Effects of peer-led training on academic self-efficacy, study strategies, and academic performance for first-year university students with and without reading difficulties

Journal article

Bergey, Bradley W., Parrila, Rauno K., Laroche, Annie and Deacon, S. Hélène. (2019). Effects of peer-led training on academic self-efficacy, study strategies, and academic performance for first-year university students with and without reading difficulties. Contemporary Educational Psychology. 56, pp. 25-39. https://doi.org/10.1016/j.cedpsych.2018.11.001
AuthorsBergey, Bradley W., Parrila, Rauno K., Laroche, Annie and Deacon, S. Hélène
Abstract

We examined how participation in peer-led study strategies training for first-year university students was associated with changes in academic self-efficacy and self-reported study strategies as well as with use of support services, academic achievement, and persistence. We examined potential differences for students with (n = 297) and without (n = 677) a history of reading difficulties, since reading difficulty is an indicator of academic vulnerability. Results from a randomized control trial revealed positive effects of the intervention on academic self-efficacy and several aspects of study strategies for both groups of participants. There were no training effects on first-year academic performance or second-year retention for either group. Suggestions of differences in effects across groups emerged in two ways. For participants with a history of reading difficulty, training appeared to increase use of the accessibility center in the subsequent semester and for participants with no history of reading difficulty, training appeared to increase use of other support services. The study suggests the peer-led study strategies program holds promise as a cost-effective approach to supporting the study strategy development of university students with and without reading difficulties.

Keywordsreading difficulties; learning disabilities; study skills intervention; self-efficacy; university students; academic achievement
Year2019
JournalContemporary Educational Psychology
Journal citation56, pp. 25-39
PublisherElsevier Inc.
ISSN0361-476X
Digital Object Identifier (DOI)https://doi.org/10.1016/j.cedpsych.2018.11.001
Scopus EID2-s2.0-85056493854
Page range25-39
FunderEmployment and Social Development Canada (ESDC)
Social Sciences and Humanities Research Council of Canada (SSHRC)
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online08 Nov 2018
Publication process dates
Deposited02 Aug 2023
Grant ID011684222
890-2011-0072
Permalink -

https://acuresearchbank.acu.edu.au/item/8z6z2/effects-of-peer-led-training-on-academic-self-efficacy-study-strategies-and-academic-performance-for-first-year-university-students-with-and-without-reading-difficulties

Log in to edit

Restricted files

Publisher's version

  • 42
    total views
  • 0
    total downloads
  • 1
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Systematic Review on Quality Indicators of Randomised Controlled Trial Reading Intervention Studies for Students in Years 7–12
Calvi, Michael, Vieira, Ana Paula Alves, Georgiou, George K. and Parrila, Rauno. (2023). Systematic Review on Quality Indicators of Randomised Controlled Trial Reading Intervention Studies for Students in Years 7–12. Australasian Journal of Special and Inclusive Education. 47(1), pp. 28-39. https://doi.org/10.1017/jsi.2023.4
Adolescent reading and math skills and self-concept beliefs as predictors of age 20 emotional well-being
Torppa, Minna, Aro, Tuija, Eklund, Kenneth, Parrila, Rauno, Eloranta, Anna-Kaija and Ahonen, Timo. (2023). Adolescent reading and math skills and self-concept beliefs as predictors of age 20 emotional well-being. Reading and Writing. pp. 1-25. https://doi.org/10.1007/s11145-023-10461-z
Does reading anxiety impact on academic achievement in higher education students?
