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Behzadnia, A., Ziegler, J., Colenbrander, D., Bürki, A., & Beyersmann, E. (2024). The role of morphemic knowledge during novel word learning. Quarterly Journal of Experimental Psychology, 77, 1620-1634.

Castles, A., (2024). From language to literacy: understanding dyslexia. Journal & Proceedings of the Royal Society of New South Wales, vol.157, part 1, 2024, 49-52.

Castles, A. (2024). From language to literacy: Understanding dyslexia. In Journal and Proceedings of the Royal Society of New South Wales (Vol. 157, No. 493-494, pp. 49-52). Sydney: Royal Society of New South Wales.

Colenbrander, D., von Hagen, A., Kohnen, S., Wegener, S., Ko, K., Beyersmann, E., Behzadnia, A., Parrila, R., Castles, A. (2024). The effects of morphology instruction on literacy outcomes for children in English-speaking countries: A systematic review and meta-analysis. Educational Psychology Review, 36(4), 119.

Catts, H.W., Patton Terry, N., Lonigan, C.J., Compton, D.L., Wagner, R.W., Steacy, L.M., Farquharson, K., & Petscher, Y. (2024). Revisiting the definition of dyslexia. Annals of Dyslexia.

Galea, C., Salins, A., Robidoux, S., Noble, C., & McArthur, G. (2024). The Impact of Shared Book Reading on Children and Families: A Study of Dolly Parton's Imagination Library in Tamworth, Australia. Journal of Research in Childhood Education. 1-30.

Georgiou, G. K., Parrila, R., & McArthur, G. (2024). Dyslexia and mental health problems: introduction to the special issue. Annals of Dyslexia, 1-3.

Kellenberger, M. G., Steacy, L. M., Cooper Borkenhagen, M. J., Dozier, J., & Compton, D. L. (in press). Modeling item-level variance of polysyllabic word reading in developing readers: Exploring semantically related child-, word-, and child-by-word predictors. Journal of Experimental Child Psychology.

Ko, K., Jones, A., Francis, D., Robidoux, S., & McArthur, G. (2024). Physiological Correlates of Anxiety in Childhood and Adolescence: A Systematic Review and Meta-Analysis. Stress and Health. e3388.

Martinez, D., Colenbrander, D., Inoue, T., Falcón, A., Rubi, R., Parrila, R., & Georgiou, G. (2024). The effects of explicit morphological analysis instruction in early elementary Spanish speakers. Journal of Experimental Child Psychology, 246, #106004. .

Martinez, D., Colenbrander, D., Inoue, T., & Georgiou, G. K. (2024). How well do schoolchildren and adolescents know the form and meaning of different derivational suffixes? Evidence from a cross-sectional study. Applied Psycholinguistics, 1-23.

Martinez, D., Colenbrander, D., Inoue, T., Parrila, R., & Georgiou, G. (Accepted). Effects of explicit morphological analysis training on novel suffix learning: Evidence from lower and upper elementary students. Scientific Studies of Reading.

McArthur, G., Doust, A., Banales, E., Robidoux, S., & Kohnen, S. (2024). Are comorbidities of poor reading related to elevated anxiety in children? Annals of Dyslexia, 74, 79-100.

Mohamed, A., Opoku, M. P., Safi, M., Belbase, S., Al Mughairbi, F., Xie, Q., et al. (2024). Fathers' involvement in raising children with intellectual disabilities: Mothers' ratings of the contribution of their spouses. PLoS ONE, 19(5): e0294077.

Mohamed, A., Opoku, M. P., Safi, M., & Xie, Q. (2024). Fatherhood in disability rehabilitation in the United Arab Emirates: Exploring fathers' involvement in raising children with disabilities. Research in Developmental Disabilities, 152, 104809.

Opoku, M. P., Mohamed, A., Safi, M., Belbase, S., Al Mughairbi, F., Xie, Q., & Al Shatheli, M. (2024). Mothers' evaluations of fathers' contributions to raising children with autism spectrum disorder in the United Arab Emirates. BMC Psychology, 12: 253,

Parrila, R., Inoue, T., & Zhang, A. J.-J. (in press). Home literacy as a developmental system. In G. Georgiou & T. Inoue (Eds.), Home literacy environment and literacy acquisition: Evidence from different languages and contexts. Springer.

