Books:

Georgiou, G., & Kushnir, G. (2027).  Learning Communities and the Teaching of Reading: From Research to Practice [in Greek] (G. Grigorakis, G. Manolitsis, &  S. Tsesmeli, Eds.). Athens: Pedion Publications.

Eggen, P., Kauchak, D. & McCrudden, P. (2026). Educational Psychology: New Horizons in Learning and Teaching (2nd Eds) [in Greek] (P. Dimitropoulou, A. Mouratidou, A-A., Michou, S. Tsesmeli, & G. Tsitsas, Eds.). Athens: Kritiki Publications.

Tsesmeli, S.N. & Manolitsis, G. (2023) (Eds). Morphological Processes in Written Speech for the Greek language. Thessaloniki: Epikentron. ISBN: 978-618-204-195-6 (p. 438) [in Greek].

Nikolaou, G., Tsesmeli, S.N., Malafantis, K., & Dimakos, I. (2019) (Eds.). Basic and continuous education of teachers in a complex and changing environment. Athens: Pedion. ISBN: 978-618-82469 2-8 (Vol. 1). ISBN: 978-618-82469-3-5 (Vol. 2). [p. 990]. [in Greek].

Thesis’ Disseration:

Tsesmeli, S. N. (2002). Derivational morphology, Spelling ability and Dyslexia in secondary school students: Assessment and Intervention. Ph.D. thesis, Department of Psychology, University of Dundee (Supervision: Hon. Professor P. H. K. Seymour) [pg. 455]. National Archive of Ph.D. Theses:
https://www.didaktorika.gr/eadd/browse?      type=author&order=ASC&sort_by=2&rpp=80&value=Tsesmeli%2
C+Styliani

Selected Publications (peer-reviewed):

Tsesmeli, S. N. & Seymour, P.H.K. (2006). Derivational Morphology and Spelling in Dyslexia.
Reading and Writing: An Interdisciplinary Journal, 19(6), 587-625. https://doi.org/ 10.1007/ s11145
006-9011-4.

Tsesmeli, S. N. & Seymour, P.H.K. (2009). The effects of training of morphological structure on
spelling derived words by dyslexic adolescents. British Journal of Psychology, 100(3), 565-592.
https://doi.org/10.1348/000712608X371915.

Tsesmeli, S.N. (2010). Effects of morphological training on individuals with difficulties in spelling
acquisition: Evidence from Greek (pp. 1-50). In F. Columbus (Ed.), Spelling skills: Acquisition,
Abilities and Reading Connection. Hauppauge, N.Y.: Nova Science Publishers. ISBN:
9781616684723.

Tsesmeli N. S. & Koutselaki D. (2013). Spelling performance and semantic understanding of compound words by Greek learning-disabled students. Journal of Learning Disabilities, 46(3), 241-251. https://doi.org/10.1177/0022219412449442.

Τsesmeli S. Ν. & Τsirozi, Th. (2015). Teaching compound words to a spelling- disabled child via
Smart Notebook Technology: a case study approach. Themes in Science and Technology Education,
8(1), 33-45.

Tsesmeli N. S. (2017). Spelling and meaning of compounds in the early school years through
classroom games: an intervention study. In Research Topic: Word Morphology and Written Language
Acquisition: Insights from Typical and Atypical Development in Different Orthographies, Frontiers in
Psychology, 8, 2071, https://doi.org/ 10.3389/fpsyg.2017.02071.

Tsesmeli, S. N. (2020). Developmental changes in the spelling of derivational suffixes by typically
developing Greek children: effects of transparency, lexicality, letter length and frequency. Writing
Systems Research, 11(1), 50 – 65. https://doi.org/ 10.1080/17586801.2020.1719273.

Τsesmeli, S.N. & Stoumpou, K. (2021). Dynamic assessment in spelling and morphological
awareness in Greek: the case of a transparent orthography. Research in Developmental Disabilities,
117(6), 104047. https://doi.org/10.1016/j.ridd.2021.104047.

Τsesmeli, S. N. & Skarmoutsou, I. (2023). Implementing a scientifically based educational
intervention in mainstream primary schools before and during COVID-19 era: Evidence from Greek
speaking children. In Special Issue: COVID-19 Psychoeducational effects. Journal on Developmental
Disabilities, 139, 104563. https://doi.org/10.1016/j.ridd.2023.10456

Selected Conference Presentations (peer-reviewed):

Tsesmeli, S. N. & Seymour, P.H.K. (2004). The effects of Training of Morphological Structure on Spelling Derived Words by Dyslexic Adolescents. Oral Presentation at the 5th World Congress on
Dyslexia, Aristotle University of Thessaloniki (23-27 Αugust).

Tsesmeli, S. N. & Seymour, P.H.K. (2006). Spelling derived words by dyslexic individuals in
Scotland. Oral presentation at the Experimental Psychology Section Workshop, British Psychological
Society, Midlesex University, London, U.K. (20-21 September).

Tsesmeli, S. N. & Seymour, P.H.K. (2007). Intervention studies on single-cases of developmental dyslexia: Implications for educational assessments. Oral presentation at the 9th European Conference on Psychological Assessment / 2nd International Conference on Psychological Assessment , Thessaloniki (3-6 May).

