Athanasios Protopapas

Click on "Scientific articles and bookchapters" above to access recent publications

International peer-reviewed journal publications prior to 2017 are listed below

Protopapas, A., Panagaki, E., Andrikopoulou, A., Gutiérrez Palma, N., & Arvaniti, A. (2016). Priming stress patterns in word recognition. Journal of Experimental Psychology: Human Perception & Performance, 42, 11, 1739–1760. https://doi.org/10.1037/xhp0000259
 
Protopapas, A., Orfanidou, E., Taylor, J. S. H., Karavasilis, E., Kapnoula, E. C., Panagiotaropoulou, G., Velonakis, G., Poulou, L. S., Smyrnis, N., & Kelekis, D. (2016). Evaluating cognitive models of visual word recognition using fMRI: Effects of lexical and sublexical variables. NeuroImage, 128, 328–341. https://doi.org/10.1016/j.neuroimage.2016.01.013
 
Protopapas, A., & Kapnoula, E. C. (2016). Short-term and long-term effects on visual word recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42, 4, 542–565. https://doi.org/10.1037/xlm0000191
 
Protopapas, A., Parrila, R., & Simos, P. G. (2016). In search of Matthew effects in reading. Journal of Learning Disabilities, 49, 5, 499–514. https://doi.org/10.1177/0022219414559974
 
Protopapas, A., Cheimariou, S., Economou, A., Kakavoulia, M., & Varlokosta, S. (2016). Functional categories related to verb inflection are not differentially impaired in Greek aphasia. Language and Cognition, 8, 1, 124–141. https://doi.org/10.1017/langcog.2014.46
 
Anastasiou, D., & Protopapas, A. (2015). Difficulties in lexical stress versus difficulties in segmental phonology among adolescents with dyslexia. Scientific Studies of Reading, 19, 31–50. https://doi.org/10.1080/10888438.2014.934452
 
Protopapas, A., Vlahou, E. L., Moirou, D., & Ziaka, L. (2014). Word reading practice reduces Stroop interference in children. Acta Psychologica, 148, 204–208. https://doi.org/10.1016/j.actpsy.2014.02.006
 
Protopapas, A. (2014). From temporal processing to developmental language disorders: Mind the gap. Philosophical Transactions of the Royal Society B: Biological Sciences 369, 1634, 20130090. https://doi.org/10.1098/rstb.2013.0090
 
Fotiadis, F. A., & Protopapas, A. (2014). The effect of newly trained verbal and nonverbal labels for the cues in probabilistic category learning. Memory and Cognition, 42, 1, 112–125. https://doi.org/10.3758/s13421-013-0350-5
 
Protopapas, A., Altani, A., & Georgiou, G. K. (2013). Development of serial processing in reading and rapid naming. Journal of Experimental Child Psychology, 116, 4, 914–929. https://doi.org/10.1016/j.jecp.2013.08.004
 
Protopapas, A., Altani, A., & Georgiou, G. K. (2013). RAN backward: A test of the visual scanning hypothesis. Scientific Studies of Reading, 17, 6, 453–461. https://doi.org/10.1080/10888438.2013.769556
 
Nikolinakos, D., Georgiadou, A., Protopapas, A., Tzavaras, A., & Potagas, C. (2013). A case of color-taste synesthesia. Neurocase, 19, 3, 282–294. https://doi.org/10.1080/13554794.2012.667123
 
Protopapas, A., Fakou, A., Drakopoulou, S., Skaloumbakas, C., & Mouzaki, A. (2013). What do spelling errors tell us? Classification and analysis of spelling errors made by Greek schoolchildren with and without dyslexia. Reading & Writing: An Interdisciplinary Journal, 26, 5, 615–646. https://doi.org/10.1007/s11145-012-9378-3
 
Protopapas, A., Mouzaki, A., Sideridis, G. D., Kotsolakou, A., & Simos, P. G. (2013). The role of vocabulary in the context of the simple view of reading. Reading & Writing Quarterly, 29, 2, 168–202. https://doi.org/10.1080/10573569.2013.758569
 
Protopapas, A., Tzakosta, M., Chalamandaris, A., & Tsiakoulis, P. (2012). IPLR: An online resource for Greek word-level and sublexical information. Language Resources & Evaluation, 46, 3, 449–459. https://doi.org/10.1007/s10579-010-9130-z
 
Vlahou, E., Protopapas, A., & Seitz, A. R. (2012). Implicit training of non-native speech stimuli. Journal of Experimental Psychology: General, 141, 2, 363–381. https://doi.org/10.1037/a0025014
 
