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Direct linkSavage, Robert; Georgiou, George; Parrila, Rauno; Maiorino, Kristina; Dunn, Kristy; Burgos, Giovani – Scientific Studies of Reading, 2020
We evaluated the impact of teaching complex grapheme-phoneme correspondences (GPC) derived from the Simplicity Principle to at-risk poor readers in Grade 2 classrooms, using a two-arm dual site matched control trial intervention. Poor word readers (n = 149) were allocated to either a) Simplicity GPC (n= 79) or b) Letter-Name Control (n= 70) small…
Descriptors: Grade 2, Elementary School Students, At Risk Students, Teaching Methods
Georgiou, George K.; Inoue, Tomohiro; Parrila, Rauno – Child Development, 2021
We examined the bidirectional relations between home literacy environment, reading interest, and children's emergent literacy and reading skills in a sample of 172 English-speaking Canadian children (M[subscript age] = 75.87 months) followed from Grade 1 to Grade 3. Results of cross-lagged analysis revealed that the reading comprehension…
Descriptors: Family Literacy, Correlation, Reading Interests, Emergent Literacy
Manolitsis, George; Georgiou, George K.; Inoue, Tomohiro; Parrila, Rauno – Journal of Educational Psychology, 2019
We examined the direction of the relation between morphological awareness and reading/spelling skills in 2 languages varying in orthographic consistency (English and Greek) and whether word reading fluency and vocabulary mediate the relation between morphological awareness and reading comprehension. One-hundred and 59 English-speaking Canadian and…
Descriptors: Correlation, Metalinguistics, Reading Skills, Spelling
Kirby, John R.; Deacon, S. Helene; Bowers, Peter N.; Izenberg, Leah; Wade-Woolley, Lesly; Parrila, Rauno – Reading and Writing: An Interdisciplinary Journal, 2012
We investigated the effects of morphological awareness on five measures of reading in 103 children from Grades 1 to 3. Morphological awareness was assessed with a word analogy task that included a wide range of morphological transformations. Results indicated that the new measure had satisfactory reliability, and that morphological awareness was a…
Descriptors: Children, Grade 1, Grade 2, Grade 3
Revisiting the Home Literacy Model of Reading Development in an Orthographically Consistent Language
Manolitsis, George; Georgiou, George K.; Parrila, Rauno – Learning and Instruction, 2011
We examined the applicability of the Home Literacy Model in an orthographically transparent language (Greek). Seventy Greek children were followed from kindergarten until grade 4. In kindergarten they were tested in non-verbal intelligence, vocabulary, phonological sensitivity, rapid naming, and letter knowledge. The parents of the children also…
Descriptors: Reading Fluency, Emergent Literacy, Reading Skills, Reading Instruction
Georgiou, George K.; Manolitsis, George; Nurmi, Jari-Erik; Parrila, Rauno – Contemporary Educational Psychology, 2010
We examined the importance of children's classroom activity, defined as task-focused versus task-avoidance behavior, on different literacy outcomes in an orthographically consistent language. Greek children (n=95) were tested in kindergarten, grade 1, and grade 2 on measures of general cognitive ability, phonological awareness, RAN, and short-term…
Descriptors: Elementary School Students, Kindergarten, Grade 1, Grade 2
