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Department of Special Education

SED

  • Hellenic Authority for Higher Education

Andreou Georgia

Ανδρέου Γεωργία

Andreou Georgia

Academic Rank: Professor

Subject: Linguistics: Educational & Neuropsychological Approach to First and Second/Foreign Language

Email: andreou@uth.gr

Office: Papastratos Complex, Building Rosa Imbrioti, 2nd floor, No 9

Telephone: (+30) 24210 – 74837 and 74767

Office hours:  Tuesday 10.00-12.00 and Wednesday 10.00-12.00

Curriculum vitae

Research interests

  • Linguistics
  • Psycholinguistics
  • Neurolinguistics
  • Online education (distance learning)
  • Use of the eye tracking technology in the first and second/foreign language teaching and assessment
  • Neurodevelopmental disorders
  • Development and assessment of cognitive and language functions
  • Learning Disabilities-Oral and written language problems
  • First and second/foreign language teaching
  • Bilingualism-Multilingualism
  • Language and digital literacy in school and non-school environment and in multicultural or/and minority environments
  • Development of educational material
  • Teachers’ training

SED courses

  • Introduction to Linguistics
  • Teaching Greek as a second/foreign language
  • Psycholinguistics and Clinical Linguistics
  • Teaching Language in General and Special Education
  • Accommodations in teaching and the teaching material of the Language subject for students with learning disabilities (postgraduate course-coordination and teaching)
  • Developmental Language Disorder (DLD) (postgraduate seminar)
  • Child development-Language acquisition (Erasmus course-coordination and teaching
  • Current trends in Special/Inclusive education (Erasmus course-3 hour lecture)

Selected administrative positions

  • Elected member of the Scientific Council of the Hellenic Foundation for Research and Innovation (H.F.R.I), May 2025
  • Coordinator of the summer school program “EmpowerEd: Mental Health and Inclusion for Modern Learners”, June-July 2025
  • Elected member of the Board of Directors  of the University of Thessaly since July 2024
  • Head of the Department of Special Education (November 2019-July 2024)
  • Vice Director and member of the coordinating committee of the Postgraduate Program of SED “Counselling Psychology and Counselling in Education, Health and Special Education” (September 2019-August 2023)
  • Director of the MSc in Special Education of the Department of Special Education (September 2011-August 2015
  • Director of the Postgraduate Program of Studies “Special Education and Training of People with Oral and Written Language Problems” (joint Masters degree with the Hellenic Open University)
  • Director of the Laboratory of Bilingual Education since 2016
  • Coordinator of the host University (University of Thessaly) of the Greek Diaspora Program (funded by Stavros Niarchos Foundation) in May 2020
  • Coordinator of the Program of foreign languages (English and French) for obtaining the diploma for teaching in foreign language schools equal to 30 ECTS, of the University of Thessaly during the academic year 2018-19 (after evaluation from the Greek Ministry of Education)
  • Coordinator of the summer school of Greek language and culture for IKY foreign scholars in August 2015 (after evaluation from the Greek Ministry of Education)
  • Coordinator of the program of Doctoral Studies of SED since 2013