Protopapas, A., Simos, P. G., Sideridis, G. D., & Mouzaki, A. (2012). The components of the simple view of reading: A confirmatory factor analysis. Reading Psychology, 33, 3, 217–240. https://doi.org/10.1080/02702711.2010.507626
 
Simos, P. G., Sideridis, G. D., Protopapas, A., & Mouzaki, A. (2011). Psychometric evaluation of a receptive vocabulary test for Greek elementary students. Assessment for Effective Intervention, 37, 1, 34–49. https://doi.org/10.1177/1534508411413254
 
Protopapas, A., Sideridis, G. D., Mouzaki, A., & Simos, P. G. (2011). Matthew effects in reading comprehension: myth or reality? Journal of Learning Disabilities, 44, 5, 402–420. https://doi.org/10.1177/0022219411417568
 
Georgiou, G. K., Protopapas. A., Papadopoulos, T. C., Skaloumbakas, C., & Parrila, R. (2010). Auditory temporal processing and dyslexia in an orthographically consistent language. Cortex, 46, 10, 1330–1344. https://doi.org/10.1016/j.cortex.2010.06.006
 
Seitz, A. R., Protopapas, A., Tsushima, Y., Vlahou, E. L., Gori, S., Grossberg, S., & Watanabe, T. (2010). Unattended exposure to components of speech sounds yields same benefits as explicit auditory training. Cognition, 115, 3, 432–443. https://doi.org/10.1016/j.cognition.2010.03.004
 
Protopapas, A., & Gerakaki, S. (2009). Development of processing stress diacritics in reading Greek. Scientific Studies of Reading, 13, 6, 453–483. https://doi.org/10.1080/10888430903034788
 
Protopapas, A., & Vlahou, E. L. (2009). A comparative quantitative analysis of Greek orthographic transparency. Behavior Research Methods, 41, 4, 991–1008. https://doi.org/10.3758/BRM.41.4.991
 
Protopapas, A., Skaloumbakas, C., & Bali, P. (2008). Validation of unsupervised computer-based screening for reading disability in the Greek elementary Grades 3 and 4. Learning Disabilities: A Contemporary Journal, 6, 1, 45–69.
 
Protopapas, A. (2007). CheckVocal: A program to facilitate checking the accuracy and response time of vocal responses from DMDX. Behavior Research Methods, 39, 4, 859–862. https://doi.org/10.3758/BF03192979
 
Protopapas, A., Gerakaki, S., & Alexandri, S. (2007). Sources of information for stress assignment in reading Greek. Applied Psycholinguistics, 28, 4, 695–720. https://doi.org/10.1017/S0142716407070373
 
Protopapas, A., Archonti, A., & Skaloumbakas, C. (2007). Reading ability is negatively related to Stroop interference. Cognitive Psychology, 54, 3, 251–282. https://doi.org/10.1016/j.cogpsych.2006.07.003
 
Protopapas, A., Sideridis, G. D., Simos, P. G., & Mouzaki, A. (2007). Development of lexical mediation in the relation between reading comprehension and word reading skills in Greek. Scientific Studies of Reading, 11, 3, 165–197. https://doi.org/10.1080/10888430701344322
 
Protopapas, A., & Skaloumbakas, C. (2007). Traditional and computer-based screening and diagnosis of reading disabilities in Greek. Journal of Learning Disabilities, 40, 1, 15–36. https://doi.org/10.1177/00222194070400010201
 
Protopapas, A., Gerakaki, S., & Alexandri, S. (2006). Lexical and default stress assignment in reading Greek. Journal of Research in Reading, 29, 4, 418–432. https://doi.org/10.1111/j.1467-9817.2006.00316.x
 
Sideridis, G. D., Mouzaki, A., Simos, P., & Protopapas, A. (2006). Classification of students with reading comprehension difficulties: The roles of motivation, affect, and psychopathology. Learning Disability Quarterly, 29, 3, 159–180. https://doi.org/10.2307/30035505
 
Varlokosta, S., Valeonti, N., Kakavoulia, M., Lazaridou, M., Economou, A., & Protopapas, A. (2006). The breakdown of functional categories in Greek aphasia: Evidence from agreement, tense and aspect. Aphasiology, 20, 8, 723–743. https://doi.org/10.1080/02687030500513703
 
Protopapas, A. (2006). On the use and usefulness of stress diacritics in reading Greek. Reading and Writing: An Interdisciplinary Journal, 19, 2, 171–198. https://doi.org/10.1007/s11145-005-4023-z
 