Tsesmeli, S. N. & Seymour, P.H.K. (2007). Teaching morphemes to dyslexic individuals. Is there any difference? Oral Presentation at the 14th Annual International Conference, Society for the Scientific Study of Reading (SSSR), Prague, Czech Republic (12-14 July).

Tsesmeli, S. N. (2008). Effects of morphological depth on Greek children’s spelling. Oral
presentation at the 7th International Conference of the British Dyslexia Association, Harrogate, U.K. (27-29 March).

Tsesmeli, S. N. (2012). Developmental changes in the spelling of inflectional and derivational suffixes by typically developing Greek children: effects of transparency, length and frequency. Oral presentation after invitation by Prof. Christina Burani (Italy) at the 17th International Morphology Meeting, Vienna, Austria (9-12 February).

Tsesmeli, S. N. (2013). Spelling of derivational suffixes by typically developing and dyslexic Greek children: effects of transparency, length and frequency. Oral presentation at the 4th All- European Dyslexia Conference, Vaxjo, Sweden (20-22 September).

Τsesmeli, S. Ν. (2016). Metalinguistic effects in the acquisition of compound words by Greek primary school children. Poster presentation at the 10th International Conference of the British Dyslexia Association, Oxford, U.K. (10-12 March).

Τsesmeli, S. Ν. (2016). Training effects on compounds by Greek typically developing and dyslexic
children: Is it better in the classroom? Oral presentation at the 5th All European Dyslexia Conference,
Modena, Italy (21-24 September).

Νtente, E. & Tsesmeli, S. N. (2017). The effects of music education on the phonological awareness of Greek and German pre-school children. Oral presentation at the International Conference on Educational Research: “Confronting Contemporary Educational Challenges through Research”, University of Patras (30 Ιουνίου-2 July).

Tsesmeli, S. N. & Xanthaki, Μ. (2019). Emergent morphological sensitivity in reading by Greek early school children: A masked lexical decision task. Oral presentation of the 3rd International Conference: Literacy and Contemporary Society: Identities, Texts and Constitutions, Nicosia, University of Cyprus (11-13 October).

Τsesmeli, S.N. & Xanthaki, M. (2021). The role of morphology in word recognition of Greek early school children. Oral presentation at the 28th Annual International Conference, Society for the
Scientific Study of Reading (SSSR), Virtual conference due to pandemia (13- 16 July).

Tsesmeli, S.N. & Stoumpou, K. (2022). The use of Dynamic Assessment in the evaluation of
Morphological Awareness in Greek primary school students. Oral presentation at the 6th Annual
International Conference, Association for Reading and Writing in Asia (ARWA), held from The
Chinese University of Hong Kong, China, Virtual conference due to pandemia (24-25 February).

Τsesmeli, S.N. & Skarmoutsou, I. (2023). Educational interventions for improving literacy to Greek primary school students during COVID-19. Oral presentation at the 20th Biennial International Conference of the European Association for Research on Learning and Instruction (EARLI), hosted by the Aristotle University of Thessaloniki & University of Macedonia, Thessaloniki (22-26 August).

Tsesmeli, S.N. & Karantza, I. (2024). The development of early writing skills in Greek pre-school and early school children. Oral presentation at the 23rd European Conference on Literacy and 7th Panhellenic Literacy Conference, Department of Pre-school Education, University of Crete (24-26 June).

Xanthaki, M. & Τsesmeli, S.N. (2025). Emergent morphological sensitivity in reading by Greek early school children: A masked lexical decision task.  Oral presentation at the 5th International School on Psycholinguistics, Neurolinguistics and Clinical Linguistics/ 12th Novi Sad Workshop on Psycholinguistic, Neurolinguistic and Clinical Linguistic Research hosted by the Faculty of Philosophy, University of Novi Sad, Serbia (7- 11/12 April).

Tsesmeli, S. N. & Karantza, I. (2025). The development of early writing skills in Greek pre-school and early school children. Oral presentation at the 19th European Congress of Psychology hosted by European Federation of Psychologists’ Associations (EFPA) and University of Cyprus, Paphos, Cyprus (1-4 July).

Tsesmeli, S. N., Printziou, M. & Tsatsouli, I. (2025). An educational intervention of vocabulary on reading comprehension  of Greek children with dyslexia. Oral presentation at the 19th European Congress of Psychology hosted by European Federation of Psychologists’ Associations (EFPA) and University of Cyprus, Paphos, Cyprus (1-4 July).

Τsesmeli, S. Ν. & Κarantza, Ι. (2025). The development of early writing skills in Greek pre-school and early school children. Poster presentation at the 15th International Workshop on Writing Systems and Literacy of the Association for Written Language and Literacy (AWLL15) hosted by the Italian National Research Council (CNR), Institute for Computational Linguistics “Antonio Zampolli”, Pisa, Italy (29-31 October). (on-line participation).

Τsesmeli, S. Ν., Lavida, M., & Avgoustis, M. (2026). Effects of a morphology intervention on spelling and text reading intervention of Greek children with learning disabilities. Oral presentation at the 24th European Conference on Literacy hosted by the Federation of European Literacy Associations (FELA). University of Ljubljana, Ljubljana, Slovenia (6-8 July 2026).