Papers by Angeliki Mouzaki
Frontiers in Education, 2022
The present longitudinal study examined whether early oral language skills of
Greek-speaking chil... more The present longitudinal study examined whether early oral language skills of
Greek-speaking children assessed in grade 1 can predict the type of reading
difficulties (RD) in grade 2. Sixty-six typically developing (TD) children and
eighty-seven children with RD were assessed on phonological awareness
(PA), morphological awareness (MA), rapid automatized naming (RAN), and
vocabulary in the mid of grade 1. Children were classified in the two groups
based on whether they scored consistently low (below the 25th percentile)
or typically (above the 25th percentile) on standardized measures of textreading
fluency and reading comprehension at the end of grade 1 and the
beginning of grade 2. Next, children with RD were assigned to two subgroups:
the first group included children (N = 28) with predominantly reading
fluency difficulties (RFD) and the second group included children (N = 59)
with single reading comprehension difficulties (RCD). A series of binomial
logistic regressions showed that children’s classification in an RD group
than a TD group was predicted by PA, RAN, and vocabulary achievement.
Subsequent multinomial logistic regressions indicated that vocabulary, PA, and
MA predicted children’s classification in the RCD subgroup more than in the
TD group. Furthermore, lower PA levels and higher RAN score predicted the
classification of children in the RFD group than in the RCD or the TD group.
These findings highlight the contribution of early oral language assessment
to the identification of children with RD and specific types of RD. Theoretical
implications for the role of oral language in reading will be discussed as well
as practical implications for implementing customized interventions to match
children’s educational needs on specific oral language deficits.
Communication Disorders Quarterly, 2022
Attention-deficit/hyperactivity disorder (ADHD) is a neurobiological condition, commencing at chi... more Attention-deficit/hyperactivity disorder (ADHD) is a neurobiological condition, commencing at childhood, with inattention and/or impulsivity and hyperactivity as predominant characteristics. According to the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5; American Psychiatric Association, 2013), children with inattention have difficulty in maintaining attention during activities and following instructions, they avoid tasks that involve persistent mental effort and they are distracted by irrelevant stimuli. Children with hyperactivity/impulsivity often fidget with their hands and feet, talk excessively, and have difficulties waiting for their turn. The relevant literature suggests that children with ADHD are to some extent challenged in language as well, in structural and pragmatic aspects (Korrel et al., 2017; Staikova et al., 2013). Structural language skills are core language skills and pertain to competence in vocabulary, morphosyntax, and phonology and are required for comprehension and production of well-formed sentences (Reetzke et al., 2015). Pragmatic skills entail using language appropriately in different conversational contexts and social situations (Andrés-Roqueta & Katsos, 2017). They include topic management, understanding non-literal language, constructing narratives, deriving inferences, forming requests, providing information, and using polite register (Matthews et al., 2018). Structural and pragmatic language have been proven vital 1114062C DQXXX10.
Communication Disorders Quarterly, 2022
The few reports on the language skills of children with attention-deficit/hyperactivity disorder ... more The few reports on the language skills of children with attention-deficit/hyperactivity disorder (ADHD) offer conflicting
evidence on whether they face significant challenges, and if so, whether these challenges are present in all aspects of
language. Here, we investigated a sample of Greek-speaking children with ADHD (n = 29) using a structural language
(vocabulary, grammar) and a pragmatic language assessment. To ascertain the extent of strengths and weaknesses, we
compared the performance of children with ADHD to typically developing (TD) peers (n = 29) and also to children
with developmental language disorder (DLD; n = 25), who face challenges particularly in structural language. As regards
structural language, ADHD children performed significantly lower than their TD peers but significantly higher than the DLD
group. In pragmatics, ADHD children performed numerically lower than any other group, but differences did not reach
statistical significance. Children with ADHD face difficulties with language skills and especially with structural language.