Soares, Sophia, Boyes, Mark, Parrila, Rauno and Badcock, N. A.. (2023). Does reading anxiety impact on academic achievement in higher education students? Dyslexia. 29(3), pp. 179-198. https://doi.org/10.1002/dys.1738
Home and school interventions aided at-risk students’ literacy during Covid-19 : a longitudinal analysis
Dunn, Kristy, Georgiou, George K., Inoue, Tomohiro, Savage, Robert and Parrila, Rauno. (2023). Home and school interventions aided at-risk students’ literacy during Covid-19 : a longitudinal analysis. Reading and Writing. 36(2), pp. 449-466. https://doi.org/10.1007/s11145-022-10354-7
An interdisciplinary approach to enhance children’s listening, learning, and wellbeing in the classroom : The Listen to Learn for Life (L3) Assessment Framework
Mealings, Kiri, Miles, Kelly, Parrila, Rauno, Holt, Rebecca, Cox, Felicity, Dillon, Harvey, Sharma, Mridula, Demuth, Katherine, Leigh, Greg, McMahon, Catherine, McArthur, Genevieve and Buchholz, Joerg M.. (2023). An interdisciplinary approach to enhance children’s listening, learning, and wellbeing in the classroom : The Listen to Learn for Life (L3) Assessment Framework. Frontiers in Education. 8, p. Article 1185167. https://doi.org/10.3389/feduc.2023.1185167
The growth trajectories of morphological awareness and its predictors
Inoue, Tomohiro, Georgiou, George K. and Parrila, Rauno. (2023). The growth trajectories of morphological awareness and its predictors. Applied Psycholinguistics. 44(5), pp. 699-721. https://doi.org/10.1017/S0142716423000218
Eye movements during reading
Wegener, Signy, Yu, Lili, Reichle, Erik D., Beyersmann, Elisabeth, Parrila, Rauno and Castles, Anne. (2023). Eye movements during reading. Frontiers for Young Minds. 11, p. Article 769381. https://doi.org/10.3389/frym.2023.769381
Relations of vocabulary and cognitive skills with reading performance of North Korean students in South Korean schools
Jang, Jeongsuk, Parrila, Rauno and Inoue, Tomohiro. (2023). Relations of vocabulary and cognitive skills with reading performance of North Korean students in South Korean schools. Journal of Psycholinguistic Research. 52(1), pp. 241-259. https://doi.org/10.1007/s10936-022-09855-x
Connecting teachers’ language knowledge, perceived ability and instructional practices to Grade 1 students’ literacy outcomes
Parrila, Rauno, Inoue, Tomohiro, Dunn, Kristy, Savage, Robert and Georgiou, George. (2023). Connecting teachers’ language knowledge, perceived ability and instructional practices to Grade 1 students’ literacy outcomes. Reading and Writing. pp. 1-29. https://doi.org/10.1007/s11145-023-10432-4
Are vocabulary and word reading reciprocally related?
Georgiou, George, Inoue, Tomohiro and Parrila, Rauno. (2023). Are vocabulary and word reading reciprocally related? Scientific Studies of Reading. 27(2), pp. 160-168. https://doi.org/10.1080/10888438.2022.2123275
Examining the simple view of reading in a hybrid orthography
Inoue, Tomohiro, Georgiou, George K., Tanji, Takayuki and Parrila, Rauno. (2022). Examining the simple view of reading in a hybrid orthography. Contemporary Educational Psychology. 69, p. Article 102065. https://doi.org/10.1016/j.cedpsych.2022.102065
Cross-language contributions of rapid automatized naming to reading accuracy and fluency in young adults : Evidence from eight languages representing different writing systems
Georgiou, George K., Cardoso-Martins, Claudia, Das, J. P., Falcón, Alberto, Hosokawa, Miyuki, Inoue, Tomohiro, Li, Yixun, Martinez, Dalia, Padakannaya, Prakash, Parrila, Rauno, Pollo, Tatiana C., Salha, Soheil S., Samantaray, Swagatika, Shu, Hua, Tanji, Takayuki, Tibi, Sana and Vieira, Ana Paula Alves. (2022). Cross-language contributions of rapid automatized naming to reading accuracy and fluency in young adults : Evidence from eight languages representing different writing systems. Journal of Cultural Cognitive Science. 6(2), pp. 151-168. https://doi.org/10.1007/s41809-021-00092-7
Children processing novel irregular and regular words during reading : An eye tracking study
Murray, Lyndall, Wegener, Signy, Wang, Hua-Chen, Parrila, Rauno and Castles, Anne. (2022). Children processing novel irregular and regular words during reading : An eye tracking study. Scientific Studies of Reading. 26(5), pp. 417-431. https://doi.org/10.1080/10888438.2022.2030744
A systematic review on quality indicators of randomized control trial reading fluency intervention studies
Naveenkumar, Nithya, Georgiou, George K., Vieira, Ana Paula Alves, Romero, Sandra and Parrila, Rauno. (2022). A systematic review on quality indicators of randomized control trial reading fluency intervention studies. Reading and Writing Quarterly. 38(4), pp. 359-378. https://doi.org/10.1080/10573569.2021.1961647
