ΤΙΜΟΘΕΟΣ ΠΑΠΑΔΟΠΟΥΛΟΣ
ΠΑΠΑΔΟΠΟΥΛΟΣ ΤΙΜΟΘΕΟΣ
PAPADOPOULOS TIMOTHY
...
ASSOCIATE PROFESSOR
Department of Psychology
FEB 01 - Faculty of Economics and Management
University Campus
ΟΕΔ 01 B215
+35722892079
+35722895075
ucy.ac.cy/dir/en/component/comprofiler/userprofile/tpapadop

Προσωπικό Προφίλ

Ο Δρ. Παπαδόπουλος ολοκλήρωσε τις μεταπτυχιακές και διδακτορικές του σπουδές στο Πανεπιστήμιο της Αλμπέρτα του Καναδά στην Εκπαιδευτική Ψυχολογία, όπου εργάστηκε επίσης ως Ερευνητικός Συνεργάτης στο JP Das Developmental Disabilities Centre. Η ερευνητική και διδακτική του δραστηριότητα εστιάζεται στη μελέτη των ειδικών μαθησιακών δυσκολιών και της αντιμετώπισής τους και, συγκεκριμένα: (α) στις διάφορες διαστάσεις της αναγνωστικής ανάπτυξης και της δυσλεξίας (ανάπτυξη, γνωστικά προφίλ και παθολογία), (β) στα προβλήματα προσοχής (προσοχή, επιτελικές λειτουργίες, μηχανισμούς αναστολής, ταχύτητα επεξεργασίας) και (γ) στην ανάπτυξη γνωσιακών προγραμμάτων παρέμβασης μέσω της χρήσης ηλεκτρονικών μέσων και του διαδικτύου. Είναι κύριος ερευνητής ή συνεργάτης σε διάφορα διεθνή ερευνητικά προγράμματα που έχουν χρηματοδοτηθεί τόσο από διεθνείς όσο και εθνικούς οργανισμούς, μεταξύ των οποίων είναι οι: Social Sciences and Humanities Research Council of Canada, the Foundation for the Advancement of Scholarship (Canada), EU Intereg II, FP6 EU funds για εφαρμοσμένη έρευνα στην Κύπρο και FP7 EU Infrastructure funds (Διαρθρωτικά Ταμεία) για την ανάπτυξη νέων ερευνητικών κέντρων στην Κύπρο. Έχει εκδώσει σε συνεργασία 3 βιβλία, ενώ έχει δημοσιεύσει πάνω από 60 επιστημονικά άρθρα και κεφάλαια βιβλίων (βλ. http://store.elsevier.com/Cognition-Intelligence-and-Achievement/isbn-9780124103887/ για το πιο πρόσφατο βιβλίο από τις εκδόσεις Academic Press). Ο Δρ. Παπαδόπουλος έχει εργαστεί ως επισκέπτης καθηγητής στα Πανεπιστήμια του Τρόμσο (Νορβηγία), Queen’s University (Καναδά), Sheffield (Ηνωμένο Βασίλειο), Jyvaskyla University (Φιλανδία), Πανεπιστήμιο Κρήτης (Ελλάδα) και University of Alberta (Καναδά) καθώς και στο Brain Imaging Center της Ουγγρικής Ακαδημίας Επιστημών (Ουγγαρία).
 
Γνωστικοί και γλωσσικοί παράγοντες αναγνωστικής ανάπτυξης και μοντέλα ανάγνωσης
Αναγνωστικές δυσκολίες, δυσλεξία και γνωστικά προγράμματα παρέμβασης
Γνωστική ανάπτυξη και επιτελικές λειτουργίες
Επιτελικές λειτουργίες παιδιών με προβλήματα προσοχής
Γνωστική παρέμβαση προβλημάτων προσοχής
 

Papadopoulos, T. C., Spanoudis, G., & Georgiou, G. K. (2016). How is RAN related to reading fluency? A comprehensive examination of the prominent theoretical accounts. Frontiers in Psychology, 7, 1217.

Georgiou, G. K., Parrila, R. K., & Papadopoulos, T. C. (2016). The anatomy of the RAN-reading relationship. Reading and Writing, 29, 1793-1815. 

Papadopoulos, T. C., Parrila, R. K., & Kirby, J. R. (Eds.) (2015). Cognition, intelligence, and achievement. San Diego, CA: Academic Press.

Papadopoulos, T. C., Ktisti, C., Christoforou, C., & Loizou, M. (2015). Cognitive and linguistic dynamics of reading remediation. In T. C. Papadopoulos, R. K. Parrila, & J. R. Kirby (Eds.), Cognition, intelligence, and achievement (pp. 311-343). San Diego, CA: Academic Press.

