Professor Profiles

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George Georgiou

Professor

Education

Educational Psychology

About Me


Research

Dr. George Georgiou received his Ph.D. from University of Alberta in 2008 with specialization in Psychological Studies in Education. After graduating from 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.

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 planning, attention, simultaneous, and successive processing. His research has been funded by grants within the University of Alberta.

Teaching


Why is rapid naming speed related to reading ability? Contrasting different theoretical accounts across languages?

In this project we are contrasting the most prominent theoretical accounts of the rapid naming-reading relationship (phonological processing, orthographic processing, and speed of processing account) across languages varying in orthographic consistency.

Literacy development across languages
This is a collaborative project funded by SSHRC aiming to examine the growth in reading and spelling from the beginning of Grade 1 until the end of Grade 2 in five languages varying in orthographic consistency (English, French, Dutch, German, and Greek). In addition, we will examine what factors (cognitive and non-cognitive) predict the growth across languages.

Manipulating the RAN sub-processes to find the one responsible for the RAN-reading relationship
This is a collaborative project aiming to examine why RAN is related to reading using a novel approach. Specifically, we manipulate each one of the RAN sub-processes by increasing or decreasing its demands. The hypothesis is that if X is the process that is responsible for the RAN-reading relationship, then increasing or decreasing the demands of X should result in an increase or decrease in the RAN-reading relationship.