Recent Publications


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

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.

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. 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.

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

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.

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.

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.

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

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.


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.

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