Parrila, R., Inoue, T., Dunn, K., Savage, R., & Georgiou, G. (2024). Connecting teachers' language knowledge, perceived ability and instructional practices to Grade 1 students' literacy outcomes. Reading and Writing, 37, 1153-1181.

Rigobon, V. M., Gutiérrez, N., Edwards, A. A., Marencin, N., Cooper Borkenhagen, M., Steacy, L. M., & Compton, D. L. (2024). Modeling Item-Level Spelling Variance in Adults: Providing Further Insights into Lexical Quality. Scientific Studies of Reading, 28(2), 120-141.

Robidoux, S., Eklund, K., McArthur, G., Francis, D. A., Torppa, M., & Aro, T. (2024). Reading and psychosocial development in Finnish children: Poor reading is associated with later anxiety. Reading and Writing.

Ruiz, C, Kohnen, S., Muñez, D., Bull, R. (2024). The development of number line estimation in children at risk of mathematics learning difficulties. Journal of Experimental Child Psychology.

Sabio, J., Williams, N. S., McArthur, G. M., & Badcock, N. A. (2024). A scoping review on the use of consumer-grade EEG devices for research. Plos one, 19(3), e0291186.

Salins, A., Cupples, L., Leigh, G., & Castles, A. (2024). Using orthographic support to reduce the impact of noise on oral vocabulary learning in adults. Journal of Research in Reading.

Stoianov, D., Kemp, N., Wegener, S., & Beyersmann, E. (2024). Emojis and affective priming in visual word recognition. Cognition and Emotion.

Svaldi, C., Kohnen, S.,Robidoux, S.,Vos, K.,Reinders, A., Arunachalam, S., Jonkers, R., de Aguiar, V.. (2024). Spoken verb learning in children with language disorder. Journal of Experimental Child Psychology 2024-06.

Svaldi, C., Paquier, P., Keulen, S., van Elp, H., Catsman-Berrevoets, C., Kingma, A., Jonkers, R., Kohnen, S. & de Aguiar, V. (2024). Characterising the long-term language impairments of children following cerebellar tumour surgery by extracting psycholinguistic properties from spontaneous language. The Cerebellum, 23(2), 523-544.

Vieira, A. A., Peng, P., Antoniuk, A., Devries, J., Rothou. K., Parrila, R. & Georgiou, G. (2024). Internalizing problems in individuals with reading, mathematics and unspecified learning difficulties: A systematic review and meta-analysis. Annals of Dyslexia, 74, 4-26.

Wang, H. C., Salins, A., Murray, L., Wegener, S., & Castles, A. (2024). Orthographic facilitation of English vocabulary learning in monolingual and bilingual children. Reading and Writing, 1-19.

Webber, C., Patel, H., Cunningham, A., Fox, A., Vousden, J., Castles, A., & Shapiro, L. (2024). An experimental comparison of additional training in phoneme awareness, letter-sound knowledge and decoding for struggling beginner readers. British Journal of Educational Psychology., 94(1), 282-305.

Wegener, S.,Castles, A., Beyersmann, E., Nation, K., Wang, H.C., & Reichle, E.D. (Pre-Print 2024). Eye tracking and simulating the spacing effect during orthographic learning.

Xie, Q. & Yeung, S. S.-s. (2024). Examining the dimensionality of vocabulary in English as a second language in Chinese children. Journal of Child Language, 1-10.

Xie, Q. & Yeung, S. S.-s. (2024). Specifying the contribution of morphological awareness to decoding, syntactic awareness, and reading comprehension in a second language. Reading and Writing, 37, 1663-1680.

Xie, Q., Cai, Y., & Yeung, S. S-s. (2024). How does word knowledge facilitate reading comprehension in a second language? A longitudinal study in Chinese primary school children learning English. Reading and Writing, 37, 921-941.

Behzadnia, A., Wegener, S., Bürki, A., & Beyersmann, E. (2023). The role of oral vocabulary when L2 speakers read novel words: A complex word training study. Bilingualism: Language and Cognition, 1-12.

Behzadnia, A., Ziegler, J., Colenbrander, D., Bürki, A., & Beyersmann, E. (2023). The role of morphemic knowledge during novel word learning. Quarterly Journal of Experimental Psychology. Advance online publication.

Beyersmann, E., Wegener, S., & Kemp, N. (2023). That’s good news ?: Semantic congruency effects in emoji processing. Journal of Media Psychology: Theories, Methods, and Applications, 35(1), 17-27.