Selected funded and/or research projects

  • Participation in the research program “Forms of care, school education in the first Greek children’s preventorium “the swallows” in Pelion”, funded by the Research Committee of the University of Thessaly.
  • Participation in the research program “Investigation of ADHD Syndrome by the method of visual and auditory evoked potentials and Polysomnography (sleep study)”, sponsored by the Research Committee of the University of Thessaly.
  • Participation in the research program “Impact of gender and hand selection on foreign language learning”, sponsored by the Research Committee of the University of Thessaly.
  • Participation in the research program “The involvement of cerebellum in reading and language ability: Research in adults and children with cerebellum dysfunctions”, sponsored by the Research Committee of the University of Thessaly.
  • Participation in the EPEAEK program “Integration of Gypsies in School”, Ministry of National Education and Religious Affairs, University of Thessaly, Volos, 2007.
  • Participation in the targeted research program “Planning and pilot application of special Greek language courses for immigrants, parents with children in compulsory education”, sponsored by the Research Committee of the University of Thessaly (The Program was awarded, after evaluation, by the National Scholarships Foundation with the “European Language Label 2012”).
  • Participation in the project of the Regional Operational Program Macedonia-Thrace-Intercultural Mediators “Development and utilization of teaching material in the fields of health education, mourning management, in-school violence and emotional intelligence” funded by the European Union (Project Code ICT-000602).
  • Coordinator of the research program “Use of Music Therapy for the Development of Speech and bi-subjectivity in children with Autism: A Family-Focused Intervention Model”, funded by the Research Committee of the University of Thessaly.
  • Coordinator of the Research Program “Investigating the bilingual transfer of skills from the second/foreign language to the first language through a second language intervention program for students with learning disabilities”, funded by the Research Committee of the University of Thessaly.
  • Coordinator of the Research Program “Investigating the interaction theory through the application of customized assessment reading material for students with and without specific reading disorder in foreign language education”, funded by the Research Committee of the University of Thessaly.
  • Coordinator of the Greek Diaspora Fellowship Program (in collaboration with the University of Alabama) funded by the Stavros Niarchos Foundation.
  • Coordinator in Greece for the Erasmus+ KA2, University of Thessaly, Mainstream for the Empowerment of Disabled People in an Inclusive Approach (MEDIA), funded by the European Commission (2019-2021, main co-ordinator France)
  • Coordinator in Greece for the Erasmus+ KA2, University of Thessaly, Sustainable Codes and Holistic Environment for Minor Migrants in Europe, funded by the European Commission (2020-2022, main co-ordinator France)
  • Coordinator of the research program (in cooperation with the University of Queensland, Australia) “Co-operative learning in two different languages and cultures: Greek language vs English language learning in Greece and Australia”, funded by the Foundation of State Scholarships, 2022
  • Coordinator of the program “The use of the eye tracking technology in the investigation of causal relations between Rapid Automatized Naming, RAN) and arithmetic fluency in dyslexia, funded by the Operational Program “Competitiveness, Entrepreneurship and Innovation 2014-2020” and co-sponsored from the European Regional Development Fund (ERDF) – Special action: Maturation of Research Results (proof of concept, 2023-2024). Host Institution: Research Committee of the University of Thessaly
  • Co-investigator in the program “Empowering students with determination: Assessing the impact of a user-friendly parent and teacher portal of collaboration, progress tracking and intervention goals” (2024-2026), funded by the Zayed University, UAE.
  • Co-investigator in the program CEBCAT, ERASMUS-EDU-2024-CBHE-STRAND-2, Capacity Building in the field of higher education Strand 2, ERASMUS Lump Sum Grants (2024-2026), Program co-ordinator: Spain

Other information

Guest Editor of the International Journal of Disability, Development and Education

Member of the Editorial Board of International Scientific Journals: a)Theory and Practice in Language Studies b) The Linguistics Journal c) Education Research Journal d) Higher Education Studies e) Australian Journal of Learning Difficulties f) GiST Education and Learning Research Journal g) English Linguistics Research h) American Journal of Life Sciences i) Journal of Curriculum and Teaching j) European Journal of Language, Linguistics and Literature k) Advances in Neuroscience Research l) Scientia Research Library l) European Journal of Educational Sciences

Referee in International Scientific Journals: Perceptual and Motor Skills, International Journal of Learning, Educational Psychology, Neuroscience Letters, Learning and Individual Differences, Developmental Neuropsychology, Language Culture and Curriculum, Learning and Instruction, Journal of Psycholinguistic Research, Australian Journal of Learning Difficulties, Journal of Child Language

Member in Scientific Associations:

Linguistics Association of Great Britain, Greek Applied Linguistics Association, American Association for the advancement of Sciences, Greek Association of Language and Literacy, International Speech Communication Association (ISCA), International Linguistics Community Online (Linguist List, Directory of Linguists)

Foreign Languages:

  • English (excellent, University Degree, University of Athens)
  • French (excellent, Superieur III, Professional Degree)

Studies:

  • Graduate of the English Department of the School of Philosophy, University of Athens, Greece
  • MSc in Language and Communication Impairment from the Department of Human and Communication Sciences, University of Sheffield, UK
  • Phd holder in Neurolinguistics from the Department of Special Education, University of Thessaly, Greece

