Information
| Name: | Styliani | Position: | Assistant Professor |
| Surname: | Tsesmeli | Subject: | Educational Psychology with emphasis on children with Special Educational Needs |
| Email: | stsesmeli@upatras.gr | Phone: | 2610 969736 |
Dr. Styliani N. Tsesmeli is Tenured Assistant Professor at the Department of Educational Sciences and Social Work at the University of Patras (Greece).
Her scientific/ research interests include experimental and cognitive approaches to the study of literacy acquisition and developmental dyslexia. Phonological and morphological awareness and their relationship with literacy. Assessments and educational interventions for children with developemntal dyslexia and learning disabilities. Cross-linguistic perspectives on literacy acquisition in relation to developmental dyslexia, with a special interest on the acquisition of knowledge about morphology (incl. in Publications).
Dr. Tsesmeli is accepting enquiries during office hours (please see, Announcements) or by appointment at stsesmeli@upatras.gr.
| Short CV: | Dr. Styliani N. Tsesmeli is Lecturer in Educational Psychology with emphasis on children with Special Educational Needs at the Department of Educational Sciences and Social Work at the University of Patras (Greece). She has graduated from the Department of Philosophy-Education-Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece. She has attended at the same University the Postgraduate Course in School Psychology with minor subjects: Cognitive and Clinical Psychology. In 1994, she gained a scholarship by the Foundation of State Scholarships in Greece after a nationwide competition and completed a Master degree (M.Ed.) in Special Needs (Master thesis supervisor: Prof. Gina Conti-Ramsden) at the Metropolitan University of Manchester (Department of Education, Centre for Educational Guidance and Special Needs), U.K. (1994) and then a Ph.D. at the University of Dundee, Department of Psychology in Scotland, U.K. under the supervision by Prof. P.H.K.Seymour (2003) (External examiner: Prof. Carsten Elbro, University of Copenhagen, Denmark). She has taught as adjunct Lecturer courses on Special Education (2003-2005) and School Psychology (2006-2013) at the Department of Primary Education, University of Aegean, Greece. Her research interests include experimental/ cognitive approaches to the study of literacy acquisition and developmental dyslexia, educational interventions for children with developmental dyslexia and learning disabilities, with a special interest on cross-linguistic perspectives in the acquisition of morphology on students with typical and atypical literacy development. Languages: English (fluent), German. |
| Education: | |
| Position – Subject: | |
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| Main research work: |
| Postgraduate: | Teaching for the Postgraduate Programme at the Department of Educational Sciences and Social Work, University of Patras. Learning Disabilities and Developmental Dyslexia (2nd Year, Winter semester, Elective). Learning Abilities and Disabilities: Conceptual, theoretical and diagnostic issues (2nd Year, Easter semester, Elective, 6 ECTS) 2018- today |
| Undergraduate: | Teaching for the Undergraduate Programme at the Department of Educational Sciences and Social Work, University of Patras. Accademic Year 2015-2021 1. Cognitive analysis of Learning in Education (1st Year, Easter Semester, Elective, 2015-2019)/ Cognitive Processes and Brain (1st Year, Easter Semester, Elective, 2020-2021)/ Introduction to Educational Psychology (1st Year, Easter Semester, Elective, 2021- present). 2. Psychology of Reading & Writing (2nd Year, Easter Semester, Mandatory) 3. Learning Disability and Developmental Dyslexia: Assessment and Intervention (3rd Year, Winter Semester, Elective) 4. Special Issues in the study of Learning Disabilities (4th Year, Winter, Elective)
Teaching for the Undergraduate Programme at the Department of Educational Sciences and Social Work, University of Patras. Accademic Year 2014-2015 1. Cognitive analysis of Learning in Education (1st Year, Winter Semester, Mandatory) 2. Reading, Writing & Dyslexia (2nd Year, Easter Semester, Mandatory) 3. Educational Interventions for Reading & Writing (3rd Year, Easter, Semester, Elective) 4. Special Issues in the study of Learning Disabilities (4th Year, Winter, Elective)
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Ph.D. Dissertation:
Tsesmeli, S. N. (2002). Derivational morphology, Spelling ability and Dyslexia in secondary school students: Assessment and Intervention. Ph.D. thesis, Department of Psychology, University of Dundee.