Cross-script effects of cognitive-linguistic skills on Japanese Hiragana and Kanji : Evidence from a longitudinal study
Inoue, Tomohiro, Georgiou, George K. and Parrila, Rauno. (2022). Cross-script effects of cognitive-linguistic skills on Japanese Hiragana and Kanji : Evidence from a longitudinal study. Journal of Cultural Cognitive Science. 6(2), pp. 119-134. https://doi.org/10.1007/s41809-022-00099-8
Cognitive precursors of reading : A cross-linguistic perspective
Landerl, Karin, Castles, Anne and Parrila, Rauno. (2022). Cognitive precursors of reading : A cross-linguistic perspective. Scientific Studies of Reading. 26(2), pp. 111-124. https://doi.org/10.1080/10888438.2021.1983820
Reading in different scripts predicts different cognitive skills : Evidence from Japanese
Inoue, Tomohiro, Georgiou, George K., Hosokawa, Miyuki, Muroya, Naoko, Kitamura, Hiroyuki, Tanji, Takayuki, Imanaka, Hirofumi, Oshiro, Takako and Parrila, Rauno. (2022). Reading in different scripts predicts different cognitive skills : Evidence from Japanese. Reading and Writing. 35(6), pp. 1425-1448. https://doi.org/10.1007/s11145-021-10228-4
Identifying dyslexia at the university : Assessing phonological coding is not enough
Ottosen, Helle Fredslund, Bønnerup, Katrine H., Weed, Ethan and Parrila, Rauno. (2022). Identifying dyslexia at the university : Assessing phonological coding is not enough. Annals of Dyslexia. 72(1), pp. 147-170. https://doi.org/10.1007/s11881-021-00247-9
Lexicality effects on orthographic learning in beginning and advanced readers of Dutch : An eye-tracking study
van Viersen, Sietske, Protopapas, Athanassios, Georgiou, George K., Parrila, Rauno, Ziaka, Laoura and de Jong, Peter F.. (2022). Lexicality effects on orthographic learning in beginning and advanced readers of Dutch : An eye-tracking study. Quarterly Journal of Experimental Psychology. 75(6), pp. 1135-1154. https://doi.org/10.1177/17470218211047420
Examining the effects of Structured Word Inquiry on the reading and spelling skills of persistently poor Grade 3 readers
Georgiou, George K., Savage, Robert, Dunn, Kristy, Bowers, Peter and Parrila, Rauno. (2021). Examining the effects of Structured Word Inquiry on the reading and spelling skills of persistently poor Grade 3 readers. Journal of Research in Reading. 44(1), pp. 131-153. https://doi.org/10.1111/1467-9817.12325
Developmental relations between home literacy environment, reading interest, and reading skills : Evidence from a 3-year longitudinal study
Georgiou, George K., Inoue, Tomohiro and Parrila, Rauno. (2021). Developmental relations between home literacy environment, reading interest, and reading skills : Evidence from a 3-year longitudinal study. Child Development. 92(5), pp. 2053-2068. https://doi.org/10.1111/cdev.13589
Formal literacy practices through play : Exposure to adult literacy practices increases child-led learning and interest
Colliver, Yeshe, Arguel, Amael and Parrila, Rauno. (2021). Formal literacy practices through play : Exposure to adult literacy practices increases child-led learning and interest. International Journal of Early Years Education. 29(1), pp. 6-24. https://doi.org/10.1080/09669760.2020.1779668
How are home literacy environment and youth’s academic performance associated? What South and North Korean parental involvement reveals
Jang, Jeongsuk, Parrila, Rauno and Inoue, Tomohiro. (2021). How are home literacy environment and youth’s academic performance associated? What South and North Korean parental involvement reveals. KEDI Journal of Educational Policy. 18(2), pp. 45-64. https://doi.org/10.22804/kjep.2021.18.2.003
Cultural influences on the relationship between self-concept, interest, task-focused behavior, and reading skills
Inoue, Tomohiro, Georgiou, George K., Maekawa, Hisao and Parrila, Rauno. (2021). Cultural influences on the relationship between self-concept, interest, task-focused behavior, and reading skills. Journal of Cultural Cognitive Science. 5(2), pp. 311-323. https://doi.org/10.1007/s41809-020-00071-4
How does rapid automatized naming influence orthographic knowledge?
Martinez, Dalia, Georgiou, George K., Inoue, Tomohiro, Falcón, Alberto and Parrila, Rauno. (2021). How does rapid automatized naming influence orthographic knowledge? Journal of Experimental Child Psychology. 204, p. Article 05064. https://doi.org/10.1016/j.jecp.2020.105064
Do reading and arithmetic fluency share the same cognitive base?
