Rauno K Parrila

Rauno K. Parrila

Professor of Educational Psychology, Director of J.P. Das Centre on Development and Learning Disabilities

Educational Psychology
rauno.parrila@ualberta.ca



See JP Das Centre website at http://dascentre.educ.ualberta.ca/ for more information

 

Research and Interests

Dr. Rauno Parrila received his Ph.D. from University of Alberta in 1996 with specialization in Learning and Development. After graduating from University of Alberta, he worked as a Postdoctoral Research Fellow at the Queen’s University in Kingston, and as an Associate Professor of Educational and Cognitive Psychology at the University of Tromsø, Norway. He is a member of Special Education area.

Dr. Parrila is interested in psychological, linguistic, and social correlates of both typical and atypical development of academic skills, particularly reading. Dr. Parrila’s current research projects examine (a) the cognitive, linguistic, and social compensation mechanisms of high-functioning adult dyslexics, (b) linguistic and cognitive correlates of individual differences in reading acquisition, (c) the development and remediation of different subtypes of developmental dyslexias, and (d) the effect of seductive details in text or pictures on comprehension and retention of central information when reading expository texts. He also has a keen interest in identification and remediation of reading, attention, and problem solving difficulties in children.

His research has been funded by Social Sciences and Humanities Research Council of Canada, Canadian Language and Literacy Research Network, and Norwegian Research Council.


Selected Publications

Papadopoulos, T. C., Parrila, R., & Kirby, J. R. (Eds.) (2014). Cognition, intelligence, and achievement: A tribute to J. P. Das. San Diego: Elsevier.

Parrila, R. & McQuarrie, L. (2014). Cognitive processes and academic achievement: Multiple systems model of academic achievement. In T. C. Papadopoulos, R. Parrila, R., & J. R. Kirby (Eds.), Cognition, Intelligence, and Achievement: A tribute to J. P. Das (pp. 79-100). San Diego: Elsevier.

Georgiou, G. & Parrila, R. (2012). Rapid naming and reading. In L. Swanson, K. Harris & S. Graham (eds.), Handbook of Learning Disabilities (2nd ed.). New York: Guilford. 

Parrila, R. & Stack-Cutler, H. (2011) Literacy and Reading Behavior. In B. B. Brown & M. Prinstein (eds.), Encyclopedia of Adolescence (Vol. 1, pp, 203-211). San Diego: Academic Press.

Georgiou, G., Aro, M., Liao, C.-H., & Parrila, R. (in press). The contribution of RAN pause time and articulation time to reading across languages: Evidence from a more representative sample of children. Scientific Studies of Reading.

McQuarrie, L. & Parrila, R. (in press). Literacy and linguistic development in bilingual deaf children: Implications of the ‘and’ for phonological processing. American Annals of the Deaf.

Stack-Cutler, H., Parrila, R., Jokisaari, M., & Nurmi, J.-E. (in press). How university students with reading difficulties are supported in achieving their goals. Journal of Learning Disabilities. DOI: 10.1177/0022219413505773

Steacy, L. M., Kirby, J. R., Compton, D. & Parrila, R. (2014). Classification of double deficit groups across time: An analysis of group stability from kindergarten to second grade. Scientific Studies of Reading, 18, 255-273. DOI: 10.1080/10888438.2013.873936

Wijayathilake, M. A. D. K. & Parrila, R. (2014). Predictors of word reading skills in good and struggling readers in Sinhala. Writing Systems Research, 6, 120-131. DOI: 10.1080/17586801.2013.846844

Deacon, S. H., Cook, C., & Parrila, R. (2012). Identifying high-functioning dyslexics: Is self-report of early reading problems enough. Annals of Dyslexia, 62, 120-134. DOI 10.1007/s11881-012-0068-2

Manolitsis, G., Georgiou, G., & Parrila, R. (2011). Revisiting home literacy model of reading in orthographically transparent language. Learning and Instruction, 21, 496-505. doi:10.1016/j.learninstruc.2010.06.005

Georgiou, G., Protopapas, A., Papadopoulos, T., Skaloumbakas, C., & Parrila, R. (2010). Auditory temporal processing and dyslexia in an orthographically consistent language. Cortex, 46, 1330-1344. doi:10.1016/j.cortex.2010.06.006

Kirby, J. R., Georgiou, G., Martinussen, R., & Parrila, R. (2010). Naming speed and reading: From prediction to instruction. Reading Research Quarterly, 45, 341-362. dx.doi.org/10.1598/RRQ.45.3.4

Parrila, R. K., Aunola, K., Leskinen, E., Nurmi, J.-E., & Kirby, J. (2005). Development of individual differences in reading: Results from longitudinal studies in English and Finnish. Journal of Educational Psychology, 97, 299-319.

Parrila, R. K., Kirby, J. R., McQuarrie, L. (2004). Articulation rate, naming speed, verbal short-term memory, and phonological awareness: Longitudinal predictors of early reading development? Scientific Studies of Reading, 8, 3-26.

 

Courses Taught

  • EDPY 397 Mentoring Children and Adolescents 
  • EDPY 458  Advanced Assessment and Instruction of Exceptional Learners 
  • EDPY 555 Advanced Assessment and Intervention for Reading Disabilties
  • EDPY 560  Seminar on Research in Special Education 
  • EDPY 697  Special Seminars: Research in Special Education 
  • EDPY 697  Special Seminars: Advanced Research in Special Education