Papers by ANASTASIA ALEVRIADOU
International Journal of Developmental Disabilities
Exploring the individual differences of the longitudinal growth of early numeracy (EN) in young c... more Exploring the individual differences of the longitudinal growth of early numeracy (EN) in young children with Intellectual disabilities (IDs) prerequires the critical stage of exploring and validat...
Journal of Intellectual Disabilities
Exploring individual differences and looking beyond averaged parameters of early numeracy in youn... more Exploring individual differences and looking beyond averaged parameters of early numeracy in young children with mild intellectual disabilities has become an area of interest to many researchers worldwide. This study aimed to identify the different profiles of early numeracy skills in young children with mild intellectual disabilities. For this purpose, we assessed early numeracy through Utrecht early numeracy test and learning aptitude through Detroit Test, in a sample of 135 children diagnosed with intellectual disabilities. The mean of their mental age was 5:09 (years:months) . Two-step cluster analysis identified four homogenous groups of children with distinct early numeracy profiles as follows:C1 were fluent in relational and numerical skills up to 20, C2 were fluent in relational skills and numerical skills up to 10, C3 had basic knowledge of relational skills and inconsistent numerical skills up to 10 and C4 had inconsistent relational skills and numerical skills. Results ar...
Advances in Psychology, Mental Health, and Behavioral Studies
High ability preschoolers manifest a great variability on neuropsychological measures and prelite... more High ability preschoolers manifest a great variability on neuropsychological measures and preliteracy skills within their population, despite their intelligence quotient scores in the above average range. The present chapter begins with a definition of the executive functions (EFs), followed by recent research on the penetration of EFs sufficiency or insufficiency in early oral language development. Research data on the EFs and preliteracy skills of high ability preschool children are also presented, followed by the description of an educational EFs training software with embedded preliteracy activities. Its development was based on recent documented evidence on the relevance of early childhood EFs and young children's preliteracy skills. After taking part in a pretest assessment of core EFs and preliteracy skills, a group of 12 high ability preschool children participated in two 30-min sessions of the educational EFs training program with integrated preliteracy activities per w...
Education and Technology Support for Children and Young Adults With ASD and Learning Disabilities, 2021
Some preschool children are at risk for reading difficulties because of inadequate emergent liter... more Some preschool children are at risk for reading difficulties because of inadequate emergent literacy skills. Recent studies have found evidence of the bidirectionality between executive function skills (Efs) and young children's preliteracy skills. This chapter aims to discuss the development and the efficacy of Cogni-Prelit (Cognition and Preliterature) digital application, which stimulates and enhances core Efs integrated with preliteracy activities, in children at risk for reading difficulties. A group of 30 preschool children took part in a pre-test assessment of preliteracy skills and core Efs. Children were then randomly assigned to either an experimental (n =15) or a passive control group (n =15). The experimental group participated in 2 30-min sessions of the Cogni-Prelit training program per week, for 12 weeks. Significant differences between control and experimental groups were observed in the post-test assessment, with the latter performing better on both measures.
European Journal of Education Studies, 2017
The present study aimed at comparing the working memory of Greek monolingual students to bilingua... more The present study aimed at comparing the working memory of Greek monolingual students to bilingual ones from migrant backgrounds who all attend primary school. Secondly, an effort was made to investigate the correlation of the working memory with the academic performance in both groups. Moreover, the correlation of the vocabulary strategies, employed by monolingual and bilingual students in an integrated memory-based text framework (Rachanioti, Griva & Alevriadou, 2017), with their working memory was explored. The sample consisted of 20 monolingual and 20 bilingual students of Albanian origin, who attended the 5 th and 6 th grade of three primary schools in Eastern Thessaloniki, Greece. The monolingual and bilingual students were matched according to their mark reports on academic performance. The Automated Working Memory Assessment (Alloway, 2007) was used to assess the students’ working memory. The data revealed that monolingual and bilingual students did not differ either in the ...
Students with learning disabilities often struggle with reading skill acquisition, due to the nat... more Students with learning disabilities often struggle with reading skill acquisition, due to the nature and complexity of the reading process (Brown, 2009). In addition, it has been documented that students experiencing reading disabilities, have problems with the basic cognitive skills of visual perception (Stokes, Matthen & Biggs, 2015). The purpose of the present study was to investigate the role of the cognitive parameters of visual perception, assessed by the Developmental Test of Visual Perception-2nd Edition (DTVP-2, Hammill, Pearson & Voress, 1993) on the reading ability of students with learning disabilities, assessed by Test A (Panteliadou & Antoniou, 2007, Standardized test for reading disabilities in Greek). The sample consisted of 73 children (N=73) attending the 4th and 5th grade of Primary school, diagnosed with learning disability in reading. The results indicated that visual perception was a predictive factor for reading performance. Implications of these findings are ...
International Journal of Learning and Development, 2012
The aim of the research is to explore the views of infants and preschool aged children on compute... more The aim of the research is to explore the views of infants and preschool aged children on computers as a concept and as an element of material culture. In other words, the research seeks to identify the ideas and concepts that the children have form on the computer and its peripheral units. At the same time there has been an effort to detecting the factors that probably affect the Greek preschool aged children’s formation of views and concepts on computers. The factors that have been checked are parents’ education level and profession, the existence or not of a computer in kindergarten class, the sex, the place of residence and children’s age. In order for the degree of infants’ conceptual change to emerge, the question “does a computer remain a computer if one of its external characteristics changes” had been investigated. The phenomenon of simile or parallelism of the computer or its parts with other objects had been observed (i.e. “the screen is like a TV” or “is a TV”, “the cent...