Scientific papers - Publications

Books-Chapters in Books

  • Andreou, G. (2002) 1st edition, (2009) 2nd edition, (2012) 3rd edition. Language: Theoritical and Methodological Approach. Athens: Pedio Publications.
  • Andreou, G., Andreou, E. & Vlachos, F. (2006). Individual differences in second language learning among university students, in S. N. Hogan (ed.) Progress in Learning Research, (pp. 81-98). NY: Nova Science Publishers.
  • Agapitou, P. & Andreou, G. (2010). Language and Attention Deficit, in Vogindroukas, I, Okalidou, A. & Stavrakaki, S. (eds.) Developmental Disorders: From research to clinical practice (pp. 35-56). Thessaloniki: Epikentro Publications.
  • Vlachos, F. & Andreou, G. (2011). Language development in infancy and childhood: Neuropsychological approach and current electrophysiological findings, in Current issues in Neuropsychology: Early detection, assessment and intervention (pp. 140-170). Volos: Publications of the Laboratory of Neuropsychology.
  • Andreou, G., Vlachos, F. & Makanikas, K. (2012). Neurocognitive deficits in patients with Obstructive Sleep Apnea Syndrome (OSAS), in T. Heinbockel (ed.) Neuroscience (pp. 93-114). Intech Publications.
  • Andreou, G. & Makanikas, K. (2014, 2022). Obstructive Sleep Apnea/hypopnea Syndrome (OSAS) and its effects on linguistic/verbal abilities from childhood to adulthood. In G. Andreou (ed.) Language and Special Education: A Psycholinguistic Approach (pp. 185-213 & 199-227). Thessaloniki: Giachoudis Publications.
  • Andreou, G. (2015). Communicative approach of written texts in adolescence, in G. Androulakis (ed.), Language Education: 35 studies devoted to the Professor Napoleon Mitsis (pp. 132-142). Αthens: Gutenberg.
  • Andreou, G. & Tasioudi, M. (2018). Obstructive Sleep Apnea Syndrome: Does It Really Affect Language Acquisition During Early Childhood?. In E. Babatsouli, D. Ingram, & N. Müller (eds.) Crosslinguistic Encounters in Language Acquisition – Typical and Atypical Development (pp. 175-196). Bristol, UK: Multilingual Matters.
  • Andreou, G., Tsela, V. & Tzivinikou, S. (2018). Developmental Dyslexia and second/foreign language learning: Crosslinguistic transfer from Greek as first/native language to French as second/foreign language. In F. Vlachos (ed.) Greek Review on Special Education (special issue on Developmental Dyslexia), (5, pp. 221-252).
  • Anastassiou, F., Andreou, G. & Baseki, J. (2020). Learners of English as a foreign language in Greece: the factors of their heritage language and literacy. In F. Anastassiou & G. Andreou (eds.) English as a foreign language: Perspectives on teaching, multilingualism and interculturalism, (pp. 20-39). Newcastle upon Tyne: Cambridge Scholars Publishing.
  • Baseki, J., Andreou, G. & Anastassiou, F. (2020). Mirrors and Windows Made of Language: The Case of Greek Dyslexic and non-Dyslexic Children Composing in Both Greek and English as a Foreign Language (A Linguistic – Cognitive Analysis). In F. Anastassiou & G. Andreou (eds.) English as a foreign language: Perspectives on teaching, multilingualism and interculturalism, (pp. 238-274). Newcastle upon Tyne: Cambridge Scholars Publishing.
  • Kokkinis, N. & Andreou, G. (2021). More rare syndromes which influence learning: Cri du Chat syndrome. In A. C. Malegiannaki & M. E. Kosmidou (eds.), Neuropsychology of genetic syndromes (pp. 607-627). Athens: Gutenberg.
  • Andreou, G. & Raxioni, K. (2021). Language development and language deficits in Autism Spectrum Disorder (ASD). In S. Stavrakaki (ed.), Language and Cognition in Developmental and Acquired Disorders (pp. 3-21). Athens: Vita Medical Publications.
  • Liakou, M., Andreou, G. & Tsela, V. (2021). Syntactic skills and deficits in the written language of adolescent students. In S. Stavrakaki (ed.), Language and Cognition in Developmental and Acquired Disorders (pp. 87-113). Athens: Vita Medical Publications.
  • Andreou, G. & Athanasiadou, P. (2022). Accommodations in second/foreign language teaching for students with learning disabilities. In G. Andreou (ed.) Language and Special Education: A Psycholinguistic Approach (pp. 97-124). Thessaloniki: Giachoudis Publications.
  • Aslanoglou, V., Andreou, G., Vlachos, F., & Lymperopoulou, V. (2023). Writing Skills of Individuals with Developmental Language Disorder (DLD). In D. Katsarou (Ed.), Developmental Language Disorders in Childhood and Adolescence (pp. 323-337). IGI Global. https://doi.org/10.4018/979-8-3693-0644-4.ch024
  • Aslanoglou, V., Andreou, G., Vlachos, F., & Lymperopoulou, V. (2024). Reading skills of individuals with Developmental Language Disorder (DLD). In M. Sofologi, D. Katsarou, & E. Efthymiou (eds.). Exploring cognitive, psychosocial, and psycholinguistic dynamics across childhood and adolescence. IGI Global. https://doi.org/10.4018/979-8-3693-8931-7.ch008
  • Andreou, G., Lymperopoulou, V., & Aslanoglou, V. (2025). Predictive language processing in autism spectrum disorder (ASD) and Developmental Language Disorder (DLD). In A. Alexiou, G. Ashraf, & M. Sgantzos (Eds.) Empowering Innovations in Advanced Autism Research and Management. (pp. 197-212). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-8176-2.ch008
  • Katsarou, D., & Andreou, G. (2025). Williams Syndrome and Down Syndrome: A study of phonology in preschool children. In Ch. K. Syriopoulou-Delli (Ed.), Technology for the Education of Individuals with Developmental Disorders and Autism in Typical, Non-Typical, and Atypical Learning Environments (pp. 159–169). Grigoris Publications. ISBN 978-960-612-533-1.
  • Andreou, G., Gillies, R., Beazidou E, & Gkantaki, M. (accepted, 2025). University Professors’ views and perspectives on collaborative learning in Greece and Australia. In R. Gillies (Ed.), Communication and Collaboration: Challenges in 21 Century Teaching.