Beyersmann, E., Wegener, S., Pescume, V. N., Nation, K., Colenbrander, D., & Castles, A. (2023). The effect of oral vocabulary training on reading novel complex words. Quarterly Journal of Experimental Psychology. 76(6), 1321-1332.

Beyersmann, E., Wegener, S., Spencer, J., & Castles, A. (2023). Acquisition of orthographic forms via spoken complex word training. Psychonomic Bulletin & Review, 30I, 2, 739-750.

Calvi, M., Vieira, A. P. A., Georgiou, G., & Parrila, R. (2023). Systematic review of quality indicators of randomised control trial reading intervention studies for students in Years 7-12. Australasian Journal of Special and Inclusive Education, 47, 28-39.

Castles, A., & Nation, K. (2023). Learning to read words. In M. Snowling, C. Hulme, & K. Nation (Eds.) The science of reading: A handbook (2nd Edition). John Wiley & Sons Publishers

Cho, E., Ju, U., Kim, E. H., Lee, M., Lee, G. & Compton. D. L. (2023). Relations among motivation, executive functions, and reading comprehension: Do they differ for students with and without reading difficulties? Scientific Studies of Reading.

Colenbrander, D., & Kohnen, S. (2023). Word reading: The role of the speech-language pathologist. Perspectives of the ASHA Special Interest Groups, 8, 1168-1185.

Compton, D.L., Steacy, L. M., Petscher, Y., Rigobon, V.M., Edwards, A.A, & Gutiérrez, N. (2023). Individual differences in learning to read words: An update and extension. In M. Snowling, C. Hulme, & K. Nation (Eds.), The science of reading: A handbook (2nd Edition). John Wiley & Sons Publishers.

Compton, D. L., Steacy, L. M., Gutiérrez, N., Rigobon, V. M., Edwards, A. A., & Marencin, N. C. (2023). The development of early orthographic representations in children: The lexical asymmetry hypothesis and its implications for children with dyslexia. In S. Q. Cabell, S. B. Neuman, & N. P. Terry (Eds.), Handbook on the Science of Early Literacy (pp. 312-324). The Guilford Press.

Dunn, K., Georgiou, G., Inoue, T., Savage, R., & Parrila, R. (2023). Home and school interventions aided at-risk students’ literacy during Covid-19: A longitudinal analysis. Reading and Writing, 36(2), 449-466.

Edwards, A. A., Rigobon, V. M., Steacy, L. M., & Compton, D. L. (2023). Spelling-to-pronunciation transparency ratings for the 20,000 most frequently written English words. Behavior Research Methods, 1-14.

Edwards, A. A., Steacy, L. M., Rigobon, V. M., Petscher, Y., & Compton, D. L. (2023). Examining the Relationship Between Word Reading and Nonword Reading Development Within an Orthographic Learning Framework: Are There Variations as a Function of SES and Reading Ability? The Elementary School Journal, 123(3), 396-413.

Georgiou, G., Inoue, T., & Parrila, R. (2023). Are vocabulary and word reading reciprocally related? Scientific Studies of Reading, 27, 160-168.

Georgiou, G. & Parrila, R. (2023). Covid-19 and literacy: An introduction to the special issue. Reading and Writing, 36(2), 241-243.

Gutiérrez, N., Rigobon, V. M., Marencin, N., Edwards, A. A., Steacy L. M., & Compton, D. L. (2023). Early Prediction of Reading Risk in Fourth-Grade: A Classification Tree Approach. Scientific Studies of Reading. 27(1), 21-38.

Inoue, T., Georgiou, G., K., & Parrila, R. (2023). The growth trajectories of morphological awareness and its predictors. Applied Psycholinguistics.

Jang, J., Parrila, R., & Inoue, T. (2023). Relations of vocabulary and cognitive skills with reading performance of North Korean students in South Korean schools. Journal of Psycholinguistic Research, 52, 241-259.

McArthur, G., Doust, A., Banales, E., Robidoux, S., & Kohnen, S. (2023). Are comorbidities of poor reading related to elevated anxiety in children? Annals of Dyslexia, 1-19. DOI: 

Mealings, K., Miles, K. M., Parrila, R., Holt, R., Cox, F., Sharma, M., Demuth, K., Leigh, G., McMahon, C., McArthur, G., & Buchholz, J., et al. (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. 8:1185167.

