Padeliadu, Susana

Position: Professor
Office: 216δ Old Building of the Faculty of Philosophy
Telephone: 2310.99.7204
Email: spadeli@edlit.auth.gr
Full CV: Padeliadu CV (.pdf)

Research Interests:

  • Specific Learning Disabilities/Dyslexia
  • Phonological and morphological awareness
  • Pre- and in-service training in special education
  • Effectiveness of school inclusion and children with disabilities

Selected Publications:

  1. Giazitzidou, S., Mouzaki, A. & Padeliadu, S. (2023). Pathways from morphological awareness to reading fluency: the mediating role of phonological awareness and vocabulary. Reading and Writing (published online March) DOI: 10.1007/s11145023104262
  2. Giazitzidou, S., & Padeliadu, S. (2022). Contribution of morphological awareness to reading fluency of children with and without dyslexia: evidence from a transparent orthography. Annals of Dyslexia, 72(3), 509-531.
  3. Padeliadu, S., & Giazitzidou, S., & Stamovlasis, D. (2021). Developing Reading Fluency of students with Reading Difficulties through a Repeated Reading Intervention program in a transparent orthography, Learning Disabilities: A contemporary Journal, 19(1), 49-67.
  4. Bibou-Nakou, I., Markos, A., Padeliadu, S., Chatzilampou, P., & Ververidou, S. (2019). Multi-informant evaluation of students’ psychosocial status through SDQ in a national Greek sample. Children and Youth Services Review, 96, 47-54.
  5. Padeliadu, S. & Giazitzidou, S. (2018). A synthesis of research on reading fluency development: a Study of eight meta-analyses. European Journal of Special Education Research, 3(4), 232-256.
  6. Papaioannou, S., Mouzaki, A., Sideridis, G., Antoniou, F., Padeliadu, S., & Simos, P. (2014). Cognitive and academic abilities associated with symptoms of attention-deficit/hyperactivity disorder: a comparison between subtypes in a Greek non-clinical sample.  Educational Psychology: An International Journal of Experimental Educational Psychology.  DOI: 10.1080/01443410.2014.915931.
  7. Padeliadu, S. & Antoniou, F. (2014). The relationship between reading comprehension, decoding, and fluency in Greek: a cross sectional study. In Special issue: Approaching reading comprehension from multiple theoretical perspectives Reading and Writing Quarterly, 30, 1-31.
  8. Padeliadu, S., & Chideridou, A. (2013). Being a parent and not a teacher: the case pf Specific Learning Disabilities.  International Journal about Parents in Education, 7(2), 26-30.
  9. Sideridis, G., & Padeliadu, S. (2013). Creating a brief rating scale for the assessment of Learning Disabilities using reliability and true score estimates of the scale’s items based on the Rasch model. Journal of Learning Disabilities, 46(2), 115-132.
  10. Stamou, A.G. & Padeliadu, S. (2009). Discourses of disability by teachers-to-be: A critical Discourse Analysis of their disability simulation written accounts.  Journal of Applied Social Psychology, 39(3), 509-540.