Selected publications in international journals

  1. Κarapetsas, A. & Andreou, G. (1999). Cognitive development of fluent and nonfluent bilingual speakers assessed with tachistoscopic techniques. Psychological Reports, 84, 697-700 https://doi.org/10.2466/pr0.1999.84.2.697 (Impact Factor 1.789, Scimago Q2).  
  2. Κarapetsas, A. & Andreou, G. (2001). Visual field asymmetries for rhyme and semantic tasks in fluent and non-fluent bilinguals. Βrain and Language, 78, 53-61 https://doi.org/10.1006/brln.2000.2443 (Impact Factor 2.781, Scimago Q1).  
  3. Andreou, G. & Karapetsas, A. (2001). Hemispheric asymmetries of visual ERPs in lefthanded bilinguals. Cognitive Brain Research, 12, 333-335 https://doi.org/10.1016/S0926-6410(01)00060-X (Impact Factor 3.252, Scimago: not yet assigned quartile).  
  4. Andreou, G., Krommydas, G, Gourgoulianis, K, Karapetsas, A. & Molyvdas, P.A. (2002). Handedness, asthma and allergic disorders: Is there an association? Psychology, Health & Medicine, 7(1), 53-60 https://doi.org/10.1080/13548500120101559 (Impact Factor 3.898, Scimago Q2).  
  5. Andreou, G. & Karapetsas, A. (2002). Accuracy and speed of processing verbal stimuli among subjects with low and high ability in Mathematics. Educational Psychology, 22(5), 613-619 https://doi.org/10.1080/0144341022000030358 (Impact Factor 3.117, Scimago Q1). 
  6. Andreou, G., Galanopoulou, C., Gourgoulianis, K., Karapetsas, A. & Molyvdas, P. (2002). Cognitive status in Down syndrome subjects with οbstructive sleep apnea syndrome.   Brain and Cognition, 50, 145-149 https://doi.org/10.1016/S0278-2626(02)00019-2 (Impact Factor 2.682, Scimago Q1).  
  7. Andreou, G. & Karapetsas, A. (2002). Language aptitude in bilingual subjects. Journal of Special and Curative Education, 1, 97-103.   
  8. Vlachos, F., Andreou, G. & Andreou, E. (2003). Biological and environmental influences in visuospatial abilities. Learning and Individual Differences, 13, 339-347 https://doi.org/10.1016/S1041-6080(03)00014-1 (Impact Factor 3.897, Scimago Q1). 
  9. Andreou, G., Karapetsas, A., Gourgoulianis, K. & Agapitou, P. (2003). Verbal intelligence and sleep disorders in children with ADHD. Perceptual and Motor Skills, 96, 1283-1288 https://doi.org/10.2466/pms.2003.96.3c.1283 (Impact Factor 2.212, Scimago Q3).  
  10. Andreou, G. & Karapetsas, A. (2004). Verbal abilities in low and highly proficient bilinguals. Journal of Psycholinguistic Research, 33(5), 357-364 https://doi.org/10.1023/B:JOPR.0000039545.16783.61 (Impact Factor 1.420, Scimago Q1).  
  11. Andreou, G. & Karapetsas, A. (2002). Perception and comprehension of the written form of native and foreign language.  Applied Linguistics, 18, 7-18 (Greek journal). 
  12. Andreou, E., Andreou, G. & Vlachos, F. (2004). Studying orientations and performance on verbal fluency tasks in second language. Learning and Individual Differences, 15, 23-33 https://doi.org/10.1016/j.lindif.2004.05.001 (Impact Factor 3.897, Scimago Q1). This article was in the Top 25 articles of the Journal during the trimester July-September 2005.  
  13. Andreou, G., Agapitou, P. & Karapetsas, A. (2005). Verbal skills in children with ADHD. European Journal of Special Needs Education, 20(2), 231-238 https://doi.org/10.1080/08856250500055743 (Impact Factor 2.42, Scimago Q1)
  14. Andreou, G. & Mitsis, N. (2005). Greek as a foreign language by speakers of Arabic. Language Culture and Curriculum, 18(2), 181-187 https://doi.org/10.1080/07908310508668740 (Impact Factor 2.214, Scimago Q1).  
  15. Andreou, G., Vlachos, F. & Andreou, E. (2005). Affecting factors in second language learning. Journal of Psycholinguistic Research, 34(5), 429-438 https://psycnet.apa.org/doi/10.1007/s10936-005-6202-0 (Impact Factor 1.420, Scimago Q1). (This article was within the most read articles for the trimester July-September 2006)  
  16. Agapitou, P., Andreou, G. & Karapetsas, A. (2006). Gender differences in verbal intelligence in children with ADHD. Life Sciences, 11-19.  
