George Manolitsis

George Manolitsis
University of Crete | UOC · Department of Preschool Education

Ph.D.

About

53
Publications
44,739
Reads
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1,306
Citations
Introduction
George Manolitsis currently works at the Department of Preschool Education, University of Crete. George does research in Educational Psychology, Educational Assessment and Special Education. His current project is 'The role of home literacy environment in learning to read' and "The role of morphological processes in literacy learning".
Additional affiliations
September 2018 - present
University of Crete
Position
  • Professor
September 2013 - August 2018
University of Crete
Position
  • Professor (Associate)
January 2007 - June 2007
University of Cyprus
Position
  • Researcher
Education
November 1996 - February 2000
University of Crete
Field of study
  • Sciences of Education
October 1994 - September 1996
University of Crete
Field of study
  • Psychology & Education of Developing Child
September 1990 - June 1994
University of Crete
Field of study
  • Education

Publications

Publications (53)
Article
The present study examined how the home literacy and numeracy environment in kindergarten influences reading and math acquisition in grade 1. Eighty-two Greek children from mainly middle socioeconomic backgrounds were followed from kindergarten to grade 1 and were assessed on measures of nonverbal intelligence, emergent literacy skills, early math...
Article
We examined the applicability of the Home Literacy Model in an orthographically transparent language (Greek). Seventy Greek children were followed from kindergarten until grade 4. In kindergarten they were tested in non-verbal intelligence, vocabulary, phonological sensitivity, rapid naming, and letter knowledge. The parents of the children also re...
Article
Full-text available
The purpose of this study was to examine longitudinally the development of letter-sound and letter-name knowledge and their relation to each other and to various aspects of phonological awareness in a sample of Greek kindergarten children who did not know how to read. One hundred twenty children aged 58–69months were assessed on letter-sound and le...
Article
Full-text available
Reading and spelling are closely related to each other, but empirical evidence shows that they can also dissociate. The purpose of this study was to examine the cognitive profiles of good readers/poor spellers and poor readers/good spellers in a relatively consistent orthography (Greek). One hundred forty children were administered measures of phon...
Chapter
The present study examined whether morphological awareness instruction in Kindergarten classrooms contributes to the improvement of young children’s early literacy skills (e.g., morphological and phonological awareness, print knowledge, vocabulary). Two quasi-experimental studies were implemented. Study 1 consisted of a treatment and a control grou...
Article
Full-text available
The present longitudinal study examined whether early oral language skills of Greek-speaking children assessed in grade 1 can predict the type of reading difficulties (RD) in grade 2. Sixty-six typically developing (TD) children and eighty-seven children with RD were assessed on phonological awareness (PA), morphological awareness (MA), rapid autom...
Article
This paper presents a brief overview of the literature regarding preschool teachers’ careers and professional development. The main purpose of the part of the study presented here was to conduct a needs-assessment exercise to identify the specific needs for professional development of early childhood teachers’ in Greece. Data were collected through...
Article
The present study examined oral language growth differences in a sample of 256 Greek-speaking children with and without literacy difficulties (LD), during the first two elementary grades. Measures of vocabulary, phonological awareness (PA), morphological awareness (MA), and rapid automatized naming (RAN) were administered in both grades for the ass...
Article
Full-text available
This article synthesizes findings from an international virtual conference, funded by the United States National Science Foundation, focused on the home mathematics environment (HME). In light of inconsistencies and gaps in research investigating relations between the HME and children’s outcomes, the purpose of the conference was to discuss actiona...
Presentation
Spelling is a little explored seminal literacy skill, one that strongly resists remediation and might never be successfully mastered. Four papers explored spelling using a variety of methodologies (longitudinal and experimental), rigorous tools, languages and populations. This symposium focuses on debates around what predicts spelling (among variab...
Article
Full-text available
The purpose of this 3-year longitudinal study was to examine the role of three morphological awareness (MA) aspects (inflectional, derivational, and lexical compounding) in the spelling of specific morphemes. Two hundred and fifteen Greek children were followed from kindergarten (K) to grade 2 (G2). In K and grade 1 (G1) they were tested on measure...
Article
The purpose of this 3-year longitudinal study was to examine the role of three morphological awareness (MA) aspects (inflectional, derivational, and lexical compounding) in the spelling of specific morphemes. Two hundred and fifteen Greek children were followed from kindergarten (K) to grade 2 (G2). In K and grade 1 (G1) they were tested on measure...
Article
The purpose of this 3-year longitudinal study was to examine the role of three morphological awareness (MA) aspects (inflectional, derivational, and lexical compounding) in the spelling of specific morphemes. Two hundred and fifteen Greek children were followed from kindergarten (K) to grade 2 (G2). In K and grade 1 (G1) they were tested on measure...