B. D. McCandliss, J. A. Fiez, A. Protopapas, M. Conway, & J. L. McClelland (2002). Success and failure in teaching the [r]-[l] contrast to Japanese adults: Tests of a Hebbian model of plasticity and stabilization of spoken language perception. Cognitive, Affective, and Behavioral Neuroscience, 2, 2, 89–108. https://doi.org/10.3758/CABN.2.2.89
 
R. M. Uchanski, A. E. Geers, & A. Protopapas (2002). The intelligibility of modified speech for young listeners with normal and impaired hearing. The Journal of Speech, Language, and Hearing Research, 45, 5, 1027–1038. https://doi.org/10.1044/1092-4388(2002/083)
 
E. Ahissar, S. Nagarajan, M. Ahissar, A. Protopapas, & M. M. Merzenich (2001). Speech comprehension is correlated with temporal response patterns recorded from auditory cortex. Proceedings of the National Academy of Sciences of the U.S.A., 98, 23, 13367–13372. https://doi.org/10.1073/pnas.201400998
 
R. A. Poldrack, E. Temple, A. Protopapas, S. Nagarajan, P. Tallal, M. M. Merzenich, & J. D. E. Gabrieli (2001). Relations between the neural bases of dynamic auditory processing and phonological processing: Evidence from fMRI. Journal of Cognitive Neuroscience, 13, 687–697. https://doi.org/10.1162/089892901750363235
 
E. Temple, J. D. E. Gabrieli, A. Protopapas, S. Nagarajan, T. Salz, P. Tallal, M. M. Merzenich, & R. A. Poldrack (2000). Disruption of the neural response to rapidly transient acoustic stimuli in dyslexia: Evidence from fMRI. Proceedings of the National Academy of Sciences of the U.S.A., 97, 25, 13907–13912. https://doi.org/10.1073/pnas.240461697
 
M. Ahissar, A. Protopapas, M. Reid, & M. M. Merzenich (2000). Auditory processing parallels reading abilities in adults. Proceedings of the National Academy of Sciences of the U.S.A., 97, 12, 6832–6837. https://doi.org/10.1073/pnas.97.12.6832
 
A. Protopapas (1999). Connectionist modeling of speech perception. Psychological Bulletin, 125, 4, 410–436. https://doi.org/10.1037/0033-2909.125.4.410
 
A. Protopapas, S. A. Finney, & P. D. Eimas (1999). Baseline conditions in structural induction: Comments on Pitt, Smith, & Klein (1998). Journal of Experimental Psychology: Human Perception and Performance, 25, 5, 1472–1475. https://doi.org/10.1037/0096-1523.25.5.1472
 
E. R. Pickett, E. Kuniholm, A. Protopapas, J. Friedman, & P. Lieberman (1998). Selective speech motor, syntax, and cognitive deficits associated with bilateral damage to the putamen and the head of the caudate nucleus: a case study. Neuropsychologia, 36, 2, 173–188. https://doi.org/10.1016/S0028-3932(97)00065-1
 
A. Protopapas & P. D. Eimas (1997). Perceptual differences in infant cries revealed by modifications of acoustic features. The Journal of the Acoustical Society of America, 102, 6, 3723–3734. https://doi.org/10.1121/1.420403
 
A. Protopapas & P. Lieberman (1997). Fundamental frequency of phonation and perceived emotional stress. The Journal of the Acoustical Society of America, 101, 4, 2267–2277. https://doi.org/10.1121/1.418247
 
S. A. Finney, A. Protopapas, & P. D. Eimas (1996). Attentional allocation to syllables in American English. Journal of Memory and Language, 35, 893–909. https://doi.org/10.1006/jmla.1996.0046
 
P. Lieberman, A. Protopapas, & B. G. Kanki (1995). Speech production and syntax comprehension deficits on Mt. Everest. Aviation, Space, and Environmental Medicine, 66, 857–864.
 