Sophisticated linguistic assessment is crucial, as it facilitates the identification of children with different challenges by
measuring performances on distinct components. Language difficulties in ADHD should not be overlooked but must be
evaluated thoroughly for more effective intervention planning.
Frontiers in Psychology , 2022
In educational and clinical settings, few norm-referenced tests have
been utilized until now us... more In educational and clinical settings, few norm-referenced tests have
been utilized until now usually focusing on a single or a few language
subcomponents, along with very few language rating scales for parents and
educators. The need for a comprehensive language assessment tool for
preschool and early school years children which could form the basis for
valid and reliable screening and diagnostic decisions, led to the development
of a new norm-referenced digital tool called Logometro®. The aim of
the present study is to describe Logometro® as well as its psychometric
characteristics. Logometro® evaluates an array of oral language skills across
the different language domains such as phonological awareness, listening
comprehension, vocabulary knowledge (receptive and expressive), narrative
speech, morphological awareness, pragmatics, as well emergent literacy skills
(letter sound knowledge and invented writing) in Greek-speaking 4–7 years
old children. More specifically, Logometro® has been designed in order
to: (a) map individual language development paths as well as difficulties,
(b) provide a descriptive profile of children’s oral language and emergent
literacy skills, and (c) assist in the identification of children who are at risk
for Developmental Language Disorder (DLD) or Specific Learning Disabilities
(SLD). The sample consisted of 926 children aged from 4 to 7 years, which
were recruited from diverse geographical provinces and represented a variety
of socioeconomic backgrounds in Greece. Eight hundred participants were
typically developing children (Nboys = 384 and Ngirls = 416), 126 children (NSLI = 44
and NSLD = 82) represented children with Special Educational Needs, and 126
children were typically developing peers matched for gender and age with
the clinical groups. The administration lasted 90 min, depending on the
participant’s age and competence. Validity (construct, criterion, convergent,
discriminant, and predictive) as well as internal consistency and test–retest
reliability were assessed. Results indicated that Logometro® is characterized
by good psychometric properties and can constitute a norm-referenced
battery of oral language and emergent literacy skills. It could be used to inform
the professionals as well as the researchers about a child’s language strengths and weaknesses and form the basis on which they can design an appropriate
individualized intervention if needed
Journal of Intelligence, 2022
This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY
Ralli, A.M., Kazali, E., Kanellou, M. Mouzaki, A., Antoniou, F., Diamanti, V., Papaioannou, S. (2021). Oral language and story retelling during preschool and primary school years: Developmental patterns and interrelationships Journal of Psycholinguistic Research. Journal of Psycholinguistic Research., 2021
Oral language and narrative skills constitute very critical factors for children's academic perfo... more Oral language and narrative skills constitute very critical factors for children's academic performance and social competence. The aim of the present study was to investigate the developmental patterns of story retelling, as well as the relationship between oral language and story retelling in preschool and primary school children. Two hundred and thirty-seven Greek-speaking children (4-5, 5-6 and 6-7 years old) participated in the study. Vocabulary knowledge, phonological awareness, morphological awareness skills and pragmatics were examined through a standardized psychometric test. Story retelling was measured by inviting the children to listen to a story and then retell it. Children's narratives were evaluated according to microstructure (use of conjunctions and lexical cohesion) and macrostructure (story grammar and temporal sequencing) criteria. The results showed that children performed better as they got older across all the oral language and story retelling tasks. Structural equation modeling revealed that vocabulary skills stand out as a stable predictor across all the three age groups. A new finding was also demonstrated, highlighting that morphological awareness, phonological awareness skills and pragmatics work together with vocabulary skills in diverse patterns at different points of a child's development, in order to support his/her ability to retell a story.