  17. Andreou, E., Vlachos, F. & Andreou, G. (2006). Approaches to studying among Greek university students: the impact of gender, age, academic discipline and handedness. Educational Research, 48(3), 301-311 https://doi.org/10.1080/00131880600992363 (Impact Factor 2.968, Scimago Q1).  
  18. Andreou, G. & Galantomos, I. (2006). Proposition for teaching metaphors and idioms of Modern Greek as a foreign language. Investigationes Linguisticae, XIII, 1-8 https://doi.org/10.14746/il.2006.13.1 (Impact factor 0.8).
  19. Andreou, G. & Agapitou, P. (2007). Reduced language abilities in adolescents who snore. Archives of Clinical Neuropsychology, 22, 225-229 https://doi.org/10.1016/j.acn.2006.12.008 (Impact Factor 3.448, Scimago Q2).  
  20. Vlachos, F., Papathanasiou, I. & Andreou, G. (2007). Cerebellum and Reading. Folia Phoniatrica et Logopaedica, 59, 177-183 https://doi.org/10.1159/000102929 (Impact Factor 1.391, Scimago Q1).  
  21. Andreou, G., Vlachos, F. & Haftouras, N. (2007). The cerebellum and language functions. Psychology, 14(2), 113-126 https://doi.org/10.12681/psy_hps.23856.  
  22. Andreou, G. (2007). Phonological awareness in bilingual and trilingual schoolchildren. The Linguistics Journal, 3(3), 8-15. 
  23. Andreou, E., Andreou, G. & Vlachos, F. (2008). Learning styles and performance in second language tasks. TESOL Quarterly, 42(4), 665-674 https://www.jstor.org/stable/40264496 (Impact Factor 3.41, Scimago Q1).  
  24. Andreou, G. & Galantomos, I. (2007). Language change and educational procedure: attitudes of primary and secondary education teachers concerning the phenomenon of alterations of proportional structure.  Μentor, 10, 94-101 (Greek journal).  
  25. Andreou, G. & Galantomos, I. (2008). Designing a conceptual syllabus for teaching metaphors and idioms in a foreign language context. Porta Linguarum, 9, 69-77 http://hdl.handle.net/10481/31746 (Impact Factor 0.391, Scimago Q1).  
  26. Dermitzaki, I., Andreou, G. & Paraskeva, V. (2008). High and low reading comprehension achievers’ strategic behavior and its relation to performance in reading comprehension. Reading Psychology, 29, 471-492 https://doi.org/10.1080/02702710802168519 (Impact Factor 0.938, Scimago Q1).
  27. Agapitou, P. & Andreou, G. (2008). Language deficits in ADHD preschoolers. Australian Journal of Learning Disabilities, 13(1), 39-49 https://doi.org/10.1080/19404150802093711 (Impact Factor 1.4). 
  28. Andreou, G., Karapetsas, A. & Galantomos, I. (2008). Modern Greek language: acquisition of morphology and syntax by non-native speakers. Reading Matrix, 8(1), 3542 https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=c72f5989a7a0c933573be430ec6a128b8bbfd46f. 
  29. Andreou, G. & Karapetsas, A. (2008). Neurolinguistic differences in language processing between the sexes. The Open Applied Linguistics Journal, 1, 56-58 (Greek journal) https://benthamopen.com/contents/pdf/TOALJ/TOALJ-1-56.pdf.  
  30. Andreou, G. & Galantomos, I. (2008). Teaching idioms in a foreign language context: preliminary comments on factors determining Greek idiom instruction. Metaphorik.de, 15, 7-23 https://www.metaphorik.de/sites/www.metaphorik.de/files/journal-pdf/15_2008_andreou-galantomos.pdf?origin=publication_detail.  
  31. Vlachos, F. & Andreou, G. (2009). Brain asymmetry and education. The Forum of Social Sciences, ΙΔ (54), 61-81 (Greek journal).  
  32. Andreou, G. & Galantomos, I. (2009). Conceptual competence as a component of second language fluency. Journal of Psycholinguistic Research, 38, 587-591 https://doi.org/10.1007/s10936-009-9122-6 (Impact Factor 1.420, Scimago Q1).  
  33. Andreou, G. & Galantomos, I. (2009). The native speaker ideal in FLT. Electronic Journal of Foreign Language Teaching, 6(2), 200-208 https://e-flt.nus.edu.sg/wp-content/uploads/v6n22009/andreou.pdf (Impact Factor 0.44, Scimago Q2).