P. Lieberman, A. Protopapas, B. G.Kanki, E. Reed, & J. W.Youngs (1994). Cognitive defects at altitude. Nature, 372, 325. https://doi.org/10.1038/372325a0

• Diamanti, Vassiliki; Garcia Grande, German; Protopapas, Athanassios; Melby-Lervåg, Monica & Lervåg, Arne (2024). Preschool morphological awareness and developmental change in early reading ability . Scientific Studies of Reading. ISSN 1088-8438. doi: 10.1080/10888438.2024.2370843. Full text in Research Archive
• Protopapas, Athanassios; Katopodi, Katerina; Altani, Angeliki; Kolotoura, Iliana; Ziaka, Laoura & Georgiou, George K (2024). A Process-Oriented Analysis of Speech and Silent Intervals in Responses to Serial Naming Tasks . Journal of Educational Psychology. ISSN 0022-0663. doi: 10.1037/edu0000900. Show summary

  In this study we present a framework for conceptualizing and analyzing responses to serial naming (RAN) tasks, in which participants sequentially name a set of stimuli that are simultaneously presented in an array format. Our aim is to better understand how these tasks are processed and why they are associated with reading skills, particularly word reading fluency. We analyzed responses by 298 Greek children in Grades 1, 3, and 5 to serial and discrete naming of digits, dice, objects, number words, and words. We measured the durations of silent and speech intervals per item in each task and grade, and tested predictions about their relations based on a hypothesis of two overlapping processing stages. We found that articulation times were longer in the serial tasks, further modulated by task demands. Total times were faster for serial than for discrete tasks, and the differences between the two (termed serial advantage) were increasingly associated with the duration of speech intervals, consistent with efficient scheduling. Serial naming rate approached or exceeded the limits imposed by processing time (operationalized as discrete onset latency), consistent with increasing processing overlap. These patterns were primarily observed for digits, number words, and—to some extent—dice, after Grade 1. Object naming seemed to pose different cognitive demands, stably across grades. Word reading exhibited the greatest differences between grades, consistent with rapid development of automaticity. We interpret this pattern of findings within a cascaded processing framework, in which performance is determined by the efficiency of cognitive scheduling of successive operations, constrained by susceptibility to interference from adjacent items. We propose that reading fluency is predicted by serial naming because it is also largely governed by the same scheduling constraints.

• Romero, Sandra; Georgiou, George K; Altani, Angeliki; Gorgun, Guher & Protopapas, Athanassios (2024). Beyond Word Recognition: The Role of Efficient Sequential Processing in Word- and Text-Reading Fluency Development. Scientific Studies of Reading. ISSN 1088-8438. doi: 10.1080/10888438.2024.2360189. Full text in Research Archive Show summary

  Purpose: Previous studies examining the inter-relations between serial and discrete naming with reading have found that the ability to efficiently process multiple items presented in a sequence (indexed by serial naming) is a unique predictor of word- and text-reading fluency. However, conclusions have been tempered by the concurrent nature of the available data and the uniformly low demands of the materials (words and texts). Here we go beyond previous studies by using more varied materials to examine the relations of serial and discrete naming with the discrete reading of words and the serial reading of word lists and connected text over time. Method: Two hundred and eight English-speaking Canadian children (51% female, Mage = 7.2 years) were followed from Grade 2 to Grade 5 and were assessed on serial and discrete digit naming and serial and discrete word reading at both measurement points. Results: Strong associations between discrete naming and discrete reading already from Grade 2 indicated that short and high-frequency words were processed in parallel early in development. By Grade 5, when word recognition was presumably automatized, serial naming accounted for unique variance in serial reading of word lists and connected texts after controlling for discrete word reading. More importantly, Latent Change Score modelling indicated that serial naming was the main predictor of growth in serial reading from Grade 2 to Grade 5. Conclusion: These findings suggest that, beyond individual word recognition, reading fluency development also requires efficient processing of multiple items presented in serial format (termed “cascaded processing”).