Ορθογραφία: Μάθηση και διαταραχές, 2010
Κεφάλαιο 12 Δυσορθογραφία Αγγελική Μουζάκη Για την κατανόηση και περιγραφή των δυσκολιών που αντι... more Κεφάλαιο 12 Δυσορθογραφία Αγγελική Μουζάκη Για την κατανόηση και περιγραφή των δυσκολιών που αντιμετωπίζουν τα παιδιά με μαθησιακές δυσκολίες στο γραπτό λόγο έχουν γίνει εκατοντάδες μελέτες. Πολλές από αυτές τις μελέτες εστιάζουν σε μαθητές με διαταραχές της ορθογραφίας. Παρά την έμφασή τους στις ορθογραφικές δυσκολίες, σχεδόν πάντα οι μελέτες αυτές διερευνούν και τις αναγνωστικές δεξιότητες των παιδιών. Αυτό συμβαίνει για δύο κυρίως λόγους. Ο ένας λόγος είναι η αλληλεξάρτηση ανάμεσα στις αναγνωστικές και ορθογραφικές δεξιότητες. Ο
Ορθογραφία: Μάθηση και διαταραχές, 2010
Πρακτικά 6ου Πανελληνίου Συνεδρίου με Διεθνή Συμμετοχή «Οι τεχνολογίες της πληροφορίας και των επικοινωνιών στην Εκπαίδευση», 2008
«Η Ειδική Αγωγή Αφετηρία εξελίξεων στην Επιστήμη και στην Πράξη»., 2010
Η παρούσα εργασία παρουσιάζει την Ανιχνευτική Δοκιμασία Μαθηματικής Επίδοσης (ΑΔΜΕ) για μαθητές τ... more Η παρούσα εργασία παρουσιάζει την Ανιχνευτική Δοκιμασία Μαθηματικής Επίδοσης (ΑΔΜΕ) για μαθητές του Δημοτικού σχολείου, ένα σύντομο και εύχρηστο εργαλείο για την έγκαιρη ανίχνευση μαθητών με ειδική αναπτυξιακή διαταραχή των μαθηματικών (δυσαριθμησία). Η ΑΔΜΕ εφαρμόστηκε σε τυχαίο και αντιπροσωπευτικό δείγμα του ελληνικού μαθητικού πληθυσμού (Ν= 839) προερχόμενου από τέσσερις γεωγραφικές περιφέρειες. Σύμφωνα με τα αποτελέσματα πληρεί βασικά ψυχομετρικά χαρακτηριστικά όπως η υψηλή εσωτερική συνέπεια και σταθερότητα στο χρόνο (αξιοπιστία επανεξέτασης που πραγματοποιήθηκε ένα χρόνο μετά), και ικανοποιητική διάταξη των επιμέρους ασκήσεων κατά σειρά δυσκολίας. Επιπλέον διαθέτει υψηλό βαθμό εξωτερικής (συγκλίνουσας) εγκυρότητας ο οποίος αντιπροσωπεύει την ικανότητα της κλίμακας να ανιχνεύει μαθητές με πιθανές δυσκολίες στα μαθηματικά.
Πρακτικά Πανευρωπαϊκού Συνεδρίου «Η Ευρωπαϊκή Διάσταση της Ειδικής Αγωγής: Η ανάδυση μιας άλλης φυσιογνωμίας», 2007
Proceedings of the 14th Annual World Congress on Learning Disabilities , 2006
Reading efficiency is a major accomplishment that has an enormous impact on the child's academic ... more Reading efficiency is a major accomplishment that has an enormous impact on the child's academic and personal life. The purpose of the present study was to identify the potential contribution of language skills to the development of fluent reading and comprehension. In the present study, children in grades 2-4 (representing a random sample of 587 students in 17 Greek schools) were tested on measures of phonological decoding, expressive and receptive vocabulary, reading speed, spelling, and reading comprehension. The contribution of scores on receptive and expressive vocabulary tests to systematic variability in reading comprehension was examined in a series of hierarchical multiple regression analyses. It was established that vocabulary measures accounted for a significant proportion of variance in reading comprehension (12%) above and beyond the amount of variance accounted for by reading accuracy, reading speed (for both words and pseudowords), and performance IQ. The predictive value of vocabulary measures was independent of grade and decoding ability. The results are discussed with respect to educational implications for vocabulary development in middle elementary grades.