Papadopoulos, T. C., & Kendeou, P., & Shiakalli, M. (2014). Reading comprehension tests and poor comprehenders: Do different processing demands mean different profiles? Topics in Cognitive Psychology, 114, 725-753. 

Georgiou, G. K., Papadopoulos, T. C., & Kaizer, E. (2014). Different RAN components relate to reading at different points in time. Reading and Writing, 27, 1379-1394.

Spanoudis, G., & Papadopoulos, T. C. (2013). Theory of mind and specific language impairments in school children. Psychology: The Journal of the Hellenic Psychological Society, 20, 266-284.    

Papadopoulos, T. C. (2013). PASS theory of intelligence in Greek: A review. Preschool and Primary Education, 1, 41-66.
 
Georgiou, G. K., Parrila, R. K., Cui, Y., & Papadopoulos, T. C. (2013). Why is rapid automatized naming related to reading? Journal of Experimental Child Psychology, 115, 218-225. [Ranked among the Top 5 Most Cited Articles in Scopus, 2014-2016]
 
Kendeou, P., Papadopoulos, T. C., & Kotzapoulou, M. (2013). Evidence for the early emergence of the Simple View of Reading in a transparent orthography. Reading and Writing, 26, 189-204.
 
Papadopoulos, T. C., Kendeou, P., & Spanoudis, G. (2012). Investigating the factor structure and measurement invariance of phonological abilities in a sufficiently transparent language. Journal of Educational Psychology, 104, 321-336.
 
Papadopoulos, T. C., Georgiou, G. K., & Parrila, R. K. (2012). Low-level deficits in beat perception: Neither necessary nor sufficient for explaining developmental dyslexia in a consistent orthography. Research in Developmental Disabilities, 33, 1841-1856.
 
Georgiou, G. K., Papadopoulos, T. C., Fella, A., & Parrila, R. K. (2012). Rapid naming speed components and reading development in a consistent orthography. Journal of Experimental Child Psychology, 112, 1-17.
 
Kendeou, P., Papadopoulos T. C., & Spanoudis, G. (2012). Processing demands of reading comprehension tests in young readers. Learning and Instruction, 22, 354-367. [Ranked among the Top 9 Most Cited Articles in Scopus, 2014]
 
Georgiou, G. K., Papadopoulos, T. C., Zarouna, E. & Parrila, R. K. (2012). Are auditory and visual processing deficits related to developmental dyslexia? Dyslexia, 18, 110-129.
 
Kendeou, P., & Papadopoulos, T. C. (2012). The use of CBM-Maze in Greek: A closer look at what it measures. In C. A. Espin, K. L. McMaster, S. Rose, & M. M. Wayman (Eds.), A measure of success: The influence of Curriculum-Based Measurement on education (pp. 329-339). Minneapolis, MN: University of Minnesota Press.
 
Georgiou, G. K., Protopapas, A., Papadopoulos, T. C., Skaloumpakas, C., & Parrila, R. K. (2010). Auditory temporal processing and dyslexia in an orthographically consistent language. Cortex, 46, 1330-1344.
 
Papadopoulos, T. C. & Kendeou, P. (2010). Is there a remedy for reading difficulties? A comparison of two theory-driven programs. Psychological Science (Chinese), 33, 1299-1306.
 
Papadopoulos T. C., Georgiou, G. K., & Kendeou, P. (2009). Investigating the Double-Deficit Hypothesis in Greek: Findings from a longitudinal study. Journal of Learning Disabilities, 42, 528-547.
 
Papadopoulos T. C., Spanoudis, G., & Kendeou, P. (2009). The dimensionality of phonological abilities in Greek. Reading Research Quarterly, 44, 127-143.
 
Papadopoulos, T. C., Georgiou, G. K., & Douklias, S. (2009). Modeling of dyslexia: Is a unitary model of dyslexia possible? In H. D. Friedman and P. K. Revera (Eds.), Abnormal Psychology: New Research (pp. 47-81). Hauppauge, NY: Nova Science Publishers.
 
Georgiou, G. K., Parrila, R. K., & Papadopoulos, T. C. (2008). Predictors of word decoding and reading fluency in English and Greek: A cross-linguistic comparison. Journal of Educational Psychology, 100, 566-580.
 
Papadopoulos, T. C., Panayiotou, G., Spanoudis, G., & Natsopoulos, D., (2005). Evidence of poor planning skills in children with attention deficits. Journal of Abnormal Child Psychology, 33, 611-623. [APA ARTICLE AWARD; 2006]
 
Demetriou, A. & Papadopoulos, T. C. (2004). Human Intelligence: From local models to universal theory. In R. J. Sternberg (Ed.), International Handbook of Intelligence (pp. 445-474). Cambridge University Press.
 
