Search results for author:"George Georgiou"
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What aspects of the home literacy environment differentiate Chinese children at risk for reading difficulties from their not at risk controls?
Su Zhang; George Georgiou; Hua Shu
Preschool and Primary Education Vol. 7, No. 1 (Apr 16, 2019) pp. 1–18
We examined what aspects of the home literacy environment (formal home literacy activities, informal home literacy activities, access to literacy resources, age of onset of literacy instruction, child’s interest in reading, and parents’ expectations)...
Language: English
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Contribution of cognitive and linguistic skills to word-reading accuracy and fluency in Chinese
Youyi Liu; George K. Georgiou; Yuping Zhang; Hong Li; Hongyun Liu; Shuang Song; Cuiping Kang; Bingjie Shi; Wei Liang; Jinger Pan; Hua Shu
International Journal of Educational Research Vol. 82, No. 1 (2017) pp. 75–90
This study examined the contribution of phonological awareness, orthographic knowledge, morphological awareness and rapid naming to word-reading accuracy and fluency in Chinese. We tested 1776 children from Grades 1 to 6. The results of path...
Language: English
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The Cognitive Profiles of Poor Readers/Good Spellers and Good Readers/Poor Spellers in a Consistent Orthography: A Retrospective Analysis
George Manolitsis; George Georgiou
Preschool and Primary Education Vol. 3, No. 2 (Nov 25, 2015) pp. 103–116
Reading and spelling are closely related to each other, but empirical evidence shows that they can also dissociate. The purpose of this study was to examine the cognitive profiles of good readers/poor spellers and poor readers/good spellers in a...
Language: English
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Is rapid automatized naming automatic?
George Georgiou; Blair Stewart
Preschool and Primary Education Vol. 1, No. 1 (Oct 23, 2013) pp. 67–81
According to Segalowitz and Segalowitz (1993), a process becomes automatic when the mean response time, its standard deviation, and the coefficient of variation (standard deviation/mean response time) decrease across time. To examine whether rapid...
Language: English
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Revisiting the home literacy model of reading development in an orthographically consistent language
George Manolitsis; George K. Georgiou; Rauno Parrila
Learning and Instruction Vol. 21, No. 4 (August 2011) pp. 496–505
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,...
Language: English
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Beginning to read across languages varying in orthographic consistency: Comparing the effects of non-cognitive and cognitive predictors
George Manolitsis; George Georgiou; Kathy Stephenson; Rauno Parrila
Learning and Instruction Vol. 19, No. 6 (December 2009) pp. 466–480
We examined whether the effect that different non-cognitive and cognitive factors have on reading acquisition varies as a function of orthographic consistency. Canadian (
Language: English