  34. Andreou, G., Galantomos, I. & Gourgoulianis, K. (2010). The “language” of the unsuccessful anti-smoking campaign in Greece: examples from Greek newspaper headlines. Preventive Medicine, 51, 336-337 https://doi.org/10.1016/j.ypmed.2010.05.016 (Impact Factor 4.637, Scimago Q1).   
  35. Galantomos, I., Andreou, G. & Gourgoulianis, K. (2011). The content and language of newspaper articles related to the official ban on smoking in Greece. The Open Applied Linguistics Journal, 4, 1-8 https://benthamopenarchives.com/contents/pdf/TOALJ/TOALJ-4-1.pdf. 
  36. Andreou, G. & Baseki, J. (2012). Phonological and spelling mistakes among dyslexic and non-dyslexic children learning two different languages: Greek vs English. Psychology, 3(8), 595-600 http://dx.doi.org/10.4236/psych.2012.38089. 
  37. Galantomos, I. & Αndreou, G. (2013). Attitudes of students who learn Modern Greek as a second/foreign language concerning the teaching of metaphors. Journal of Applied Linguistics, 28, 13-27 (Greek journal).
  38. Andreou, G., & Trott, K. (2013). Verbal fluency in adults diagnosed with attention-deficit hyperactivity disorder (ADHD) in childhood. ADHD Attention Deficit and Hyperactivity Disorders, 5(4), 343-351 https://doi.org/10.1007/s12402-013-0112-z (Impact Factor 3.24, Scimago Q2). 
  39. Andreou, G., Vlachos, F. & Makanikas, K. (2014). Effects of Chronic Obstructive Pulmonary Disease and Obstructive Sleep Apnea on cognitive functions: Evidence for a common nature. Sleep Disorders, 1-18 http://dx.doi.org/101155/2014/768210
  40. Giatsou, A., Papadimitriou, A., Dardiotis, E., Andreou, G. & Κoute, V. (2014). Diagnostic assessment of learning difficulties in children with epilepsy. Encephalos, 51, 94-97 (Greek journal).
  41. Stavroussi, P, Andreou, G. & Karagiannopoulou, D. (2016). Verbal fluency and verbal short-term memory in adults with Down Syndrome and Intellectual Disability. International Journal of Disability, Development and Education, 63(1), 122-140  https://doi.org/10.1080/1034912X.2015.1111307 (Impact Factor 1.3, Scimago Q2).
  42. Andreou, G., Riga, A. & Papagiannis, N. (2016). Influences of gender and Information and Communication Technologies (ICTs) concerning the overall performance of students with ADHD in writing. Themes in Science and Technology Education, 9 (1), 25-41.
  43. Baseki, J., Andreou, G. & Tzivinikou, S. (2016). Dyslexia and spelling in two different orthographies (Greek vs English): A linguistic analysis. Journal of Advances in Linguistics (JAL), 7(1), 1172-1191 https://doi.org/10.24297/jal.v7i1.4622.
  44. Vaiouli, P. & Andreou, G. (2017). Communication and language development of young children with autism: A review of research in music. Communication Disorders Quarterly, 1-7  https://doi.org/10.1177/1525740117705117 (Impact Factor 0,764, Scimago Q1).
  45. Andreou, G. & Segklia, M. (2017). Learning difficulties in first and second language: Preliminary results from a cross-linguistic skills transfer. English Linguistics Research, 6(3), 62-71 https://doi.org/10.5430/elr.v6n3p62.
  46. Andreou, G., Liakou, M., & Galantomos, I. (2017). Differences in Syntactic Development in Adolescence. European Journal of Language Studies, 4(2), 6-11 https://www.idpublications.org/wp-content/uploads/2017/04/Full-Paper-DIFFERENCES-IN-SYNTACTIC-DEVELOPMENT-IN-ADOLESCENCE.pdf .
  47. Anastassiou, F., Andreou, G. & Liakou, M. (2017). Third language learning, trilingualism and multilingualism: a review. European Journal of English Language, Linguistics and Literature, 4 (1), 61-73 https://www.idpublications.org/wp-content/uploads/2017/01/Full-Paper-THIRD-LANGUAGE-LEARNING-TRILINGUALISM.pdf.
  48. Riga, A., Andreou, G. & Anastassiou, F. (2017). Enhancing the language literacy skills of children with Specific Learning Difficulties; a review on the use of technology and the application of innovative teaching methods. European Journal of Educational Sciences, 4(3), 13-18 http://dx.doi.org/10.19044/ejes.v4no3a2 (Impact Factor 0.7).
