluency
Author(s): Altani, A., Protopapas, A., Katopodi, K., & Georgiou, G.
Publication Date: 5/7/2020
Publication: Journal of Educational Psychology
Volume: 112
Page Numbers: 22-39

The effects of teaching complex grapheme-phoneme correspondences: Evidence from a dual site cluster trial with at-risk Grade 2 students
Author(s): Savage, R., Georgiou, G., Parrila, R., Maiorino, K., Dunn, K., & Burgos, G.
Publication Date: 4/8/2020
Publication: Scientific Studies of Reading
Volume: 24
Page Numbers: 321-337

PASS theory of intelligence and academic achievement: A meta-analytic review
Author(s): Georgiou, G., Guo, K., Naveenkumar, N., Vieira, A. P. A., & Das, J. P.
Publication Date: 1/11/2020
Publication: Intelligence
Volume: 79

Moving the needle on literacy: Lessons learned from a school where literacy rates have improved over time
Author(s): Georgiou, G., Kushnir, G., & Parrila, R.
Publication Date: 11/29/2019
Publication: Alberta Journal of Educational Research

Are reading interventions for English Language Learners effective? A meta-analysis.
Author(s): Ludwig, C., Kan, G., & Georgiou, G.
Publication Date: 5/23/2019
Publication: Journal of Learning Disabilities
Volume: 52
Page Numbers: 220-231

Reading and spelling development across languages varying in orthographic consistency: Do their paths cross?
Author(s): Georgiou, G., Torppa, M., Landerl, K., Desrochers, A., Manolitsis, G., de Jong, P. F., & Parrila, R.
Publication Date: 1/25/2019
Publication: Child Psychology
Volume: 91
Page Numbers: 266-279

Phonological awareness and rapid automatized naming as longitudinal predictors of reading in five alphabetic orthographies with varying degrees of consistency.
Author(s): Landerl, K., Freudenthaler, H. H., Heene, M., de Jong, P. F., Desrochers, A., Manolitsis, G., Parrila, R., & Georgiou, G.
Publication Date: 1/17/2019
Publication: Scientific Studies of Reading
Volume: 23
Page Numbers: 220-234