Vasiliki Diamanti

Associate Professor, Head of Oslo SPeLL - Oslo Special Education and Learning Lab
Image of Vasiliki  Diamanti
Norwegian version of this page
Phone +47-22856624
Room 335
Visiting address Sem Sælands vei 7 Helga Engs hus 0371 OSLO
Postal address Postboks 1140 Blindern


  • 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

 Postdoctoral Employment

  • Associate Professor of Learning Disabilities, Head of Oslo SPeLL (Oslo SpesialPedagogikk- og LæringsLab), 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                     

Teaching Experience

  • SPED4400 lectures on the assessment and remediation of reading and spelling difficulties
  • SPED4002 lectures on the WISC-IV and WISC-V 
  • SPED3000 & SPED3100 lectures on reading/spelling difficulties and second language literacy development
  • SPED2100 lectures on reading/spelling development 
  • SNE4120 lectures on learning disabilities assessment and individualized education programs.
  • SNE4200 lecture on teaching strategies for reading and spelling difficulties
  • In the past 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

  • Antoniou, F., Ralli, A., Mouzaki, A., Diamanti, V., & Papaioannou, S (2022). Logometro®: The psychometric properties of a norm-referenced digital battery for language assessment of Greek-speaking 4- 7 years old children. Frontiers in Psychology. doi: 10.3389/fpsyg.2022.900600.

  • Vassiliu, C., Mouzaki, A., Antoniou, F., Ralli, A., Diamanti, V., & Papaioannou, S., & Katsos, N. (2022). Development of Structural and Pragmatic Language Skills in Children With Attention-Deficit/Hyperactivity Disorder. Communication Disorders Quarterly. doi: 10.1177/15257401221114062.

  • Ralli, M. A., Kazali, E., Kanellou, M., Mouzaki, A., Antoniou, F., Diamanti, V., & Papaioannou, S. Oral Language and Story Retelling During Preschool and Primary School Years: Developmental Patterns and Interrelationships. J Psycholinguist Res (2021).

  • Mouzaki, A., Spyropoulou, E., Ralli, A., Antoniou, F., Diamanti, V., & Papaioannou, S. (2020). The Dimensionality of Oral Language Ability: Evidence from Young Greek Children. Journal of Speech, Language and Hearing Research. doi:10.1044/2020_JSLHR-19-00008

  • 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, 2255–69.
  • Diamanti, V., Goulandris, N., Stuart, M., Campbell, R., & Protopapas, A. (2018). Tracking the effects of dyslexia in reading and spelling development: A longitudinal study of Greek readers. Dyslexia. 24, 170–189. doi:10.1002/dys.1578
  • Diamanti, V., Benaki, A., Mouzaki, A., Ralli, A., Antoniou, F., & Protopapas, A. (2018). Development of early morphological awareness in Greek: Epilinguistic vs. metalinguistic and inflectional vs. derivational awareness. Applied Psycholinguistics. 39545–567. doi:10.1017/S0142716417000522
  • 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
  • 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.

Digital Products

  • 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.

Professional affiliations

  • 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

Research interests

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



View all works in Cristin

  • Grande, Germán García & Diamanti, Vassiliki (2019). Development of Early Morphological Awareness in Norwegian Children: From Epi-linguistic Control to Meta-linguistic awareness of Inflectional and Derivational Morphology.

View all works in Cristin

Published Aug. 15, 2016 9:02 AM - Last modified Aug. 31, 2022 2:39 PM