• van Viersen, Sietske; Altani, Angeliki; De Jong, Peter F. & Protopapas, Athanassios (2024). Between-word processing and text-level skills contributing to fluent reading of (non)word lists and text. Reading and writing. ISSN 0922-4777. doi: 10.1007/s11145-024-10533-8. Full text in Research Archive
• Ziaka, Laoura & Protopapas, Athanassios (2023). Cognitive Control Beyond Single-Item Tasks: Insights From Pupillometry, Gaze, and Behavioral Measures. Journal of Experimental Psychology: Human Perception and Performance. ISSN 0096-1523. 49(7). doi: 10.1037/xhp0001127. Full text in Research Archive
• Hoff, David Armas; Amland, Tonje; Melby-Lervåg, Monica; Lervåg, Arne & Protopapas, Athanassios (2023). Early rapid naming longitudinally predicts shared variance in reading and arithmetic fluency. Journal of Experimental Child Psychology. ISSN 0022-0965. 231. doi: 10.1016/j.jecp.2023.105656. Full text in Research Archive
• Poulsen, Mads; Protopapas, Athanassios & Juul, Holger (2023). How RAN stimulus type and repetition affect RAN’s relation with decoding efficiency and reading comprehension. Reading and writing. ISSN 0922-4777. 37, p. 89–102. doi: 10.1007/s11145-023-10421-7. Full text in Research Archive
• Georgiou, George K; Tao, Sha; Romero, Sandra; Ma, Leilei; Chen, Rui & Li, Yuanyuan [Show all 9 contributors for this article] (2023). Serial and discrete naming and reading in Chinese first graders: Testing predictions from the cascaded processing hypothesis. Journal of Experimental Child Psychology. ISSN 0022-0965. 231. doi: 10.1016/j.jecp.2023.105650. Full text in Research Archive
• Fotiadis, Fotis A. & Protopapas, Athanassios (2022). Immediate and Sustained Effects of Verbal Labels for Newly-Learned Categories. Quarterly Journal of Experimental Psychology (QJEP). ISSN 1747-0218. p. 1–17. doi: 10.1177/17470218221126659. Full text in Research Archive
• Ziaka, Laoura & Protopapas, Athanassios (2022). Conflict Monitoring or Μulti-tasking? Tracking Within-Task Performance in Single-item and Multi-item Stroop Tasks . Acta Psychologica. ISSN 0001-6918. doi: 10.1016/j.actpsy.2022.103583. Full text in Research Archive
• Georgiou, George K; Cho, Jeung-Ryeul; Deng, Ciping; Altani, Angeliki; Romero, Sandra & Kim, Min-Young [Show all 9 contributors for this article] (2022). Cascaded processing in naming and reading: Evidence from Chinese and Korean. Journal of Experimental Child Psychology. ISSN 0022-0965. 220. doi: 10.1016/j.jecp.2022.105416. Full text in Research Archive
• Kuperman, Victor; Siegelman, Noam; Schroeder, Sascha; Acartürk, Cengiz; Alexeeva, Svetlana & Amenta, Simona [Show all 30 contributors for this article] (2022). Text reading in English as a second language: Evidence from the Multilingual Eye-Movements Corpus. Studies in Second Language Acquisition. ISSN 0272-2631. doi: 10.1017/S0272263121000954. Full text in Research Archive
• Siegelman, Noam; Schroeder, Sascha; Acartürk, Cengiz; Ahn, Hee-Don; Alexeeva, Svetlana & Amenta, Simona [Show all 31 contributors for this article] (2022). Expanding horizons of cross-linguistic research on reading: The Multilingual Eye-movement Corpus (MECO). Behavior Research Methods. ISSN 1554-351X. doi: 10.3758/s13428-021-01772-6. Full text in Research Archive
• van Viersen, Sietske; Protopapas, Athanassios & De Jong, Peter F. (2022). Word- and Text-Level Processes Contributing to Fluent Reading of Word Lists and Sentences. Frontiers in Psychology. ISSN 1664-1078. 12. doi: 10.3389/fpsyg.2021.789313. Full text in Research Archive
• Ziaka, Laoura; Skoteinou, Dimitra & Protopapas, Athanassios (2022). Task format modulates the relationship between reading ability and Stroop Interference. Journal of Experimental Psychology: Human Perception and Performance. ISSN 0096-1523. doi: 10.1037/xhp0000964. Full text in Research Archive
• Loui, Sofia; Protopapas, Athanassios & Orfanidou, Eleni (2021). Asymmetric Morphological Priming Among Inflected and Derived Verbs and Nouns in Greek. Frontiers in Psychology. ISSN 1664-1078. 12. doi: 10.3389/fpsyg.2021.658189. Full text in Research Archive
• Morante, Manuel; Kopsinis, Yannis; Chatzichristos, Christos; Protopapas, Athanassios & Theodoridis, Sergios (2021). Enhanced design matrix for task-related fMRI data analysis. NeuroImage. ISSN 1053-8119. 245, p. 1–19. doi: 10.1016/j.neuroimage.2021.118719. Full text in Research Archive
• van Viersen, Sietske; Protopapas, Athanassios; Georgiou, George K; Parrila, Rauno; Ziaka, Laoura & de Jong, Peter F (2021). Lexicality Effects on Orthographic Learning in Beginning and Advanced Readers of Dutch: An Eye-tracking Study. Quarterly Journal of Experimental Psychology (QJEP). ISSN 1747-0218. doi: 10.1177/17470218211047420. Full text in Research Archive
• Andrikopoulou, Angeliki; Protopapas, Athanassios & Arvaniti, Amalia (2021). Lexical Stress Representation in Spoken Word Recognition. Journal of Experimental Psychology: Human Perception and Performance. ISSN 0096-1523. 47(6), p. 830–851. doi: 10.1037/xhp0000929. Full text in Research Archive
• Kuperman, Victor; Bar-On, Amalia; Bertram, Raymond; Boshra, Rober; Deutsch, Avital & Kyröläinen, Aki-Juhani [Show all 9 contributors for this article] (2021). Prevalence of spelling errors affects reading behavior across languages. Journal of experimental psychology. General. ISSN 0096-3445. doi: 10.1037/xge0001038. Full text in Research Archive
• Morante, Manuel; Kopsinis, Yannis; Theodoridis, Sergios & Protopapas, Athanassios (2020). Information Assisted Dictionary Learning for fMRI data analysis. IEEE Access. ISSN 2169-3536. doi: 10.1109/ACCESS.2020.2994276. Full text in Research Archive
• Protopapas, Athanasios (2019). Evolving Concepts of Dyslexia and Their Implications for Research and Remediation. Frontiers in Psychology. ISSN 1664-1078. 10. doi: 10.3389/fpsyg.2019.02873. Full text in Research Archive
• Altani, Angeliki; Protopapas, Athanasios; Katopodi, Katerina & Georgiou, George (2019). Tracking the serial advantage in the naming rate of multiple over isolated stimulus displays. Reading and writing. ISSN 0922-4777. doi: 10.1007/s11145-019-09962-7. Full text in Research Archive Show summary