Article
The purpose of this 3-year longitudinal study was to examine the role of three morphological awareness (MA) aspects (inflectional, derivational, and lexical compounding) in the spelling of specific morphemes. Two hundred and fifteen Greek children were followed from kindergarten (K) to grade 2 (G2). In K and grade 1 (G1) they were tested on measure...
Article
Full-text available
We examined the relation between home literacy environment (HLE) and early literacy development in a sample of children learning four alphabetic orthographies varying in orthographic consistency (English, Dutch, German, and Greek). Seven hundred and fourteen children were followed from Grade 1 to Grade 2 and tested on emergent literacy skills (voca...
Presentation
Full-text available
The purpose of this presentation was to report the effects of three morphological awareness (MA) skills (inflection, derivation, and compounding) in kindergarten (K) and grade 1 on reading words with different morphological structure in grades 1 (G1) and 2 (G2) respectively.
Chapter
Full-text available
Τhis longitudinal study examines the effects of children’s morphological awareness in kindergarten and grade 1 on the development of reading morphologically complex words in grades 1 and 2 respectively. Two hundred fifteen children from kindergarten up to grade 2 were assessed on several tasks of morphological awareness, cognitive skills, early lit...
Poster
Examination of the role of three MA skills (inflection, derivation, and compounding), assessed as early as in kindergarten, on later spelling accuracy of specific morphemes in grades 1 and 2.
Article
Full-text available
We examined the direction of the relation between morphological awareness and reading/spelling skills in two languages varying in orthographic consistency (English and Greek) and whether word reading fluency and vocabulary mediate the relation between morphological awareness and reading comprehension. One hundred fifty-nine English-speaking Canadia...
Article
Full-text available
We examined the cross-lagged relations between reading and spelling in five alphabetic orthographies varying in consistency (English, French, Dutch, German, Greek). Nine hundred forty-one children were followed from Grade 1 to Grade 2 and were tested on word and pseudoword reading fluency and on spelling to dictation. Results indicated that the rel...
Article
Full-text available
In the present study, we examined the role of morphological awareness in reading and spelling performance across three languages varying in orthographic consistency (English, French, and Greek), after controlling for the effects of phonological awareness and rapid automatized naming (RAN). One hundred fifty-nine English-speaking Canadian, 238 Frenc...
Article
Although phonological awareness (PA) and rapid automatized naming (RAN) are confirmed as early predictors of reading in a large number of orthographies, it is as yet unclear whether the predictive patterns are universal or language specific. This was examined in a longitudinal study across Grades 1 and 2 with 1,120 children acquiring one of five al...
Article
Full-text available
Τhe purpose of this study was to examine the relationships of parents’ expectations, family’s socioeconomic status (SES) and home literacy environment (formal and informal literacy experiences and literacy resources at home) with emergent literacy skills (phonological awareness, vocabulary) and word reading in Chinese. One hundred and forty third-y...
Article
Full-text available
This report describes the Student Counselling Centre (SCC) at the University of Crete. The SCS was established in 2003. Its main areas of activity are individual and group psychological support, crisis intervention, research, prevention, volunteering and awareness. Emphasis is also put on the support provided to students with special needs, which i...
Article
Full-text available
The purpose of this longitudinal study was to examine the role of three morphological awareness (MA) skills (inflection, derivation, and compounding) in word reading fluency and reading comprehension in a relatively transparent orthography (Greek). Two hundred and fifteen (104 girls; mean age = 67.40 months, at kindergarten) Greek children were fol...
Article
Background: Task avoidance is a significant predictor of literacy skills. However, it remains unclear if the relation between the two is reciprocal and if it is affected by the type of literacy outcome, who is rating children’s task avoidance, and the children’s gender. Aim: The purpose of this longitudinal study was to examine the cross-lagged r...
Article
Full-text available
The present study aims to describe a theoretical perspective of emergent literacy, based on a detailed literature review of previous theoretical models, and on contemporary research findings on the structure of emergent literacy. A triangular model is suggested to explain the construct of emergent literacy. A prominent role is given to the continuo...
Article
Full-text available
Recent research studies in several alphabetic orthographic systems have shown a significant contribution of morphological awareness in the development of spelling ability. It is assumed that awareness of morphemes facilitates the application of morphophonemic principles on spelling. However, apart from its effect on understanding the conventions of...
Chapter
We examined if intelligence-operationalized in terms of cognitive processes-could predict early reading and mathematics ability. Eighty-three Greek children were followed from the beginning of kindergarten until the end of grade 1. At the beginning of kindergarten, they were assessed on Planning, Attention, Simultaneous, and Successive (PASS) proce...
Article
Full-text available