Georgiou, George K., Inoue, Tomohiro and Parrila, Rauno. (2021). Do reading and arithmetic fluency share the same cognitive base? Frontiers in Psychology. 12, p. Article 709448. https://doi.org/10.3389/fpsyg.2021.709448
What mechanism underlies the rapid automatized naming–reading relation?
Georgiou, George K. and Parrila, Rauno. (2020). What mechanism underlies the rapid automatized naming–reading relation? Journal of Experimental Child Psychology. 194, p. Article 104840. https://doi.org/10.1016/j.jecp.2020.104840
A meta-analysis of reading-level match dyslexia studies in consistent alphabetic orthographies
Parrila, Rauno, Dudley, Dean, Song, Shuang and Georgiou, George K.. (2020). A meta-analysis of reading-level match dyslexia studies in consistent alphabetic orthographies. Annals of Dyslexia. 70(1), pp. 1-26. https://doi.org/10.1007/s11881-019-00187-5
Predicting the early growth of word and nonword reading fluency in a consistent syllabic orthography
Inoue, Tomohiro, Georgiou, George K., Muroya, Naoko, Hosokawa, Miyuki, Maekawa, Hisao and Parrila, Rauno. (2020). Predicting the early growth of word and nonword reading fluency in a consistent syllabic orthography. Journal of Research in Reading. 43(3), pp. 364-381. https://doi.org/10.1111/1467-9817.12317
Dyslexia in a consistent orthography : Evidence from reading-level match design
Parrila, Rauno, Georgiou, George K. and Papadopoulos, Timothy C.. (2020). Dyslexia in a consistent orthography : Evidence from reading-level match design. Dyslexia. 26(4), pp. 343-358. https://doi.org/10.1002/dys.1650
The effects of teaching complex grapheme-phoneme correspondences : Evidence from a dual site cluster trial with at-risk Grade 2 students
Savage, Robert, Georgiou, George, Parrila, Rauno, Maiorino, Kristina, Dunn, Kristy and Burgos, Giovani. (2020). The effects of teaching complex grapheme-phoneme correspondences : Evidence from a dual site cluster trial with at-risk Grade 2 students. Scientific Studies of Reading. 24(4), pp. 321-337. https://doi.org/10.1080/10888438.2019.1669607
Home literacy environment and early literacy development across languages varying in orthographic consistency
Inoue, Tomohiro, Manolitsis, George, de Jong, Peter F., Landerl, Karin, Parrila, Rauno and Georgiou, George K.. (2020). Home literacy environment and early literacy development across languages varying in orthographic consistency. Frontiers in Psychology. 11, p. Article 1923. https://doi.org/10.3389/fpsyg.2020.01923
Reading and spelling development across languages varying in orthographic consistency : Do their paths cross?
Georgiou, George K., Torppa, Minna, Landerl, Karin, Desrochers, Alain, Manolitsis, George, de Jong, Peter F. and Parrila, Rauno. (2020). Reading and spelling development across languages varying in orthographic consistency : Do their paths cross? Child Development. 91(2), pp. e266-e279. https://doi.org/10.1111/cdev.13218
Morphological awareness and reading achievement in university students
Metsala, Jamie L., Parrila, Rauno, Conrad, Nicole J. and Deacon, S. Hélène. (2019). Morphological awareness and reading achievement in university students. Applied Psycholinguistics. 40(3), pp. 743-763. https://doi.org/10.1017/S0142716418000826
Are morphological awareness and literacy skills reciprocally related? Evidence from a cross-linguistic study
Manolitsis, George, Georgiou, George K., Inoue, Tomohiro and Parrila, Rauno. (2019). Are morphological awareness and literacy skills reciprocally related? Evidence from a cross-linguistic study. Journal of Educational Psychology. 111(8), pp. 1362-1381. https://doi.org/10.1037/edu0000354
