Rauno Parrila
| Contact category | Researcher |
|---|---|
| Job title | Centre Director |
| Research institute | Faculty of Education and Arts |
| Faculty of Education and Arts |
Research outputs
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.2023.1185167Journal article
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-zJournal article
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.2023.4Journal article
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.1738Journal article
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/s11145-023-10432-4Journal article
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/S0142716423000218Journal article
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.2023.769381Journal article
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/s11145-022-10354-7Journal article
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/10.1080/10888438.2022.2123275Journal article
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/s41809-022-00099-8Journal article
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.2022.102065Journal article
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-xJournal article
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/s11881-021-00247-9Journal article
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/10.1080/10888438.2022.2030744Journal article
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/s41809-021-00092-7Journal article
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/s11145-021-10228-4Journal article
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/10.1080/10888438.2021.1983820Journal article
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/10.1177/17470218211047420Journal article
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/10.1080/10573569.2021.1961647Journal article
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.2021.709448Journal article
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.13589Journal article
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.2020.105064Journal article
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/s41809-020-00071-4Journal article
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.2021.18.2.003Journal article
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/10.1111/1467-9817.12325Journal article
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.2020.01923Journal article
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/10.1111/1467-9817.12317Journal article
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/10.1080/09669760.2020.1779668Journal article
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.2020.104840Journal article
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.1650Journal article
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/s11881-019-00187-5Journal article
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/10.1080/10888438.2019.1669607Journal article
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.1617Journal article
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/S0142716418000826Journal article
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/edu0000354Journal article
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.1610Journal article
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/S0142716418000541Journal article
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.13218Journal article
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/s11145-018-9927-5Journal article
Effects of peer-led training on academic self-efficacy, study strategies, and academic performance for first-year university students with and without reading difficulties
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.2018.11.001Journal article
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/10.1080/10888438.2018.1510936Journal article
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.2018.06.008Journal article
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/10.1080/10888438.2018.1466890Journal article
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/brainsci8040061Journal article
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-zJournal article
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/10.1080/10888438.2018.1435663Journal article
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/10.1080/10888438.2018.1427753Journal article
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/s11881-017-0153-7Journal article
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/10.1080/10888438.2017.1323906Journal article
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.2017.0032Journal article
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/10.1111/1467-9817.12109Journal article
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/s11145-017-9726-4Journal article
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.1542Journal article
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/10.1177/0022219415588850Journal article
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/10.1177/0022219415597020Journal article
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/10.1177/0022219414559974Journal article
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/s11145-016-9653-9Journal article
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.12092Journal article
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.2015.10.017Journal article
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