Dyslexia; Reading and Spelling Difficulties (in collaboration with the Aristotle University of Thessalonica)

Georgia Niolaki; Aris Terzopoulos

Dyslexia; Reading and Spelling Difficulties (in collaboration with the Aristotle University of Thessalonica)

Translated title of the contribution: Δυσλεξίa: ανάγνωστικές και ορθογραφικές δυσκολίες: μια επισκόπηση στα ελληνικά, με συνδέσμους προς το HK 2.0 και το εργαλείο Wordlist.

Georgia Niolaki
, Aris Terzopoulos

Disability, Inclusion and Special Needs

Research output: Contribution to conference (unpublished) › Other

Abstract

I delivered (24.03.2026) a seminar to over 100 teachers from Greece’s Model–Experimental Schools, introducing Helex Kids 2 alongside the Word Tool a structured lexical database I developed to support learners with reading and spelling difficulties. The session focused on translating research into classroom practice, equipping educators with evidence-informed strategies and practical digital resources to enhance literacy instruction. The strong engagement and discussion that followed highlighted both the demand for targeted literacy support tools and the value of bridging innovation with everyday teaching practice.

Feedback received: Participant feedback highlighted the clarity and accessibility of the seminar, with teachers noting the use of simple, comprehensible language, concise and well-structured delivery, and clear explanations of complex concepts such as neuronal processes in spelling and the involvement of multiple brain centres in reading and writing; they particularly valued how the session illuminated the difficulties faced by children while addressing a wide range of issues in a focused and highly effective way.
Professor Anthi Revithiadou (Linguistics, Aristotle University of Thessalonica) and event coordinator described the seminar as “outstanding,” adding, “I truly have no words to thank you, excellent in every respect. I say this with complete sincerity. Thank you once again.”

Translated title of the contribution	Δυσλεξίa: ανάγνωστικές και ορθογραφικές δυσκολίες: μια επισκόπηση στα ελληνικά, με συνδέσμους προς το HK 2.0 και το εργαλείο Wordlist.
Original language	Greek
Publication status	Published - 31 Mar 2023

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title = "Dyslexia; Reading and Spelling Difficulties (in collaboration with the Aristotle University of Thessalonica)",

abstract = "I delivered (24.03.2026) a seminar to over 100 teachers from Greece{\textquoteright}s Model–Experimental Schools, introducing Helex Kids 2 alongside the Word Tool a structured lexical database I developed to support learners with reading and spelling difficulties. The session focused on translating research into classroom practice, equipping educators with evidence-informed strategies and practical digital resources to enhance literacy instruction. The strong engagement and discussion that followed highlighted both the demand for targeted literacy support tools and the value of bridging innovation with everyday teaching practice. Feedback received: Participant feedback highlighted the clarity and accessibility of the seminar, with teachers noting the use of simple, comprehensible language, concise and well-structured delivery, and clear explanations of complex concepts such as neuronal processes in spelling and the involvement of multiple brain centres in reading and writing; they particularly valued how the session illuminated the difficulties faced by children while addressing a wide range of issues in a focused and highly effective way. Professor Anthi Revithiadou (Linguistics, Aristotle University of Thessalonica) and event coordinator described the seminar as “outstanding,” adding, “I truly have no words to thank you, excellent in every respect. I say this with complete sincerity. Thank you once again.” ",

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AU - Terzopoulos, Aris

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N2 - I delivered (24.03.2026) a seminar to over 100 teachers from Greece’s Model–Experimental Schools, introducing Helex Kids 2 alongside the Word Tool a structured lexical database I developed to support learners with reading and spelling difficulties. The session focused on translating research into classroom practice, equipping educators with evidence-informed strategies and practical digital resources to enhance literacy instruction. The strong engagement and discussion that followed highlighted both the demand for targeted literacy support tools and the value of bridging innovation with everyday teaching practice. Feedback received: Participant feedback highlighted the clarity and accessibility of the seminar, with teachers noting the use of simple, comprehensible language, concise and well-structured delivery, and clear explanations of complex concepts such as neuronal processes in spelling and the involvement of multiple brain centres in reading and writing; they particularly valued how the session illuminated the difficulties faced by children while addressing a wide range of issues in a focused and highly effective way. Professor Anthi Revithiadou (Linguistics, Aristotle University of Thessalonica) and event coordinator described the seminar as “outstanding,” adding, “I truly have no words to thank you, excellent in every respect. I say this with complete sincerity. Thank you once again.”

AB - I delivered (24.03.2026) a seminar to over 100 teachers from Greece’s Model–Experimental Schools, introducing Helex Kids 2 alongside the Word Tool a structured lexical database I developed to support learners with reading and spelling difficulties. The session focused on translating research into classroom practice, equipping educators with evidence-informed strategies and practical digital resources to enhance literacy instruction. The strong engagement and discussion that followed highlighted both the demand for targeted literacy support tools and the value of bridging innovation with everyday teaching practice. Feedback received: Participant feedback highlighted the clarity and accessibility of the seminar, with teachers noting the use of simple, comprehensible language, concise and well-structured delivery, and clear explanations of complex concepts such as neuronal processes in spelling and the involvement of multiple brain centres in reading and writing; they particularly valued how the session illuminated the difficulties faced by children while addressing a wide range of issues in a focused and highly effective way. Professor Anthi Revithiadou (Linguistics, Aristotle University of Thessalonica) and event coordinator described the seminar as “outstanding,” adding, “I truly have no words to thank you, excellent in every respect. I say this with complete sincerity. Thank you once again.”

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