Papadopoulos, T. C., Charalambous, A., Kanari, A., & Loizou, M. (2004). Kindergarten intervention for dyslexia: The PREP remediation in Greek. European Journal of Psychology of Education, 19, 79-105.
 
Papadopoulos, T. C., Das, J. P., Parrila, R. K., & Kirby, J. R. (2003). Children at-risk for developing reading difficulties: A remediation study. School Psychology International, 24, 340-366.
 
Papadopoulos, T. C. (2002b). The impact of inclusion policy on school psychology practices: The Cypriot reality. Educational and Child Psychology, 19, 33-45.
 
Papadopoulos, T. C., Das, J. P., Kodero, N. H., & Solomon, V. (2002). Assessment of attention in school children: Teachers ratings related to tests of attention. European Journal of Special Needs Education, 17, 1-18.
 
Papadopoulos, T. C. (2001b). Phonological and cognitive correlates of word-reading acquisition under two different instructional approaches. European Journal of Psychology of Education, 16, 549-567.

Profile Information

Dr. Papadopoulos pursued his graduate studies at the University of Alberta, Canada in Educational Psychology, where he also worked as Research Associate at the JP Das Developmental Disabilities Centre. His research and teaching focuses on the study of learning disabilities and their treatment and specifically on (a) all aspects of reading development and dyslexia (development, cognition, and pathology), (b) attention deficits (attention, executive functioning, inhibition, and processing speed) and (c) the development of web-based cognitive remedial programs. He leads or participates in the consortiums of international projects which have been funded by both international and national agencies, among which are the Social Sciences and Humanities Research Council of Canada, the Foundation for the Advancement of Scholarship in Canada, the EU Intereg II funds, the FP6 EU funds for Applied Research Projects for Cyprus and FP7 EU infrastructure funds for the creation of new research centers in Cyprus. He has co-authored 3 books and has published over 60 scientific articles and book chapters (see http://store.elsevier.com/Cognition-Intelligence-and-Achievement/isbn-9780124103887/ for his most recent book by Academic Press). Dr. Papadopoulos has been visiting scholar at University of Tromsø (Norway), Queen’s University (Canada), University of Sheffield (UK), Jyväskylä University (Finland), University of Crete (Hellas), University of Alberta (Canada), and the Brain Imaging Center of the Hungarian Academy of Sciences (Hungary).
 
Cognitive Skills Underpinning Reading Development
Reading Difficulties, Dyslexia, and Remediation
Cognitive Development and Cognitive Planning
Executive Functions in Children with ADHD
Cognitive Remediation of Attention Deficits
 

Papadopoulos, T. C., Spanoudis, G., & Georgiou, G. K. (2016). How is RAN related to reading fluency? A comprehensive examination of the prominent theoretical accounts. Frontiers in Psychology, 7, 1217.

Georgiou, G. K., Parrila, R. K., & Papadopoulos, T. C. (2016). The anatomy of the RAN-reading relationship. Reading and Writing, 29, 1793-1815. 

Papadopoulos, T. C., Parrila, R. K., & Kirby, J. R. (Eds.) (2015). Cognition, intelligence, and achievement. San Diego, CA: Academic Press.

Papadopoulos, T. C., Ktisti, C., Christoforou, C., & Loizou, M. (2015). Cognitive and linguistic dynamics of reading remediation. In T. C. Papadopoulos, R. K. Parrila, & J. R. Kirby (Eds.), Cognition, intelligence, and achievement (pp. 311-343). San Diego, CA: Academic Press.

Papadopoulos, T. C., & Kendeou, P., & Shiakalli, M. (2014). Reading comprehension tests and poor comprehenders: Do different processing demands mean different profiles? Topics in Cognitive Psychology, 114, 725-753. 

Georgiou, G. K., Papadopoulos, T. C., & Kaizer, E. (2014). Different RAN components relate to reading at different points in time. Reading and Writing, 27, 1379-1394.

Spanoudis, G., & Papadopoulos, T. C. (2013). Theory of mind and specific language impairments in school children. Psychology: The Journal of the Hellenic Psychological Society20, 266-284.    

Papadopoulos, T. C. (2013). PASS theory of intelligence in Greek: A review. Preschool and Primary Education, 1, 41-66.
 
Georgiou, G. K., Parrila, R. K., Cui, Y., & Papadopoulos, T. C. (2013). Why is rapid automatized naming related to reading? Journal of Experimental Child Psychology, 115, 218-225. [Ranked among the Top 5 Most Cited Articles in Scopus, 2014-2016]
 
Kendeou, P., Papadopoulos, T. C., & Kotzapoulou, M. (2013). Evidence for the early emergence of the Simple View of Reading in a transparent orthography. Reading and Writing, 26, 189-204.
 