Collected Edition:
Tsesmeli, S. N. & Manolitsis, G. (2023) (Eds.). Morphological Processing in Written Language Acquisition for the Greek Language. Thessaloniki: Epikentro Publications (In Greek).
Selective Publications:
Tsesmeli, S. N. & Skarmoutsou, I. (2023). Implementing a scientifically based educational intervention in mainstream primary schools before and during COVID-19 era: Evidence from Greek-speaking children. Research in Developmental Disabilities, 139, 104563. https://doi.org/10.1016/j.ridd.2023.104563
Tsesmeli, S.N. & Stoumpou, K. (2021). Dynamic assessment in spelling and morphological awareness in Greek: The case of a transparent orthography. Research in Developmental Disabilities, 117, 104047. https://doi.org/10.1016/j.ridd.2021.104047
Tsesmeli, S. N. (2020). Developmental changes in the spelling of derivational suffixes by typically developing Greek children: effects of transparency, lexicality, letter length and frequency. Writing Systems Research, 11(1), 50 – 65. doi: 10.1080/17586801.2020.1719273.
Tsesmeli N. S. (2017). Spelling and meaning of compounds in the early school years through classroom games: an intervention study. In Research Topic: Word Morphology and Written Language Acquisition: Insights from Typical and Atypical Development in Different Orthographies, Frontiers in Psychology, 8, 2071, doi: 10.3389/fpsyg.2017.02071.
Tsesmeli N. S. & Tsirozi, T. (2015). Teaching compound words to a spelling-disabled child via Smart NotebookTechnology: a case study approach. Themes in Science and Technology Education, 8(1), 33-45.
Tsesmeli N. S. & Koutselaki D. (2013). Spelling performance and semantic understanding of compound words by Greek learning-disabled students. Journal of Learning Disabilities, 46(3), 241-251.
Tsesmeli, S.N. (2010). Effects of morphological training on individuals with difficulties in spelling acquisition: Evidence from Greek. In F. Columbus (Ed.),Spelling skills: Acquisition, Abilities and Reading Connection. Hauppauge, N.Y.: Nova Science Publishers.
Tsesmeli, S. N. & Seymour, P.H.K. (2009). The effects of training of morphological structure on spelling derived words by dyslexic adolescents. British Journal of Psychology, 100(3), 565-592.
Tsesmeli, S. N. & Seymour, P.H.K. (2006). Derivational Morphology and Spelling in Dyslexia. Reading and Writing: An Interdisciplinary Journal,19(6), 587-625.
Selective Conference Publications:
Tsesmeli, S. N. & Seymour, P.H.K. (2004).The effects of Training of Morphological Structure on Spelling Derived Words by Dyslexic Adolescents. Oral Presentation in the 5o World Congress on Dyslexia, Αristoteleion University of Thessaloniki, Thessaloniki (23-27 Αugust).
Tsesmeli, S. N. & Seymour, P.H.K. (2006). Spelling derived words by dyslexic individuals in Scotland. Poster in the Experimental Psychology Section Workshop, British Psychological Society, Midlesex University, London, U.K. (20-21 September).
Tsesmeli, S. N. (2007). Morphological strategies in children’s spelling: Cross-linguistic comparisons between English and Greek. Oral Presentation in the 9th European Conference on Psychological Assessment (EAPA)/ 2nd International Conference on Psychological Assessment (Psychological Association of Northern Greece),Thessaloniki (3-6 Μay).