  The serial advantage, defined as the gain in naming rate in the serial over the discrete task of the same content, was examined between grades and types of content in English and Greek. 720 English- and Greek-speaking children from Grades 1, 3, and 5 were tested in rapid naming and reading tasks of different content, including digits, objects, dice, number words, and words. Each type of content was presented in two presentation formats: multiple stimulus displays (i.e., serial naming) and isolated stimulus displays (i.e., discrete naming). Serial tasks yielded faster naming rates―irrespective of task content―in both languages. However, content-specific characteristics influenced the trajectory of the serial advantage between grades. Improvement in the serial advantage between grades was found to be greatest for word reading, which started off similar to object naming in Grade 1, but ended up similar to digit or dice naming by Grade 5. In addition, growth in serial advantage was found to be associated with growth in discrete naming rate only in grade level analysis. For individuals, greater serial advantage was found to rely on processing skills specific to serial naming rather than on differences in the rate of naming isolated items. Our findings suggest that group level findings may not generalize to individuals, and although practice and familiarity with the content on the naming/reading task may impact the development of serial advantage, isolated item identification processes contribute little to individual differences in the gain in serial naming rates.

• Altani, Angeliki; Protopapas, Athanassios; Katopodi, Katerina & Georgiou, George (2019). From Individual Word Recognition to Word List and Text Reading Fluency . Journal of Educational Psychology. ISSN 0022-0663. doi: 10.1037/edu0000359. Full text in Research Archive
• Protopapas, Athanassios & Parrila, Rauno (2019). Dyslexia: Still Not a Neurodevelopmental Disorder. Brain Sciences. ISSN 2076-3425. 9(1). doi: 10.3390/brainsci9010009. Full text in Research Archive Show summary

  We recently pointed out that there is no evidence to support the commonly held view that there is something wrong with the brains of children who have great difficulty learning to read. In response, it was argued that dyslexia should be considered to be a neurodevelopmental disorder because of its potential to adversely affect quality of life, and because there are differences between the brains of people with different levels of reading skill. We agree with these two points, but they are irrelevant to the issue in question, because neither establishes the critical notion of disrupted neurodevelopment; that is, a brain fault. Differences between groups do not imply that any individuals are abnormal, and calling a brain improperly developed on the basis of cultural issues has absurd implications. Even calling brains atypical is unfounded because reference to typicality hinges on knowledge of the relevant distributions, which is currently lacking. Moreover, there is at present no obvious role for neurology- or neuroscience-based input for the critical issue of the assessment and remediation of the reading difficulties themselves. We reiterate our conclusion that there is, at the moment, no credible foundation to support the claim that dyslexia is a neurodevelopmental disorder.