Research to practice: Effective interventions in learning disabilities, 2005
«Η Ειδική Αγωγή Αφετηρία εξελίξεων στην Επιστήμη και στην Πράξη, 2010
Η προσοχή, η συγκέντρωση και οι επιτελικές λειτουργίες συμβάλλουν αποφασιστικά τόσο στην απόκτηση... more Η προσοχή, η συγκέντρωση και οι επιτελικές λειτουργίες συμβάλλουν αποφασιστικά τόσο στην απόκτηση ακαδημαϊκών δεξιοτήτων και γνώσεων, όσο γενικότερα στην ικανότητα συμμετοχής στην εκπαιδευτική διαδικασία. Τα εργαλεία ΑΣΥΠ και ΑΞΕΛ (Σίμος, Μουζάκη & Σιδερίδης, 2008) έχουν αναπτυχθεί με σκοπό την εξαγωγή συμπληρωματικών πληροφοριών για την αναλυτική εκτίμηση πιθανών ελλειμμάτων σε μαθητές του δημοτικού στις αντίστοιχες διαστάσεις. Απώτερος στόχος της χρήσης των εν λόγω εργαλείων είναι η εξαγωγή αξιόπιστων στοιχείων για τον καλύτερο σχεδιασμό προγραμμάτων εξατομικευμένης εκπαιδευτικής παρέμβασης για την αντιμετώπιση δυσκολιών μάθησης λαμβάνοντας υπ' όψη τις γνωστικές ιδιαιτερότητες του κάθε μαθητή. Η παρούσα μελέτη περιλαμβάνει την περιγραφή των δύο εργαλείων, της στάθμισής τους στον ελληνικό μαθητικό πληθυσμό, και των αποτελεσμάτων που προέκυψαν από διερεύνηση της συγχρονικής εγκυρότητάς τους.
Επιστήμες της Αγωγής, 2008
Επιστήμες της Αγωγής, 2007
British Journal of Psychiatry International, 2017
This report describes the Student Counselling Centre (SCC) at the University of Crete. The SCS wa... more This report describes the Student Counselling Centre (SCC) at the University of Crete. The SCS was established in 2003. Its main areas of activity are individual and group psychological support, crisis intervention, research, prevention, volunteering and awareness. Emphasis is also put on the support provided to students with special needs, which is now the second core service of the SCC.
Επιθεώρηση Ειδικής Αγωγής, 2017
Hellenic Journal of Psychology, 2007
Poor readers are characterized by deficits involving word recognition, comprehension, and fluency... more Poor readers are characterized by deficits involving word recognition, comprehension, and fluency. Recent studies are examining the performance of poor readers linked to various orthographies with various findings. Despite the special characteristics of the Greek orthography, the profile of specific strengths and weaknesses of poor readers has not been systematically examined in part due to the lack of standardized tests and formal evaluation procedures. This study presents data from a large sample of students in the elementary school (N = 587) on a series of tests assessing single words and pseudowords reading accuracy and sight reading efficiency, spelling, text comprehension, receptive and expressive vocabulary, rapid automatized naming, and non-verbal ability. Results indicated that reading difficulties were accompanied by poor performance on reading efficiency tasks in the majority of students, whereas text comprehension difficulties were much less common.
Uploads
Papers by Angeliki Mouzaki
Greek-speaking children assessed in grade 1 can predict the type of reading
difficulties (RD) in grade 2. Sixty-six typically developing (TD) children and
eighty-seven children with RD were assessed on phonological awareness
(PA), morphological awareness (MA), rapid automatized naming (RAN), and
vocabulary in the mid of grade 1. Children were classified in the two groups
based on whether they scored consistently low (below the 25th percentile)
or typically (above the 25th percentile) on standardized measures of textreading
fluency and reading comprehension at the end of grade 1 and the
beginning of grade 2. Next, children with RD were assigned to two subgroups:
the first group included children (N = 28) with predominantly reading
fluency difficulties (RFD) and the second group included children (N = 59)
with single reading comprehension difficulties (RCD). A series of binomial
logistic regressions showed that children’s classification in an RD group
than a TD group was predicted by PA, RAN, and vocabulary achievement.