Cross-script transfer of word reading fluency in a mixed writing system : Evidence from a longitudinal study in Japanese
Inoue, Tomohiro, Georgiou, George K., Imanaka, Hirofumi, Oshiro, Takako, Kitamura, Hiroyuki, Maekawa, Hisao and Parrila, Rauno. (2019). Cross-script transfer of word reading fluency in a mixed writing system : Evidence from a longitudinal study in Japanese. Applied Psycholinguistics. 40(2), pp. 235-251. https://doi.org/10.1017/S0142716418000541
Cognitive predictors of word reading in Sinhala
Wijaythilake, M. A. D. K., Parrila, R., Inoue, T. and Nag, Sonali. (2019). Cognitive predictors of word reading in Sinhala. Reading and Writing. 32(7), pp. 1881-1907. https://doi.org/10.1007/s11145-018-9927-5
Phonological awareness and rapid automatized naming as longitudinal predictors of reading in five alphabetic orthographies with varying degrees of consistency
Landerl, Karin, Freudenthaler, H. Harald, Heene, Moritz, de Jong, Peter F., Desrochers, Alain, Manolitsis, George, Parrila, Rauno and Georgiou, George K.. (2019). Phonological awareness and rapid automatized naming as longitudinal predictors of reading in five alphabetic orthographies with varying degrees of consistency. Scientific Studies of Reading. 23(3), pp. 220-234. https://doi.org/10.1080/10888438.2018.1510936
A beginning exploration of text generation abilities in university students with a history of reading difficulties
MacKay, Elizabeth J., Larcohe, Annie, Parrila, Rauno and Deacon, S. Hélène. (2019). A beginning exploration of text generation abilities in university students with a history of reading difficulties. Dyslexia. 25(2), pp. 207-218. https://doi.org/10.1002/dys.1610
Differences in the literacy skills of Danish dyslexic students in two types of higher education programmes
Bønnerup, Katrine H., Pedersen, Anne Leth, Weed, Ethan and Parrila, Rauno. (2019). Differences in the literacy skills of Danish dyslexic students in two types of higher education programmes. Dyslexia. 25(2), pp. 173-189. https://doi.org/10.1002/dys.1617
Can earlier literacy skills have a negative impact on future home literacy activities? Evidence from Japanese
Inoue, Tomohiro, Georgiou, George, Muroya, Naoko, Maekawa, Hisao and Parrila, Rauno. (2018). Can earlier literacy skills have a negative impact on future home literacy activities? Evidence from Japanese. Journal of Research in Reading. 41(1), pp. 159-175. https://doi.org/10.1111/1467-9817.12109
Are RAN deficits in university students with dyslexia due to defective lexical access, impaired anchoring, or slow articulation?
Georgiou, George K., Ghazyani, Raabia and Parrila, Rauno. (2018). Are RAN deficits in university students with dyslexia due to defective lexical access, impaired anchoring, or slow articulation? Annals of Dyslexia. 68(2), pp. 85-103. https://doi.org/10.1007/s11881-018-0156-z
Examining reading comprehension text and question answering time differences in university students with and without a history of reading difficulties
Hebert, Megan, Zhang, Xiaozhou and Parrila, Rauno. (2018). Examining reading comprehension text and question answering time differences in university students with and without a history of reading difficulties. Annals of Dyslexia. 68(1), pp. 15-24. https://doi.org/10.1007/s11881-017-0153-7
Understanding the academic motivations of students with a history of reading difficulty : An expectancy-value-cost approach
Bergey, Bradley W., Parrila, Rauno K. and Deacon, S. Hélène. (2018). Understanding the academic motivations of students with a history of reading difficulty : An expectancy-value-cost approach. Learning and Individual Differences. 67, pp. 41-52. https://doi.org/10.1016/j.lindif.2018.06.008
Is dyslexia a brain disorder?