Tsesmeli, S. N. & Seymour, P.H.K. (2007). Intervention studies on single-cases of developmental dyslexia: Implications for educational assessments. Oral Presentation in the 9th European Conference on Psychological Assessment (EAPA)/ 2nd International Conference on Psychological Assessment (Psychological Association of Northern Greece),Thessaloniki (3-6 Μay).
Tsesmeli, S. N. & Seymour, P.H.K. (2007). Teaching morphemes to dyslexic individuals. Is there any difference? Poster in the 14th Annual International Conference, Society for the Scientific Study of Reading (SSSR), Prague, Czech Republic (12-14 July).
Tsesmeli, S. Ν. (2007). Improving children’s spelling: Educational interventions on individual cases of English and Greek. Oral Presentation in the 42nd Colloquium of Linguistics: «Language Diversity and Language Learning: New Paths to Literacy», Department of Education, University of Aegean, Rhodes (27-30 September).
Tsesmeli, S. N. (2008). Effects of morphological depth on Greek children’s spelling. Oral Presentation in the7th International Conference of the British Dyslexia Association, Harrogate, U.K. (27-29 March).
Tsesmeli, S. N. (2012). Developmental changes in the spelling of inflectional and derivational suffixes by typically developing Greek children: effects of transparency, length and frequency. Oral Presentation after invitation by Prof. Christina Burani in the17th International Morphology Meeting, Vienna, Austria (9-12 February).
Tsesmeli, S. N. (2013). Spelling of derivational suffixes by typically developing and dyslexic Greek children: effects of transparency, length and frequency. Oral Presentation in the 4th All-European Dyslexia Conference, Vaxjo, Sweden (20-22 September).
Τsesmeli, S. Ν. (2016). Metalinguistic effects in the acquisition of compound words by Greek primary school children. Poster at the 10th International Conference of the British Dyslexia Association, Oxford, U.K. (10-12 March).
Τsesmeli, S. Ν. (2016). Training effects on compounds by Greek typically developing and dyslexic children: Is it better in the classroom? Oral presentation at the 5th All European Dyslexia Conference, Modena, Italy (21-24 September).
Κeramisanou, E.E. & Tsesmeli, S. N. (2017). Training for spelling and semantic acquisition of compound words to students of the first two grades of primary school. Oral presentation at the International Conference on Educational Research: “Confronting Contemporary Educational Challenges through Research”, Patras (30 June-2 July).
Τsesmeli, S.N. & Xanthaki, M. (2019). Emergent morphological sensitivity in reading by Greek early school children: A masked lexical decision task. Oral presentation at the 3rd International Conference: “Literacy and Contemporary Society”, Nicosia, Cyprus (11-13 October).
Τsesmeli, S.N. & Xanthaki, M. (2021). The role of morphology in word recognition of Greek early school children. Oral presentation at the 28th Annual International Conference, Society for the Scientific Study of Reading (SSSR), Virtual conference due to pandemia (13-16 July).
Τsesmeli, S.N. & Skarmoutsou, I. (2022). Morphological training on spelling and meaning of complex words by primary school students: A longitudinal and intervention Greek study. Oral presentation at the 6th Annual International Conference, Association for Reading and Writing in Asia (ARWA), held from The Chinese University of Hong Kong, China, Virtual conference due to pandemia (24-25 February).
Tsesmeli, S.N. & Stoumpou, K. (2022). The use of Dynamic Assessment in the evaluation of Morphological Awareness in Greek primary school students. Oral presentation at the 6th Annual International Conference, Association for Reading and Writing in Asia (ARWA), held from The Chinese University of Hong Kong, China, Virtual conference due to pandemia (24-25 February).
Τsesmeli, S.N. & Skarmoutsou, I. (2023). Educational interventions for improving literacy to Greek primary school students during COVID-19. Oral presentation at the 20th Biennial International Conference of the European Association for Research on Learning and Instruction (EARLI), hosted by the Aristotle University of Thessaloniki & University of Macedonia, Thessaloniki (22-26 August).