Subsequent multinomial logistic regressions indicated that vocabulary, PA, and
MA predicted children’s classification in the RCD subgroup more than in the
TD group. Furthermore, lower PA levels and higher RAN score predicted the
classification of children in the RFD group than in the RCD or the TD group.
These findings highlight the contribution of early oral language assessment
to the identification of children with RD and specific types of RD. Theoretical
implications for the role of oral language in reading will be discussed as well
as practical implications for implementing customized interventions to match
children’s educational needs on specific oral language deficits.
evidence on whether they face significant challenges, and if so, whether these challenges are present in all aspects of
language. Here, we investigated a sample of Greek-speaking children with ADHD (n = 29) using a structural language
(vocabulary, grammar) and a pragmatic language assessment. To ascertain the extent of strengths and weaknesses, we
compared the performance of children with ADHD to typically developing (TD) peers (n = 29) and also to children
with developmental language disorder (DLD; n = 25), who face challenges particularly in structural language. As regards
structural language, ADHD children performed significantly lower than their TD peers but significantly higher than the DLD
group. In pragmatics, ADHD children performed numerically lower than any other group, but differences did not reach
statistical significance. Children with ADHD face difficulties with language skills and especially with structural language.
Sophisticated linguistic assessment is crucial, as it facilitates the identification of children with different challenges by
measuring performances on distinct components. Language difficulties in ADHD should not be overlooked but must be
evaluated thoroughly for more effective intervention planning.
been utilized until now usually focusing on a single or a few language
subcomponents, along with very few language rating scales for parents and
educators. The need for a comprehensive language assessment tool for
preschool and early school years children which could form the basis for
valid and reliable screening and diagnostic decisions, led to the development
of a new norm-referenced digital tool called Logometro®. The aim of
the present study is to describe Logometro® as well as its psychometric
characteristics. Logometro® evaluates an array of oral language skills across
the different language domains such as phonological awareness, listening
comprehension, vocabulary knowledge (receptive and expressive), narrative
speech, morphological awareness, pragmatics, as well emergent literacy skills
(letter sound knowledge and invented writing) in Greek-speaking 4–7 years
old children. More specifically, Logometro® has been designed in order
to: (a) map individual language development paths as well as difficulties,
(b) provide a descriptive profile of children’s oral language and emergent
literacy skills, and (c) assist in the identification of children who are at risk
for Developmental Language Disorder (DLD) or Specific Learning Disabilities
(SLD). The sample consisted of 926 children aged from 4 to 7 years, which
were recruited from diverse geographical provinces and represented a variety
of socioeconomic backgrounds in Greece. Eight hundred participants were
typically developing children (Nboys = 384 and Ngirls = 416), 126 children (NSLI = 44
and NSLD = 82) represented children with Special Educational Needs, and 126
children were typically developing peers matched for gender and age with
the clinical groups. The administration lasted 90 min, depending on the
participant’s age and competence. Validity (construct, criterion, convergent,
discriminant, and predictive) as well as internal consistency and test–retest
reliability were assessed. Results indicated that Logometro® is characterized
by good psychometric properties and can constitute a norm-referenced
battery of oral language and emergent literacy skills. It could be used to inform
the professionals as well as the researchers about a child’s language strengths and weaknesses and form the basis on which they can design an appropriate
individualized intervention if needed
Greek-speaking children assessed in grade 1 can predict the type of reading
difficulties (RD) in grade 2. Sixty-six typically developing (TD) children and
eighty-seven children with RD were assessed on phonological awareness
(PA), morphological awareness (MA), rapid automatized naming (RAN), and
vocabulary in the mid of grade 1. Children were classified in the two groups
based on whether they scored consistently low (below the 25th percentile)
or typically (above the 25th percentile) on standardized measures of textreading
fluency and reading comprehension at the end of grade 1 and the
beginning of grade 2. Next, children with RD were assigned to two subgroups:
the first group included children (N = 28) with predominantly reading
fluency difficulties (RFD) and the second group included children (N = 59)
with single reading comprehension difficulties (RCD). A series of binomial
logistic regressions showed that children’s classification in an RD group
than a TD group was predicted by PA, RAN, and vocabulary achievement.