Protopapas, Athanassios and Parrila, Rauno. (2018). Is dyslexia a brain disorder? Brain Sciences. 8(4), pp. 1-18. https://doi.org/10.3390/brainsci8040061
Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading : Evidence from Sinhala
Wijaythilake, Marasinghe A. D. K., Parrila, Rauno, Inoue, Tomohiro and Nag, Sonali. (2018). Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading : Evidence from Sinhala. Scientific Studies of Reading. 22(5), pp. 420-433. https://doi.org/10.1080/10888438.2018.1466890
Preventative reading interventions teaching direct mapping of graphemes in texts and set-for-variability aid at-risk learners
Savage, Robert, Georgiou, George, Parrila, Rauno and Maiorino, Kristina. (2018). Preventative reading interventions teaching direct mapping of graphemes in texts and set-for-variability aid at-risk learners. Scientific Studies of Reading. 22(3), pp. 225-247. https://doi.org/10.1080/10888438.2018.1427753
Examining an extended home literacy model : The mediating roles of emergent literacy skills and reading fluency
Inoue, Tomohiro, Georgiou, George K., Parrila, Rauno and Kirby, John R.. (2018). Examining an extended home literacy model : The mediating roles of emergent literacy skills and reading fluency. Scientific Studies of Reading. 22(4), pp. 273-288. https://doi.org/10.1080/10888438.2018.1435663
Cognitive predictors of literacy acquisition in syllabic Hiragana and morphographic Kanji
Inoue, Tomohiro, Georgiou, George K., Muroya, Naoko, Maekawa, Hisao and Parrila, Rauno. (2017). Cognitive predictors of literacy acquisition in syllabic Hiragana and morphographic Kanji. Reading and Writing. 30(6), pp. 1335-1360. https://doi.org/10.1007/s11145-017-9726-4
Personalized outreach to university students with a history of reading difficulties : Early screening and outreach to support academically at-risk students
Deacon, S. Hélène, Tucker, Rebecca, Bergey, Bradley W., Laroche, Annie and Parrila, Rauno. (2017). Personalized outreach to university students with a history of reading difficulties : Early screening and outreach to support academically at-risk students. Journal of College Student Development. 58(3), pp. 432-450. https://doi.org/10.1353/csd.2017.0032
The role of morphological awareness in word reading skills in Japanese : A within-language cross-orthographic perspective
Muroya, Naoko, Inoue, Tomohiro, Hosokawa, Miyuki, Georgiou, George K., Maekawa, Hisao and Parrila, Rauno. (2017). The role of morphological awareness in word reading skills in Japanese : A within-language cross-orthographic perspective. Scientific Studies of Reading. 21(6), pp. 449-462. https://doi.org/10.1080/10888438.2017.1323906
The role of metacognitive reading strategies, metacognitive study and learning strategies, and behavioral study and learning strategies in predicting academic success in students with and without a history of reading difficulties
Chevalier, Thérèse M., Parrila, Rauno, Ritchie, Krista C. and Deacon, S. Hélène. (2017). The role of metacognitive reading strategies, metacognitive study and learning strategies, and behavioral study and learning strategies in predicting academic success in students with and without a history of reading difficulties. Journal of Learning Disabilities. 50(1), pp. 34-48. https://doi.org/10.1177/0022219415588850
Metacognitive reading and study strategies and academic achievement of university students with and without a history of reading difficulties
Bergey, Bradley W., Deacon, S. Hélène and Parrila, Rauno K.. (2017). Metacognitive reading and study strategies and academic achievement of university students with and without a history of reading difficulties. Journal of Learning Disabilities. 50(1), pp. 81-94. https://doi.org/10.1177/0022219415597020
Reading processes of university students with dyslexia – An examination of the relationship between oral reading and reading comprehension
Pedersen, Henriette Folkmann, Fusaroli, Riccardo, Lauridsen, Lene Louise and Parrila, Rauno. (2016). Reading processes of university students with dyslexia – An examination of the relationship between oral reading and reading comprehension. Dyslexia. 22(4), pp. 305-321. https://doi.org/10.1002/dys.1542
University students with reading difficulties : Do perceived supports and comorbid difficulties predict well-being and GPA?
Stack-Cutler, Holly L., Parrila, Rauno K. and Torppa, Minna. (2016). University students with reading difficulties : Do perceived supports and comorbid difficulties predict well-being and GPA? Learning Disabilities Research & Practice. 31(1), pp. 45-55. https://doi.org/10.1111/ldrp.12092
Modeling the relationship between rapid automatized naming and literacy skills across languages varying in orthographic consistency
Georgiou, George K., Aro, Mikko, Liao, Chen-Huei and Parrila, Rauno. (2016). Modeling the relationship between rapid automatized naming and literacy skills across languages varying in orthographic consistency. Journal of Experimental Child Psychology. 143, pp. 48-64. https://doi.org/10.1016/j.jecp.2015.10.017
The anatomy of the RAN-reading relationship
Georgiou, George K., Parrila, Rauno and Papadopoulos, Timothy C.. (2016). The anatomy of the RAN-reading relationship. Reading and Writing. 29(9), pp. 1793-1815. https://doi.org/10.1007/s11145-016-9653-9
In search of Matthew effects in reading
Protopapas, Athanassios, Parrila, Rauno and Simos, Panagiotis G.. (2016). In search of Matthew effects in reading. Journal of Learning Disabilities. 49(5), pp. 499-514. https://doi.org/10.1177/0022219414559974