Applied Neuropsychology, 2010
Klinefelter syndrome (KS) is a genetic disorder in males characterized by the presence of an extr... more Klinefelter syndrome (KS) is a genetic disorder in males characterized by the presence of an extra X chromosome. Its most consistent endocrinological manifestations include lower testosterone production and impaired spermatogenesis. KS individuals have a general typical appearance with taller stature, and they demonstrate a characteristic cognitive phenotype involving weaknesses in verbal processing. Anomalous cerebral lateralization involves the inverse or weak dominance of hand, language, and visuospatial abilities and has been associated with the cognitive deficits of KS individuals. This article summarizes the ongoing research in this field, discusses the main findings, and attempts to provide a thorough description of the cause of the observed functional and anatomical cerebral asymmetries associated with the syndrome. Nonetheless, efforts have been directed to incorporate evidence for and against theoretical accounts that explain the experimental findings, to discuss issues involving the implications of the chosen methodology, and present key research areas for future empirical research.
Procedia - Social and Behavioral Sciences, 2010
Procedia - Social and Behavioral Sciences, 2010
European Journal of Special Education Research
Although deaf role model projects have existed for some time and their benefits and outcomes for ... more Although deaf role model projects have existed for some time and their benefits and outcomes for deaf children/young people and their parents have been recorded, almost no attention has been paid to the experiences of the deaf people who take on these roles. Additionally, the experiences of being a deaf role model have been little explored in the literature. This paper explores available literature on role models for supporting families of deaf children and hearing practitioners. Most deaf people (about 95%), all over the world, have hearing parents and do not meet deaf adults and sign language before the age that formal primary education starts. The majority of hearing parents do not come in touch with deafness even after their child is diagnosed of being deaf. But it’s really crucial for families to have resources that allow them to help their child develop language and have full interaction with their family. Additionally, deaf role models can play a vital role in the development...
The present study aimed at comparing the working memory of Greek monolingual students to bilingua... more The present study aimed at comparing the working memory of Greek monolingual students to bilingual ones from migrant backgrounds who all attend primary school. Secondly, an effort was made to investigate the correlation of the working memory with the academic performance in both groups. Moreover, the correlation of the vocabulary strategies, employed by monolingual and bilingual students in an integrated memory-based text framework (Rachanioti, Griva & Alevriadou, 2017), with their working memory was explored. The sample consisted of 20 monolingual and 20 bilingual students of Albanian origin, who attended the 5th and 6th grade of three primary schools in Eastern Thessaloniki, Greece. The monolingual and bilingual students were matched according to their mark reports on academic performance. The Automated Working Memory Assessment (Alloway, 2007) was used to assess the students’ working memory. The data revealed that monolingual and bilingual students did not differ either in the ve...
Journal of Intellectual Disabilities
Teachers' interpersonal style is a new field of research in the study of ... more Teachers' interpersonal style is a new field of research in the study of students with intellectual disabilities and challenging behaviors in school context. In the present study, we investigate emotions and causal attributions of three basic types of challenging behaviors: aggression, stereotypy, and self-injury, in relation to teachers' interpersonal style. One hundred and seventy seven Greek general and special educator teachers participated in the study by completing a three-scaled questionnaire. Statistical analysis revealed that the type of challenging behaviors affected causal attributions. According to regression analysis, emotions, teaching experience, expertise in special education, and gender explained a significant amount of variance in interpersonal style. Emotions were found to have a mediating role in the relationship between causal attributions and interpersonal style of "willingness to support," when challenging behaviors were attributed to stable causes or causes under the control of the individual with intellectual disabilities.
International Journal of Developmental Disabilities, 2021
Exploring the individual differences of the longitudinal growth of early numeracy (EN) in young c... more Exploring the individual differences of the longitudinal growth of early numeracy (EN) in young children with Intellectual disabilities (IDs) prerequires the critical stage of exploring and validat...
This study investigated the effects of Explicit Instruction (EI) and Concrete Representational Ab... more This study investigated the effects of Explicit Instruction (EI) and Concrete Representational Abstract (CRA) strategies on mathematics achievement of primary three pupils with dyscalculia in Federal Capital Territory (FCT) Abuja. The influence of gender on the pupils’ mathematics achievement was also investigated. Two research questions were raised and two hypotheses were formulated to guide the study. The study employed a quasi-experimental research design. The population for the study was all the 97 primary three pupils with dyscalculia as identified by the special education unit in Abuja Municipal Area Council (AMAC) local education authority Federal Capital Territory Abuja. Purposive sampling technique was employed to select the three inclusive public schools with a large number of children with dyscalculia. In the schools selected, three intact classes comprising 31 primary three pupils made up of 16 males and 15 females were used for the study. The instrument for data collect...
Perceptual and motor …, 2004
The field dependence-independence of normally developing and mentally retarded boys of low and up... more The field dependence-independence of normally developing and mentally retarded boys of low and upper/middle socioeconomic status was examined. To test the cognitive style, the 96 young participants were subdivided into four groups ( n = 24 per group) matched on mean mental age, using the Raven Colored Progressive Matrices. Two groups of mentally retarded boys (Groups A and B) and two groups of normally developing boys (Groups C and D). Groups A and C were matched on mental age at 5.6 yr.; Groups B and D were matched on mental age at 7.6 yr. Each pair of groups differed significantly in mean chronological age. Within each subgroup, 12 boys came from upper/middle socioeconomic status families and 12 from low socioeconomic status families. Analysis indicated absence of significant differences between Groups A and C on field dependence-independence, but there were statistically significant differences between Groups B and D. Moreover, analysis showed that boys from families of upper/middle socioeconomic status, both normally developing and mentally retarded, were consistently more field independent than boys from families of low socioeconomic status. Finally, conclusions were drawn concerning the empirical and theoretical benefits for psychology and education, which arise from the study of field dependence-independence of mentally retarded individuals.
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Papers by ANASTASIA ALEVRIADOU