Our research

Recent Publications

2023

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. https://doi.org/10.1027/1864-1105/a000342

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. https://doi.org/10.1177/17470218221113949

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. https://doi.org/10.3758/s13423-022-02185-y

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. https://doi.org/10.1017/jsi.2023.4

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

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

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. https://doi.org/10.1080/10888438.2022.2127357

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. https://doi.org/10.1007/s11145-022-10354-7

Edwards, A. E., Steacy, L. M., Rigobon, V. M., Petscher, Y., & Compton, D. L. (in press). 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? Elementary School Journal. 123(3), 000-000. https://doi.org/10.1086/723396

Georgiou, G., Inoue, T., & Parrila, R. (2023). Are vocabulary and word reading reciprocally related? Scientific Studies of Reading, 27, 160-168. https://doi.org/10.1080/10888438.2022.2123275

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. https://doi.org/10.1080/10888438.2022.2121655

Inoue, T., Georgiou, G., K., & Parrila, R. (2023). The growth trajectories of morphological awareness and its predictors. Applied Psycholinguistics. https://doi.org/10.1017/S0142716423000218

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. https://doi.org/10.1007/s10936-022-09855-x

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. https://doi.org/10.1002/rrq.498

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. https://doi.org/10.1007/s11145-023-10432-4

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. https://doi.org/10.1017/S1366728923000093

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. https://doi.org/10.1177/17470218221102916

Soares, S., Boyes, M., Parrila, R., & Badcock, N. (2023). Does reading anxiety impact on academic achievement in higher education students. Dyslexia. https://doi.org/10.1002/dys.1738

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. https://doi.org/10.1002/rrq.475

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.  https://doi.org/10.1080/10888438.2023.2217965

Wegener, S., Yu, L., Reichle, E., Beyersmann, L., Parrila, R. & Castles, A. (2023). Eye movements during reading. Frontiers for Young Minds. https://kids.frontiersin.org/articles/10.3389/frym.2023.769381

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. https://doi.org/10.1002/rrq.492

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. https://doi.org/10.1080/10888438.2022.2127356

2022

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. https://doi.org/10.1080/10888438.2022.2077653

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. https://doi.org/10.1002/rrq.399

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. https://doi.org/10.1037/edu0000696

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. https://doi.org/10.1016/j.lindif.2022.102182

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. https://doi.org/10.1002/acp.3970

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. https://doi.org/10.1007/s41809-021-00092-7

Georgiou, G. K. & Parrila, R. (2022). Dyslexia and mental health problems. In Reference Module in Neuroscience and Biobehavioral Psychology. Elsevier. https://doi.org/10.1016/B978-0-323-91497-0.00094-1

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. https://doi.org/10.1007/s11145-021-10228-4

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. https://doi.org/10.1007/s41809-022-00099-8

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. https://doi.org/10.1016/j.cedpsych.2022.102065

Landerl, K., Castles, A., & Parrila, R. (2022) Cognitive Precursors of Reading: A Cross-Linguistic Perspective. Scientific Studies of Reading. 26, 111-124. https://doi.org/10.1080/10888438.2021.1983820

McArthur, G. (2022). Poor reading and anxiety (PRAX): Building a theory and practice. Australian Journal of Learning Difficulties, 27, 169-180. https://doi.org/10.1080/19404158.2022.2054834

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. https://doi.org/10.1002/rrq.426

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. https://doi.org/10.1111/1467-9817.12383

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. https://doi.org/10.1080/10888438.2022.2030744

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. https://static1.squarespace.com/static/51f9aac5e4b080ed4b441ba7/t/61e5f6060cf0055f7389fe5e/1642460678788/Ong-et-al-5-A.pdf

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. https://doi.org/10.1007/s11881-021-00247-9

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. https://doi.org/10.1080/10888438.2022.2077109

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. https://doi.org/10.1111/cdev.13753

Wegener, S. (2022). Linking spoken and written word knowledge. Nature Reviews Psychology, 1(7), 374. https://doi.org/10.1038/s44159-022-00076-6

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. https://doi.org/10.1080/19404158.2022.2097717

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. https://doi.org/10.1016/j.jecp.2021.105309