Mézière, D., Yu, L., McArthur, G., Reichle, E., & von der Malsburg, T. (2023). Scanpath regularity as an index of reading comprehension. Scientific Study of Reading.

Mézière, D. C., Yu, L., Reichle, E. D., Von Der Malsburg, T., & McArthur, G. (2023). Using eye-tracking measures to predict reading comprehension. Reading Research Quarterly.

Parrila, R., Inoue, T., Dunn, K., Savage, R., & Georgiou, G. (2023). Connecting teachers’ language knowledge, perceived ability and instructional practices to Grade 1 students’ literacy outcomes. Reading and Writing.

Parrila, R. & Georgiou, G. K. (2023). Literacy and Reading. In W. Troop-Gordon & E. Neblett (eds.), Encyclopedia of Adolescence (2^nd ed., vol. 1). Elsevier.

Rigobon, V. M., Gutiérrez, N., Edwards, A. A., Abes, D., Steacy, L. M., & Compton, D. L. (2023). Does Spanish knowledge contribute to accurate English word spelling in adult bilinguals? Bilingualism: Language and Cognition, 1-18.

Salins, A. O., Cupples, L., Leigh, G. & Castles, A., (2023). Orthographic facilitation of oral vocabulary acquisition in primary school children. Quarterly Journal of Experimental Psychology 76, 1045-1056.

Soares, S., Boyes, M., Parrila, R., & Badcock, N. (2023). Does reading anxiety impact on academic achievement in higher education students. Dyslexia.

Steacy, L. M., Edwards, A., Rigobon, V. M., Gutierrez, N., Marencin, N. C., Siegelman, N., Himelhock, A., Himelhoch, C., Rueckl, J., & Compton, D. L. (2023). Set for variability as a critical predictor of word reading: Potential implications for early identification and treatment of dyslexia, Reading Research Quarterly, 58, 254-267.

Stoianov, D., Kemp, N., Wegener, S., & Beyersmann, L. (2023). Emoji-Induced Positivity Bias in Lexical Processing: Evidence from a Priming Lexical Decision Task. In Proceedings of the Annual Meeting of the Cognitive Science Society (Vol. 45, No. 45).

Torppa, M., Aro, T., Eklund, K., Parrila, R., Eloranta, A.-K., Ahonen T. (2023). Adolescent reading and math skills and self-concept beliefs as predictors of age 20 emotional well-being. Reading and Writing.

Vieira, A. A., Peng, P., Antoniuk, A., Devries, J., Rothou. K., Parrila, R. & Georgiou, G. (2023). Internalizing problems in individuals with reading, mathematics and unspecified learning difficulties: A systematic review and meta-analysis. Annals of Dyslexia. DOI: 

Wang, H. C., Li, L., Xu Rattanasone, N., Demuth, K., & Castles, A. (2023). Morphological effects on orthographic learning in monolingual English-speaking and bilingual Chinese-English-speaking children. Scientific Studies of Reading.

Wegener, S., Wang, H. C., Beyersmann, E., Reichle, E., Nation, K., & Castles, A. (2023). The effect of spacing versus massing on orthographic learning. Reading Research Quarterly.

Wegener, S., Wang, H., Beyersmann, L., Nation, K., Colenbrander, D., & Castles, A. (2023). Orthographic expectancies in the absence of contextual support. Scientific Studies of Reading, 27, 187-197.

Wegener, S., Yu, L., Reichle, E., Beyersmann, L., Parrila, R. & Castles, A. (2023). Eye movements during reading. Frontiers for Young Minds.

Colenbrander, D., Kohnen, S., Beyersmann, E., Robidoux, S., Wegener, S., Arrow, T., Nation, K., & Castles, A. (2022). Teaching children to read irregular words: A comparison of three instructional methods. Scientific Studies of Reading, 26(5), 417-431.

Colenbrander, D., Parsons, L., Bowers, J. S., & Davis, C. J. (2022). Assessing the effectiveness of Structured Word Inquiry for children with reading and spelling difficulties: A randomized controlled trial. Reading Research Quarterly, 57, 307-352.

Edwards, A. A., Steacy, L. M., Siegelman, N., Rigobon, V. M., Kearns, D. M., Rueckl, J. G., & Compton, D. L. (2022). Unpacking the unique relationship between set for variability and word reading development: Examining word-and child-level predictors of performance. Journal of Educational Psychology, 114(6), 1242.