Papadopoulos, T. C., Kendeou, P., & Spanoudis, G. (2012). Investigating the factor structure and measurement invariance of phonological abilities in a sufficiently transparent language. Journal of Educational Psychology, 104, 321-336.
 
Papadopoulos, T. C., Georgiou, G. K., & Parrila, R. K. (2012). Low-level deficits in beat perception: Neither necessary nor sufficient for explaining developmental dyslexia in a consistent orthography. Research in Developmental Disabilities, 33, 1841-1856.
 
Georgiou, G. K., Papadopoulos, T. C., Fella, A., & Parrila, R. K. (2012). Rapid naming speed components and reading development in a consistent orthography. Journal of Experimental Child Psychology, 112, 1-17.
 
Kendeou, P., Papadopoulos T. C., & Spanoudis, G. (2012). Processing demands of reading comprehension tests in young readers. Learning and Instruction, 22, 354-367. [Ranked among the Top 9 Most Cited Articles in Scopus, 2014]
 
Georgiou, G. K., Papadopoulos, T. C., Zarouna, E. & Parrila, R. K. (2012). Are auditory and visual processing deficits related to developmental dyslexia? Dyslexia, 18, 110-129.
 
Kendeou, P., & Papadopoulos, T. C. (2012). The use of CBM-Maze in Greek: A closer look at what it measures. In C. A. Espin, K. L. McMaster, S. Rose, & M. M. Wayman (Eds.), A measure of success: The influence of Curriculum-Based Measurement on education (pp. 329-339). Minneapolis, MN: University of Minnesota Press.
 
Georgiou, G. K., Protopapas, A., Papadopoulos, T. C., Skaloumpakas, C., & Parrila, R. K. (2010). Auditory temporal processing and dyslexia in an orthographically consistent language. Cortex, 46, 1330-1344.
 
Papadopoulos, T. C. & Kendeou, P. (2010). Is there a remedy for reading difficulties? A comparison of two theory-driven programs. Psychological Science (Chinese), 33, 1299-1306.
 
Papadopoulos T. C., Georgiou, G. K., & Kendeou, P. (2009). Investigating the Double-Deficit Hypothesis in Greek: Findings from a longitudinal study. Journal of Learning Disabilities, 42, 528-547.
 
Papadopoulos T. C., Spanoudis, G., & Kendeou, P. (2009). The dimensionality of phonological abilities in Greek. Reading Research Quarterly, 44, 127-143.
 
Papadopoulos, T. C., Georgiou, G. K., & Douklias, S. (2009). Modeling of dyslexia: Is a unitary model of dyslexia possible? In H. D. Friedman and P. K. Revera (Eds.), Abnormal Psychology: New Research (pp. 47-81). Hauppauge, NY: Nova Science Publishers.
 
Georgiou, G. K., Parrila, R. K., & Papadopoulos, T. C. (2008). Predictors of word decoding and reading fluency in English and Greek: A cross-linguistic comparison. Journal of Educational Psychology, 100, 566-580.
 
Papadopoulos, T. C., Panayiotou, G., Spanoudis, G., & Natsopoulos, D., (2005). Evidence of poor planning skills in children with attention deficits. Journal of Abnormal Child Psychology, 33, 611-623. [APA ARTICLE AWARD; 2006]
 
Demetriou, A. & Papadopoulos, T. C. (2004). Human Intelligence: From local models to universal theory. In R. J. Sternberg (Ed.), International Handbook of Intelligence (pp. 445-474). Cambridge University Press.
 
Papadopoulos, T. C., Charalambous, A., Kanari, A., & Loizou, M. (2004). Kindergarten intervention for dyslexia: The PREP remediation in Greek. European Journal of Psychology of Education, 19, 79-105.
 
Papadopoulos, T. C., Das, J. P., Parrila, R. K., & Kirby, J. R. (2003). Children at-risk for developing reading difficulties: A remediation study. School Psychology International, 24, 340-366.
 
Papadopoulos, T. C. (2002b). The impact of inclusion policy on school psychology practices: The Cypriot reality. Educational and Child Psychology, 19, 33-45.
 
Papadopoulos, T. C., Das, J. P., Kodero, N. H., & Solomon, V. (2002). Assessment of attention in school children: Teachers ratings related to tests of attention. European Journal of Special Needs Education, 17, 1-18.
 
Papadopoulos, T. C. (2001b). Phonological and cognitive correlates of word-reading acquisition under two different instructional approaches. European Journal of Psychology of Education, 16, 549-567.