The aims of this study were to: (a) provide descriptive data of twins with physical difficulties among 120 Greek twins of preschool age; and (b) to investigate the impact of twins' health condition on parental perceptions towards twins' separation, closeness and friendship. The administration of School Policy for Twins and Higher Multiples Question...
Chapter
Full-text available
Με την παρούσα συγχρονική μελέτη επιδιώκεται η διερεύνηση του βαθμού συμβολής των δεξιοτήτων προφορικού λόγου των μαθητών και ειδικότερα της φωνολογικής και της μορφολογικής τους επίγνωσης στην ικανότητα ορθογραφημένης γραφής στις Α΄ και Β΄ τάξεις του δημοτικού. Διακόσιοι δεκαπέντε μαθητές αξιολογήθηκαν ως προς το προσληπτικό και το εκφραστικό τους...
Article
Full-text available
The present study explored the effect of the context in which an imitation act occurs (elicited/spontaneous) and the experimenter's facial expression (neutral or smiling) during the imitation task with young children with autism and typically developing children. The participants were 10 typically developing children and 10 children with autism (me...
Article
We examined the importance of children’s classroom activity, defined as task-focused versus task-avoidance behavior, on different literacy outcomes in an orthographically consistent language. Greek children (n = 95) were tested in kindergarten, grade 1, and grade 2 on measures of general cognitive ability, phonological awareness, RAN, and short-ter...
Article
We examined whether the effect that different non-cognitive and cognitive factors have on reading acquisition varies as a function of orthographic consistency. Canadian (n = 77) and Greek (n = 95) children attending kindergarten were examined on general cognitive ability, phonological sensitivity, and letter knowledge. The parents of the children r...
Article
Full-text available
We examined the developmental dynamics between task-avoidant behavior and different literacy outcomes, and possible precursors of task-avoidant behavior. Seventy Greek children were followed from Grade 4 until Grade 6 and were assessed every year on reading fluency, spelling, and reading comprehension. The teachers assessed the children’s achieveme...
Article
We examined (a) what rapid automatized naming (RAN) components (articulation time and/or pause time) predict reading and mathematics ability and (b) what processing skills involved in RAN (speed of processing, response inhibition, working memory, and/or phonological awareness) may explain its relationship with reading and mathematics. A sample of 7...
Article
Full-text available
We examined the longitudinal predictors of nonword decoding, reading fluency, and spelling in three languages that vary in orthographic depth: Finnish, Greek, and English. Eighty-two English-speaking, 70 Greek, and 88 Finnish children were followed from the age of 5.5 years old until Grade 2. Prior to any reading instruction, they were administered...
Article
Full-text available
The present study explored the effect of the context in which an imitation act occurs (elicited/spontaneous) and the experimenter’s facial expression (neutral or smiling) during the imitation task with young children with autism and typically developing children. The participants were 10 typically developing children and 10 children with autism (me...
Article
The aim of this follow-up study was to examine the progress made by 13 Greek-speaking precocious readers in phonological awareness, reading and spelling from the fourth to sixth grades of primary education, and to compare their progress with that of 11 nonprecocious reader classmates. It was hypothesised that because of the linguistic characteristi...
Article
The early detection of children with attention deficit hyperactivity disorder (ADHD) by teachers can contribute to the prevention of secondary disorders in a child and this can have serious implications for the child's overall development. The aims of the present study were to examine: (1) the validity of the original assessment of the teachers in...
Article
The aim of this five-year longitudinal study was to examine whether 13 Greek precocious readers' performance on a variety of reading, spelling, and phonological-awareness tasks from kindergarten through the fourth grade was different from that of 12 Greek nonprecocious readers and, if there were differences between the two groups' performances, whe...
Conference Paper
Full-text available
A growing body of research suggests that metalinguistic skills are crucially related to reading acquisition in many writing systems. The purpose of this study was to examine whether there is an association between Greek-speaking preschool children’s metaphonological and metasyntactic skills and their reading ability in year 1, 2, 3, and 4. Our find...
Article
Full-text available
The purpose of this study was to examine the attitudes of Greek parents of typically developing children towards kindergarten inclusion. Two hundred and ninety parents (208 mothers, 82 fathers) participated in this study, who had at least one typically developing pre-school child falling within a 48- to 72-month age range and attending a public non...

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Projects

Projects (4)
Project
The "Promoting Teachers Well-being through Positive Behavior Support in Early Childhood Education'' (ProW) is an ERASMUS+ Key Action 3 Policy Experimentation program, which aims to support early childhood educators, by ensuring that teachers will be trained to manage effectively children’s challenging social behaviours (SWPBS) and to enhance their own career and well-being (Positive Psychology) across four EU countries (Greece, Cyprus, Portugal, and Romania).
Project
To examine how morphological processes contribute to literacy learning in typical and learning disabled students.