- Doctor of Philosophy in Psychology, University College London (UCL), Department of Human Communication Science, UK, 2006
- Master in Education (Psychology), University of London, Institute of Education, UK, 1999
- University Degree, Department of Early Childhood Education, Aristotle University of Thessaloniki, Greece, 1998
- Associate Professor of Learning Disabilities, Department of Special Needs Education, University of Oslo, August 2016
- Postdoctoral Fellow, University of Crete, Department of Primary Education, September 2012- June 2016
- Course Instructor of graduate & undergraduate courses and supervisor of Master’s theses, The American College of Greece, March 2014-June 2016
- Educational Psychologist, private practice & school, Athens Greece, September 2006- July 2016: Psychoeducational assessment and intervention for primary and secondary education children with learning difficulties
- Teaching assistant, University College London, Department of Human Communication Science, 2001-2003
- SPED4000 lectures on WISC-IV
- SNE4120 lectures on Learning Disabilities Assessment and Individualized Education Programs.
- I have taught the ‘Learning Disabilities Assessment and Remediation’ Course of the Master (MA) in Applied Educational Psychology program and the Course ‘PS1001 LE Psychology as a Social Science - Level 4’ at the American College of Greece.
- During my PhD studies at UCL I worked as a Demonstrator for BSc Speech Sciences Module SPSC2004 Research Methods and Statistics, and MSc Speech and Language Sciences Module HCSCGS25 Research Method, and ran workshops, for the BSc Speech Sciences Module SPSC1005 Introduction to Cognitive, Developmental and Social Psychology.
Publications & theses
- Diamanti, V., Goulandris, N., Campbell, R., & Protopapas, A. (2018). Dyslexia profiles across orthographies differing in transparency: An evaluation of theoretical predictions contrasting English and Greek. Scientific Studies of Reading Special Issue: Developmental Dyslexia across Languages and Writing Systems, 22, 55–69.
- Diamanti, V., Mouzaki, A., Ralli, A., Antoniou, F., Papaioannou, S., & Protopapas, A. (2017). Preschool phonological and morphological predictors of early reading and spelling development in Greek. Frontiers in Psycholoy, 8, 2039. doi:10.3389/fpsyg.2017.02039
- Diamanti, V., Benaki, A., Mouzaki, A., Ralli, A., Antoniou, F., & Protopapas, A. (2017). Development of early morphological awareness in Greek: Epilinguistic vs. metalinguistic and inflectional vs. derivational awareness. Applied Psycholinguistics. doi:10.1017/S0142716417000522
- Diamanti, V., Goulandris, N., Stuart, M., Campbell, R., & Protopapas, A. (2017). Tracking the effects of dyslexia in reading and spelling development: A longitudinal study of Greek readers. Dyslexia. doi:10.1002/dys.1578
- Kanellou, M., Korvesi, E., Mouzaki, A., Ralli, A., Antoniou, F., Diamanti, V., & Papaioannou, S. (2016). Οι αφηγηματικές δεξιότητες σε παιδιά προσχολικής και πρώτης σχολικής ηλικίας [Narrative skills in pre-school and first grade children]. Preschool and Primary Education, 4 (1): 35–67.
- Diamanti, V., Goulandris, N., Stuart, M., & Campbell, R. (2014). Spelling of derivational and inflectional suffixes by Greek-speaking children with and without dyslexia. Reading & Writing: An Interdisciplinary Journal, 27(2): 337–358.
- Diamanti, V. (2010). Ορθογραφική ανάπτυξη και φωνολογική επίγνωση [Spelling development and phonological awareness]. In A. Mouzaki & A. Protopapas (Ed.), Ορθογραφία: Ανάπτυξη και Διαταραχές [Spelling: development and disorders] (pp. 107–120). Athens: Gutenberg.
- Diamanti, V. (2010). Ορθογραφικές δεξιότητες και δυσκολίες παιδιών με δυσλεξία [Spelling skills and difficulties of children with dyslexia]. In A. Mouzaki & A. Protopapas (Ed.), Ορθογραφία: Ανάπτυξη και Διαταραχές [Spelling: development and disorders] (pp. 277–285). Athens: Gutenberg.
- Diamanti, V. (2006). Dyslexia and dysgraphia in Greek in relation to normal development: Cross-linguistic and longitudinal studies. Unpublished PhD Thesis. Department of Human Communication Science, University College London.
- Diamanti, V. (1999). An investigation of whether epi-phonological and meta-phonological awareness and sensitivity to large and small phonological units can predict children’s reading achievement. Unpublished Masters Thesis. Institute of Education, University of London.
- Diamanti, V. (1998). A Case study of an 11-year-old child with developmental dyslexia and the implementation of an individualized educational programme. Unpublished Thesis in Psychology and Special Needs. Department of Early Childhood Education, Aristotle University of Thessaloniki.
- Mouzaki, A., Ralli, A., Antoniou, F., Diamanti, V., & Papaioannou, S. (2017). LOGOMETRO screening battery for the assessment of language development in preschool and first grade children: an android application for mobile devices. Inte*Learn, Ltd, Athens, Greece.
- Chartered member (CPsychol), British Psychological Society
- Member, Society for the Scientific Study of Reading (SSSR)
- Editorial Board Member, Reading Psychology: An International Journal (since 2005)
- Full member, Hellenic Psychological Society (ΕΛΨΕ)
- Former member, The Association for Child and Adolescent Mental Health
My research interests include language and literacy development from preschool through elementary and secondary education, as well as reading and spelling difficulties across ages and orthographic systems. More specifically I am interested in:
- Language development and literacy acquisition (particularly development of morphological awareness in different orthographies)
- Dyslexia in different orthographies
- Linguistic and cognitive predictors of reading and spelling difficulties
- Aspects of educational psychology including psychoeducational assessment and remediation of reading and spelling difficulties in children and adolescents
- Early identification of preschool children at risk for language, literacy, and cognitive difficulties
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