Subsequent multinomial logistic regressions indicated that vocabulary, PA, and
MA predicted children’s classification in the RCD subgroup more than in the
TD group. Furthermore, lower PA levels and higher RAN score predicted the
classification of children in the RFD group than in the RCD or the TD group.
These findings highlight the contribution of early oral language assessment
to the identification of children with RD and specific types of RD. Theoretical
implications for the role of oral language in reading will be discussed as well
as practical implications for implementing customized interventions to match
children’s educational needs on specific oral language deficits.
evidence on whether they face significant challenges, and if so, whether these challenges are present in all aspects of
language. Here, we investigated a sample of Greek-speaking children with ADHD (n = 29) using a structural language
(vocabulary, grammar) and a pragmatic language assessment. To ascertain the extent of strengths and weaknesses, we
compared the performance of children with ADHD to typically developing (TD) peers (n = 29) and also to children
with developmental language disorder (DLD; n = 25), who face challenges particularly in structural language. As regards
structural language, ADHD children performed significantly lower than their TD peers but significantly higher than the DLD
group. In pragmatics, ADHD children performed numerically lower than any other group, but differences did not reach
statistical significance. Children with ADHD face difficulties with language skills and especially with structural language.
Sophisticated linguistic assessment is crucial, as it facilitates the identification of children with different challenges by
measuring performances on distinct components. Language difficulties in ADHD should not be overlooked but must be
evaluated thoroughly for more effective intervention planning.
been utilized until now usually focusing on a single or a few language
subcomponents, along with very few language rating scales for parents and
educators. The need for a comprehensive language assessment tool for
preschool and early school years children which could form the basis for
valid and reliable screening and diagnostic decisions, led to the development
of a new norm-referenced digital tool called Logometro®. The aim of
the present study is to describe Logometro® as well as its psychometric
characteristics. Logometro® evaluates an array of oral language skills across
the different language domains such as phonological awareness, listening
comprehension, vocabulary knowledge (receptive and expressive), narrative
speech, morphological awareness, pragmatics, as well emergent literacy skills
(letter sound knowledge and invented writing) in Greek-speaking 4–7 years
old children. More specifically, Logometro® has been designed in order
to: (a) map individual language development paths as well as difficulties,
(b) provide a descriptive profile of children’s oral language and emergent
literacy skills, and (c) assist in the identification of children who are at risk
for Developmental Language Disorder (DLD) or Specific Learning Disabilities
(SLD). The sample consisted of 926 children aged from 4 to 7 years, which
were recruited from diverse geographical provinces and represented a variety
of socioeconomic backgrounds in Greece. Eight hundred participants were
typically developing children (Nboys = 384 and Ngirls = 416), 126 children (NSLI = 44
and NSLD = 82) represented children with Special Educational Needs, and 126
children were typically developing peers matched for gender and age with
the clinical groups. The administration lasted 90 min, depending on the
participant’s age and competence. Validity (construct, criterion, convergent,
discriminant, and predictive) as well as internal consistency and test–retest
reliability were assessed. Results indicated that Logometro® is characterized
by good psychometric properties and can constitute a norm-referenced
battery of oral language and emergent literacy skills. It could be used to inform
the professionals as well as the researchers about a child’s language strengths and weaknesses and form the basis on which they can design an appropriate
individualized intervention if needed