• Protopapas, Athanassios & Parrila, Rauno (2018). Is Dyslexia a Brain Disorder? Brain Sciences. ISSN 2076-3425. 8(4). doi: 10.3390/brainsci8040061. Full text in Research Archive
• Altani, Angeliki; Protopapas, Athanassios & Georgiou, George (2018). Using Serial and Discrete Digit Naming to Unravel Word Reading Processes. Frontiers in Psychology. ISSN 1664-1078. 9, p. 1–11. doi: 10.3389/fpsyg.2018.00524. Full text in Research Archive
• Protopapas, Athanassios; Katopodi, Katerina; Altani, Angeliki & Georgiou, George (2018). Word Reading Fluency as a Serial Naming Task. Scientific Studies of Reading. ISSN 1088-8438. 22(3), p. 248–263. doi: 10.1080/10888438.2018.1430804. Full text in Research Archive
• Diamanti, Vassiliki; Goulandris, Nata; Stuart, Morag; Campbell, Ruth & Protopapas, Athanassios (2018). Tracking the effects of dyslexia in reading and spelling development: A longitudinal study of Greek readers. Dyslexia. ISSN 1076-9242. 24(2), p. 170–189. doi: 10.1002/dys.1578.
• Diamanti, Vasiliki; Goulandris, Nata; Campbell, Ruth & Protopapas, Athanassios (2018). Dyslexia profiles across orthographies differing in transparency:An evaluation of theoretical predictions contrasting English and Greek. Scientific Studies of Reading. ISSN 1088-8438. 22(1), p. 55–69. doi: 10.1080/10888438.2017.1338291. Full text in Research Archive
• Altani, Angeliki; Protopapas, Athanasios & Georgiou, George K (2017). The contribution of executive functions to naming digits, objects, and words. Reading and writing. ISSN 0922-4777. doi: 10.1007/s11145-016-9666-4.
• Protopapas, Athanasios; Markatou, Artemis; Samaras, Evangelos & Piokos, Andreas (2017). Shape and color naming are inherently asymmetrical: Evidence from practice-based interference. Cognition. ISSN 0010-0277. doi: 10.1016/j.cognition.2016.10.025.
• Diamanti, Vassiliki; Benaki, Argyro; Mouzaki, Angeliki; Ralli, Asimina; Antoniou, Faye & Papaioannou, Sophia [Show all 7 contributors for this article] (2017). Development of early morphological awareness in Greek: Epilinguistic versus metalinguistic and inflectional versus derivational awareness. Applied Psycholinguistics. ISSN 0142-7164. 39(3), p. 545–567. doi: 10.1017/S0142716417000522. Full text in Research Archive
• Diamanti, Vassiliki; Mouzaki, Angeliki; Ralli, Asimina; Antoniou, Faye; Papaioannou, Sophia & Protopapas, Athanassios (2017). Preschool phonological and morphological awareness as longitudinal predictors of early reading and spelling development in Greek. Frontiers in Psychology. ISSN 1664-1078. 8. doi: 10.3389/fpsyg.2017.02039. Full text in Research Archive
• Parrila, Rauno & Protopapas, Athanassios (2017). Dyslexia and word reading problems. In Cain, Kate; Compton, Donald & Parrila, Rauno (Ed.), Theories of reading development. John Benjamins Publishing Company. ISSN 978 90 272 1811 7. p. 333–358. doi: 10.1075/swll.15.19par. Full text in Research Archive
• Altani, Angeliki; Georgiou, George; Deng, Ciping; Cho, Jeung-Ryeul; Katopodi, Katerina & Wei, Wei [Show all 7 contributors for this article] (2017). Is processing of symbols and words influenced by writing system? Evidence from Chinese, Korean, English, and Greek. Journal of Experimental Child Psychology. ISSN 0022-0965. 164, p. 117–135. doi: 10.1016/j.jecp.2017.07.006. Full text in Research Archive
• Kapnoula, Efthymia; Protopapas, Athanassios; Saunders, Steven & Coltheart, Max (2017). Lexical and sublexical effects on visual word recognition in Greek: comparing human behavior to the dual route cascaded model. Language, Cognition and Neuroscience. ISSN 2327-3798. 32(10), p. 1290–1304. doi: 10.1080/23273798.2017.1355059. Full text in Research Archive
• Protopapas, Athanassios; Mitsi, Anna; Koustoumbardis, Miltiadis; Tsitsopoulou, Sofia; Leventi, Marianna & Seitz, Aaron (2017). Incidental orthographic learning during a color detection task. Cognition. ISSN 0010-0277. 166, p. 251–271. doi: 10.1016/j.cognition.2017.05.030. Full text in Research Archive
• Grimani, Aikaterini & Protopapas, Athanassios (2017). Derivational suffixes as cues to stress position in reading Greek. Journal of Research in Reading. ISSN 0141-0423. 40, p. S23–S41. doi: 10.1111/1467-9817.12092. Full text in Research Archive
• Protopapas, Athanasios; Altani, Angeliki & Georgiou, George (2013). Development of serial processing in reading and rapid naming. Journal of Experimental Child Psychology. ISSN 0022-0965. 116(4), p. 914–929. doi: 10.1016/j.jecp.2013.08.004.

