Laboratory of Learning, Language & Communication Disabilities

The Laboratory of Learning, Language & Communication Disabilities, at the Department of Special Education in the University of Thessaly was founded on the basis of the Official Government Gazette 1191/22-6-2015 The laboratory's mission is: Theoretical and practical education of undergraduate and postgraduate students of the Department of Special Education, as well as of other Departments at the University of Thessaly, in the subjects of Learning, Language & Communication Disabilities. Development of courses and conducting basic and applied research in the areas of Learning, Language & Communication Disabilities. The cooperation and exchange of scientific knowledge with other domestic or foreign academic or research institutes. The organization of seminars, symposia, meetings, lectures, as well as publications in the field of Learning, Language & Communication Disabilities. The provision of services to individuals and to any organization of legal form as provided by the presidential decree 159 (Official Government Gazette A’ 53/27.04.1984).

Recent Publications

• Vlachos, F., Papadimitriou, A. & Bonoti, F. (2013). An investigation of age and gender differences in preschool children’s specific motor skills. European Psychomotricity Journal, 6, 12-21.
• Vlachos, F., Andreou, E., Delliou, A. & Agapitou, P. (2013). Dyslexia and hand preference in secondary school students. Psychology & Neuroscience, 6, 67-72.
• Vlachos, F., Avramidis, E., Dedousis, G., Chalmpe, M. Ntalla, I., & Giannakopoulou, M. (2013). Prevalence and gender ratio of dyslexia in Greek adolescents and its association with parental history and brain injury. American Journal of Educational Research, 1, 22-25.
• Vlachos, F. Andreou, E., Delliou, A. (2013). Brain hemisphericity and developmental dyslexia.  Research in Developmental Disabilities, 34, 1536-1540.
• Vlachos, F., Avramidis, E., Dedousis, G., Katsigianni, E., Ntalla, I., Giannakopoulou, M. & Chalmpe, M. (2013). Incidence and gender differences for handedness among Greek adolescents and its association with familial history and brain injury. Research in Psychology and Behavioral Sciences, 1, 6-10.
• Vlachos, F., Gaillard, F., Vaitsis, K. & Karapetsas, A. (2013). Developmental risk:  Evidence from large non right-handed samples. Child Development Research, 2013, Article ID 169509, 10 pages, 2013. doi:10.1155/2013/169509.
• Andreou, E. & Vlachos, F. (2013). Learning styles of typical readers and dyslexic adolescents. Journal of Visual Literacy, 32(2), 1-14. doi: 10.1080/23796529.2013.11674707
• Andreou, E., Vlachos, F., Stavroussi, P. (2013). Multiple intelligences of typical readers and dyslexic adolescences. International Journal of Education, Learning and Development, 1, 61-72.
• Papadimitriou, A. & Vlachos, F. (2014). Which specific skills developing during preschool years predict the reading performance in the first and second grade of primary school? Early Child Development and Care, 184, 1706-1722. DOI:10.1080/03004430.2013.875542
• Andreou, G., Vlachos, F. & Makanikas, K. (2014). Effects of Chronic Obstructive Pulmonary Disease and Obstructive Sleep Apnea on cognitive functions: Evidence for a common nature. Sleep Disorders, 2014, Article ID 768210, 18 pages, doi:10.1155/2014/768210
• Bonoti, F., Tzouvaleka, E., Bonotis, K., Vlachos, F. (2015). Do Patients with Alzheimer’s disease Draw like Young Children? An Exploratory Study. Journal of Alzheimer’s disease, 43, 1285–1292. DOI 10.3233/JAD-140528
• Vlachos, F., & Papadimitriou, A. (2015). Effect of age and gender on children’s reading performance: The possible neural underpinnings. Cogent Psychology, 2, 1045224. DOI:10.1080/23311908.2015.1045224
• Stavrussi, P., Vlachos, F., & Pisina, A. (2016). An examination of language and nonverbal abilities in twins with Apert syndrome. International Journal on Disability and Human Development, 15 (1), 63-68.
• Zygouris, N., Vlachos, F., Dadaliaris, A. et al., (2017). The implementation of a web application for screening children with dyslexia. In M.E. Auer et al. (eds.), Interactive Collaborative Learning, Advances in Intelligent Systems and Computing (pp. 415-423). Cham, Switzerland:  Springer International Publishing. DOI 10.1007/978-3-319-50340-0_36 ISBN 978-3-319-50339-4
• Vlachos, F., Argiropoulos, V., & Papadimitriou, V. (2017). Effects of handedness and blindness on braille reading accuracy. Advances in Neurodevelopmental Disorders, 1, 141-148. DOI 10.1007/s41252-017-0020-x
• Papadatou-Pastou, M., Haliou, E., Vlachos, F. (2017). Brain knowledge and the prevalence of neuromyths among prospective teachers in Greece. Frontiers in Psychology, section Educational Psychology. 8:804. doi: 10.3389/fpsyg.2017.00804
• Zygouris, N., Vlachos, F., Dadaliaris, A., Oikonomou, P., Stamoulis, G., Vavougios, D., Nerantzaki, E., & Striftou, A. (2017). A neuropsychological approach of developmental dyscalculia and a screening test via a web application. International Journal of Engineering Pedagogy (iJEP), 4, 51-65.
• Segkouli, S., Paliokas, I., Tzovaras, D., Lazarou, I., Karagiannidis, C., Vlachos, F. & Tsolaki, M. (2017). A computerized test for the assessment of mild cognitive impairment subtypes in sentence processing. Aging, Neuropsychology, and Cognition: A Journal on Normal and Dysfunctional Development.  doi: 10.1080/13825585.2017.1377679
• Vlachos, F. & Bonoti, F.  (2018). Laterality and cognition: Handedness as a factor differentiating cognitive abilities.  Dialogues in Clinical Neuroscience & Mental Health (Supplement), 1, 21-22.
• Andreou, G., & Makanikas, K., Vlachos, F. (2019). Chronic Obstructive Pulmonary Disease and Semantic language abilities. Journal of Behavioral and Brain Science, 9(3), 130-143. doi: 10.4236/jbbs.2019.93011.