  49. Anastassiou, F. & Andreou, G. (2017). Factors associated with the code mixing and code switching of multilingual speakers. International Journal of Linguistics, Literature and Culture, 4(3), 13-26 (Impact Factor 0.15)
  50. Anastassiou, F. & Andreou, G. (2017). Speech production of trilingual children: a study on their transfers in terms of content and function words and the effect of their L1. International Journal of English Linguistics, 7(6), 30-37 https://doi.org/10.5539/ijel.v7n6p30 (Impact Factor 0.2).
  51. Αndreou, G. & Segklia, M. (2017). Learning difficulties in first and second language: Preliminary results from a cross-linguistic skill transfer. English Linguistics Research, 6(3), 62-71 https://doi.org/10.5430/elr.v6n3p62.
  52. Chalmpe, M., Vlachos, F., Avramidis, H. & Andreou, G. (2017). Researching phonological memory and visual-spatial memory in children with dyslexia. Hellenic Review of Special Education, 5, 37-58 (Greek journal).
  53. Andreou, G., Tsela, V. & Anastassiou, F. (2018). Reading skills in Greek as a first language and in French as a foreign language among primary and secondary education school children with specific reading disorder. Education and Linguistics Research, 4 (1), 81-102 https://doi.org/10.5296/elr.v4i1.12820 (Impact Factor 0.1).
  54. Riga, A. & Andreou, G. (2018). Students with ADHD: The impact of Information and Communication Technologies and their mothers’ occupational status on their writing skills. Global Journal of Special Education and Services, 6 (2), 137-146 https://www.globalscienceresearchjournals.org/articles/students-with-adhd-the-impact-of-information-and-communication-technologies-and-their-mothers-occupational-status-on-the.pdf.
  55. Makanikas, K., Andreou, G. & Vlachos, F. (2019). Chronic Obstructive Pulmonary Disease and Semantic Language Abilities. Journal of Behavioral and Brain Science, 9, 130143 http://dx.doi.org/10.4236/jbbs.2019.93011 (Google based Impact Factor 0.4).
  56. Andreou, G., Athanasiadou, P. & Tzivinikou, S. (2019). Accommodations on reading comprehension assessment for students with learning disabilities: A review study. Psychology, 10(4), 521-538 https://doi.org/10.4236/psych.2019.104034.  
  57. Andreou, G., & Segklia, M. (2019). Cross-Linguistic Skills Transfer from the Second/Foreign Language to the First among Students with Learning Disabilities after an Intervention Program in the Second Language. Creative Education, 10, 1023-1036 http://www.scirp.org/journal/PaperInformation.aspx?PaperID=92782&#abstract (Impact Factor 0.5).
  58. Katsarou, D. & Andreou, G. (2019). Bilingualism in Down Syndrome: A Greek Study. International Journal of Disability, Development and Education 376-382 https://doi.org/10.1080/1034912X.2019.1684458 (Impact Factor 1.3, Scimago Q2).
  59. Andreou, G. & Lemoni, G. (2020). Narrative Skills of Monolingual and Bilingual Pre-School and Primary School Children with Developmental Language Disorder (DLD): A Systematic Review. Open Journal of Modern Linguistics, 10, 429-458 https://www.scirp.org/journal/ojml (Google based Impact Factor 0.2).
  60. Andreou, G. & Chartomatsidou, E. (2020). A Review Paper on the Syntactic Abilities of Individuals with Down Syndrome. Open Journal of Modern Linguistics, 10, 480-523 http://www.scirp.org/journal/Paperabs.aspx?PaperID=103384  (Google based Impact Factor 0.2).
  61. Makanikas, K., Andreou, G., Simos, P. & Chartomatsidou, E. (2021). Effects of Obstructive Sleep Apnea Syndrome and medical comorbidities on language abilities. Frontiers in Neurology, 12: https://doi.org/10.3389/fneur.2021.721334 (Impact Factor 3.552, Scimago Q2).
  62. Andreou, G. & Aslanoglou, V. (2022). Written Language Production in Children with Developmental Language Disorder (DLD). Frontiers in Psychology, 13 https://doi.org/10.3389/fpsyg.2022.833429 (Impact Factor 4.232, Scimago Q1).
