Georgia has a BA (Hons) in Education, and went on to complete an MA in Literacy Learning and Literacy Difficulties at the Institute of Education University of London supervised by Professor Jackie Masterson. She continued her PhD at the Institute of Education focusing on predictors of spelling in monolingual and bilingual children with typical and atypical spelling performance and on conducting interventions with monolingual and multilingual children with atypical reading and spelling. During her MA and PhD, Georgia published a number of papers in international journals and presented her work at many conferences. Georgia was then a postdoctoral research fellow at Exeter University working on emergent writing of hearing impaired children with Professor Debra Myhill. Georgia is a Visiting Research Associate at the UCL, Institute of Education, investigating semantic priming in Greek monolingual children with atypical spelling performance. In 2016 Georgia completed the Pg Cert in Language, Literacies and Dyslexia at the University of Birmingham and she is an Associate Member of the British Dyslexia Association (AMBDA) and a member of the Patoss and the SASC. In January 2018 Georgia became a member of the Experimental Psychological Society.

Georgia also in collaboration with researchers from UCL, the University of Dundee and the University of Nottingham are developing the first online database for bilingual children BiLex. This project is supported by Coventry University, Early Career Researcher Funding Scheme - Pump-prime Funding (2016-2018).

Georgia is the Principal Investigator for the development of a New Spelling Test in Primary school children. The project is funded by the British Academy BA/Leverhulme Senior Research Fellowships (2017-2019). This demonstrates Georgia's continuous interest in spelling research and in supporting individuals with spelling and reading difficulties. 

Dyslexia; Literacy (spelling and reading development); Bilingualism

My mission is to support those with reading and spelling difficulties. My aim is to find out how we can most effectively support and help these children in order to help every child “read like a butterfly and write like a bee” (Pullman, 2002, p.2).