View all works in Cristin

• Varlokosta, Spyridoula; Stamouli, Spyridoula; Karasimos, Athanasios; Markopoulos, Georgios; Kakavoulia, Maria & Nerantzini, Michaela [Show all 10 contributors for this article] (2016). A Greek Corpus of Aphasic Discourse: Collection, Transcription, and Annotation Specifications. Linköping Electronic Conference Proceedings. ISBN 978-91-7685-730-4. 8 p.

View all works in Cristin

• Protopapas, Athanassios (2023). Understanding fluency: Beyond the automaticity of single word reading. Show summary

  Fluent reading is the hallmark of the skilled reader and a foundation for efficient comprehension. Yet we understand surprisingly little about the nature and development of reading fluency. Current theoretical models seem to assume that fluent reading is a corollary of automatized individual word recognition; however, the efficiency of word list reading is more closely associated with serial digit naming (RAN; a nonreading task) than with the speed of reading individual words. In this talk I will present a framework for conceptualizing reading of word sequences as a serial naming task by focusing on parallel processing due to temporally overlapping processing of successive items. This approach helps us understand differences between naming tasks, their relationship to reading fluency, and -- most importantly -- what are the additional prerequisites to reading fluency, beyond automaticity, which end up dominating the development of word-level reading skill past the beginner stages. The enriched view of fluency enabled by this approach can shed light on why fluency interventions are less efficient than interventions targeting earlier stages of reading development, as well as on why certain types of interventions have emerged as consistently more effective.

• Kyriakidou, Stefania Antonia; Ziaka, Laoura; McMurray, Bob; Zelihic, Dzan; Simonsen, Kristin & Protopapas, Athanassios (2023). The Effects of Interword Spacing on Visual Word Recognition: An Eye-tracking Study Using a Flanked-word Visual World Paradigm.
• Protopapas, Athanassios; Zelihic, Dzan; Ziaka, Laoura; Simonsen, Kristin; Apfelbaum, Keith & McMurray, Bob (2023). Word reading efficiency is associated with resistance to interference from adjacent words.
• Simonsen, Kristin; Altani, Angeliki; Zelihic, Dzan; Ziaka, Laoura; Braze, David & Protopapas, Athanassios (2023). Development of Two Tests of Reading Comprehension Efficiency.
• Altani, Angeliki; Katsamanis, Athanasios; Kouzelis, Theodoros; Voukelatou, Danai; Zelihic, Dzan & Simonsen, Kristin [Show all 8 contributors for this article] (2022). Temporal Eye-Voice Span in Naming Tasks as an Index of Cascading Efficiency.
• Ziaka, Laoura; Katsamanis, Athanasios & Protopapas, Athanassios (2022). Eye-Voice Span in Single Item and Multi Item Stroop Tasks: Tracking Within Task Alterations.
• Simonsen, Kristin; Altani, Angeliki; Zelihic, Dzan; Ziaka, Laoura; Braze, David & Protopapas, Athanassios (2022). Development of two tests of reading comprehension efficiency.
• Zelihic, Dzan; Ziaka, Laoura; McMurray, Bob; Apfelbaum, Keith; Simonsen, Kristin & Protopapas, Athanassios (2022). Interference from adjacent items in automatic word recognition: Effects of lexicality and visual complexity.
• Protopapas, Athanassios; Katopodi, Katerina; Altani, Angeliki; Ziaka, Laoura & Georgiou, George K (2022). Articulation rate and cognitive demands in serial naming and reading.
• Protopapas, Athanassios & Simonsen, Kristin (2021). Skolecasten 1.10. Better reading. [Internet]. https://anchor.fm/skolecasten/episodes/1-10--Better-reading-.
• Varlokosta, Spyridoula; Stamouli, Spyridoula; Karasimos, Athanasios; Markopoulos, Georgios; Kakavoulia, Maria & Nerantzini, Michaela [Show all 10 contributors for this article] (2016). A Greek corpus of aphasic discourse: Collection, transcription, and annotation specifications.

View all works in Cristin