  63. Andreou, G. & Raxioni, K. (2022). Language development, reading and word learning in Autism Spectrum Disorder (ASD): A review on eye tracking studies. International Journal of Developmental Disabilities, 1-18 https://doi.org/10.1080/20473869.2021.2024404 (Impact Factor 2.170, Scimago Q3).
  64. Katsarou, D. & Andreou, G. (2022). Morphosyntactic abilities in young children with Down Syndrome: evidence from the Greek language.  International Journal of Language & Communication Disorders, 1-11 https://doi.org/10.1111/1460-6984.12730 (Impact Factor 2.909, Scimago Q1).
  65. Katsarou, D. & Andreou, G. (2022). Phonological patterns in Greek language in toddlers and children with Down Syndrome and children with language impairment. British Journal of Special Education, http://doi.org/10.1111/1467-8578.12410 (Impact Factor 0.983, Scimago Q2).
  66. Vaiouli, P. & Andreou, G. (2022). Promoting Communication for Young Children with Autism Spectrum Disorders: A Family-centered Music Therapy Intervention. Electronic Journal of Research in Educational Psychology, 20(3), 533-560 (Impact Factor 0.644, Scimago Q4).
  67. Andreou, G., Lymperopoulou, V. & Aslanoglou, V. (2022). Developmental Language Disorder (DLD) and Autism Spectrum Disorder (ASD): similarities in pragmatic language abilities. A systematic review. International Journal of Developmental Disabilities https://doi.org/10.1080/20473869.2022.2132669 (Impact Factor 2.170, Scimago Q3)
  68. Andreou, G., Aslanoglou, V., Lymperopoulou, V. & Vlachos, F. (2023): Morphological and phonological errors in the written language production of children with DLD. European Journal of Special Needs Education https://doi.org/10.1080/08856257.2023.2207055 (Impact Factor 2.42, Scimago Q1)
  69. Charitaki, G., Andreou, G., Alevriadou, A. & Soulis, S. G. (2023). A nonlinear state space model predicting dropout: the case of special education students in the Hellenic Open University. Education and Information Technologies, 1-18. https://doi.org/10.1007/s10639-023-12057-0 (Impact Factor 5.5, Scimago Q1)
  70. Andreou, G. & Argatzopoulou, A (2023). A Systematic Review on the Use of Technology to Enhance the Academic Achievements of Children with Attention Deficit Hyperactivity Disorder in Language Learning. Research in Developmental Disabilities, 145 https://www.sciencedirect.com/science/article/pii/S0891422223002445?via%3Dihub  (Impact Factor 3.1, Scimago Q2)
  71. Andreou, G., & Gkantaki, M. (2024). Tracking adults’ eye movements to study text comprehension: A review article. Languages, 9(12), 360 https://doi.org/10.3390/languages9120360 (Impact Factor 0.9, Scimago Q1)
  72. Tsatzali, K., Beazidou, E., Stavropoulou, G., Botsoglou, K., & Andreou, G. (2025). The development and validation of the intercultural communicative competence evaluation instrument (ICCEI). Cogent Education, 12(1) https://doi.org/10.1080/2331186X.2025.2464374 (Impact Factor 1.5, Scimago Q2)
  73. Andreou, G., & Gkantaki, M. (2025). An eye-tracking study on text comprehension while listening to music: Preliminary results. Applied Sciences, 15(7), 3939. https://doi.org/10.3390/app15073939 (Impact Factor 2.5, Scimago Q1)
  74. Andreou, G., Lymperopoulou, V., & Papoudi, D. (in press, 2025). Similarities and differences in pragmatic skills between Greek speaking school aged children with Autism Spectrum Disorder and Developmental Language Disorder.  Advances in Neurodevelopmental Disorders. (Impact Factor 1.3, Scimago Q2).

Congresses

Participation, either with an oral or written presentation, in more than 200 International and Greek conferences, mostly in the fields of Linguistics, Neuropsychology and Special Education.

Citations

More than 2.150 citations (according to Publish or Perish, Scopus, ISI Web of Knowledge, Google Scholar h-index 28, i10-index 52)

  • Hellenic Authority for Higher Education
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