Elleman, A. M., Steacy, L. M., Gilbert, J. K., Cho, E., Miller, A. C., Coyne-Green, A., Pritchard, P., Fields, R. S., Schaeffer, S., & Compton, D. L. (2022). Exploring the role of knowledge in predicting reading and listening comprehension in fifth grade students. Learning and Individual Differences, 98, 102182.

Francis, D. A., Hudson, J. L., Robidoux, S., & McArthur, G. M. (2022). Are different reading problems associated with different anxiety types? Applied Cognitive Psychology, 36, 793-804.

Georgiou, G., Cardoso-Martins, C., Das, J. P., Falcón, A., Hosokawa, M., Inoue, T., Li, Y., Martinez, D., Padakannaya, P., Parrila, R., Pollo, C. T., Salha, S. S., Samantaray, S., Shu, H., Tanji, T., Tibi, S., & Vieira, A. P. A. (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, 151-168.

Georgiou, G. K. & Parrila, R. (2022). Dyslexia and mental health problems. In Reference Module in Neuroscience and Biobehavioral Psychology. Elsevier.

Inoue, T., Georgiou, G. K., Hosokawa, M., Muroya, N., Kitamura, H., Tanji, T., Imanaka, H., Oshiro, T., & Parrila, R. (2022). Reading in different scripts predicts different cognitive skills: Evidence from Japanese. Reading and Writing, 35, 1425-1448.

Inoue, T., Georgiou, G. K., & Parrila, R. (2022). Cross-script effects of cognitive-linguistic skills on Japanese Hiragana and Kanji: Evidence for a longitudinal study. Journal of Cultural Cognitive Science, 6, 119-134.

Inoue, T., Georgiou, G. K., Tanji, T., & Parrila, R. (2022). Examining the Simple View of Reading in a hybrid orthography. Contemporary Educational Psychology, 69, #102065.

Landerl, K., Castles, A., & Parrila, R. (2022) Cognitive Precursors of Reading: A Cross-Linguistic Perspective. Scientific Studies of Reading. 26, 111-124.

McArthur, G. (2022). Poor reading and anxiety (PRAX): Building a theory and practice. Australian Journal of Learning Difficulties, 27, 169-180.

McArthur, G, Badcock, N. Castles, A., & Robidoux, S. (2022). Tracking the relations between children’s reading and emotional health across time: Evidence from four large longitudinal studies. Reading Research Quarterly, 57, 555-585.

Miles, K. P., McFadden, K., Colenbrander, D., & Ehri, L. C. (2022). Maximising access to reading intervention: Comparing small group and one-to-one protocols of Reading Rescue. Journal of Research in Reading.

Murray, L., Wegener, S., Wang, H.-C., Parrila, R., & Castles, A. (2022). Children processing novel irregular and regular words during reading: An eye tracking study. Scientific Studies of Reading, 26, 417-431.

Ong, Y., Loban, R., & Parrila, R. (2022). The fight is the dance: Modding Chinese martial arts and culture into Beat Saber. Journal of Games Criticism, 5 (Bonus Issue A), 1-20. 

Ottosen, H. F., Bønnerup, K. H., Weed, E., & Parrila, R. (2022). Identifying dyslexia at the university: Assessing phonological coding is not enough. Annals of Dyslexia, 72, 147-170.

Steacy, L. M., Rigobon, V. M., Edwards, A., Abes, D., Marencin, N. C., Smith, K., Elliott, J. D., Wade-Woolley, L., & Compton, D. L. (2022). Modeling complex word reading: Examining influences at the level of the word and child on mono and polymorphemic word reading, Scientific Studies of Reading, 26, 527-544.

Wang, H-C., Nation, K., Gaskell, M. G., Robidoux, S., Weighall, A., & Castles, A. (2022). Nap effects on preschool children’s learning of letter©\sound mappings. Child Development,93, 1145-1153.

Wegener, S. (2022). Linking spoken and written word knowledge. Nature Reviews Psychology, 1(7), 374.

Wegener, S., Beyersmann, E., Wang, H. C., & Castles, A. (2022). Oral vocabulary knowledge and learning to read new words: A theoretical review. Australian Journal of Learning Difficulties, 27(2), 253-278.

Wegener, S., Wang, H. C., Beyersmann, E., Nation, K., Colenbrander, D., & Castles, A. (2022). The effects of spacing and massing on children’s orthographic learning. Journal of Experimental Child Psychology, 214, 105309.