George Georgiou, PhD

Area of Study / Keywords

Reading Acquisition Intervention Learning Disabilities Intelligence Home Literacy Environment

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About

PhD from the University of Alberta (2008)

MEd from the University of Alberta (2004)

BEd from the University of Cyprus (2000)

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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.

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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

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

EDPY 458 - Assessment and Programming for Children with a Specific Reading Disability

Intent is to (a) provide students with a theoretical understanding of specific reading disabilities, (b) introduce students to widely used assessment tools and the interpretation of assessment results, and (c) develop competence in designing and implementing successful instructional programs for students with specific reading disabilities.

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EDPY 555 - Advanced Assessment and Intervention for Reading Disabilities

This course provides students with an understanding of reading disabilities, introduces them to relevant assessment tools, and examines how to design and implement successful interventions for students with reading disabilities.

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EDPY 577 - Word Reading Difficulties: From Assessment to Intervention

This course provides an understanding of word reading development and difficulties from the cognitive and educational psychology point of views. Restricted to course-based MEd Special Education Cohort students. EDPY 577 is the fourth course in the prescribed sequence. Prerequisite or co-requisite: EDPY 553.

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Browse more courses taught by George Georgiou

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

Journal of Research in Reading. 2020 August;

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

Journal of Educational Psychology. 2020 May; 112

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

Scientific Studies of Reading. 2020 April; 24

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

Intelligence. 2020 January; 79

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

Alberta Journal of Educational Research. 2019 November;

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

Journal of Learning Disabilities. 2019 May; 52

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

Child Psychology. 2019 January; 91

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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