PUBLICATIONS

2025

Leisten, L. M., Caruana, N., Cross, E. (2025). Teachers perceive distinct competencies profile in soft and hard social robots to support learning. Proceedings of RO-MAN 2025.

Moffat, R., Cahill, H., Cross, E. S. & Caruana, N. (2025). Children with and without reading difficulty value robot reading companions that are smart, supportive, and personalised. Scientific Reports, 15:34178.

2024

Galea, C., Robidoux, S., Salins, A., Noble, C., & McArthur, G. (2024) . The Impact of Shared Book Reading on Children and Families: A Study of Dolly Parton’s Imagination Library in Tamworth, Australia. Journal of Research in Childhood Education, 1-30. 

Georgiou, G. K., Parrila, R., & McArthur, G. (2024) . Dyslexia and mental health problems: introduction to the special issue. Annals of Dyslexia, 74(1), 1-3. 

Ko, K., Jones, A., Francis, D., Robidoux, S., & McArthur, G. (2024).  Physiological correlates of anxiety in childhood and adolescence: A systematic review and meta‐analysis. Stress and Health, article e3388. 

McArthur, G., Doust, A., Banales, E., Robidoux, S., & Kohnen, S. (2024). Are comorbidities of poor reading related to elevated anxiety in children?. Annals of Dyslexia, 74(1), 47-65.

Robidoux, S., Eklund, K., McArthur, G. M., Francis, D. A., Aro, T., & Torppa, M. (2024). Reading and emotional-behavioural development in Finnish children: a longitudinal study of associations. Reading and Writing, 1-24.

2023
Caruana, N., Moffat, R., Miguel-Blanco, A., & Cross, E. S. (2023). Perceptions of intelligence & sentience shape children’s interactions with robot reading companions. Scientific Reports, 13(1), 7341.

2022
Caruana, N., Moffat, R., Miguel-Blanco, A., & Cross, E. S. (2022, December) . Talk, Listen and Keep Me Company: A Mixed Methods Analysis of Children’s Perspectives Towards Robot Reading Companions. In Proceedings of the 10th International Conference on Human-Agent Interaction (pp. 239-241). 

Francis, D. A., Hudson, J. L., Robidoux, S., & McArthur, G. M. (2022). Are different reading problems associated with different anxiety types?. Applied Cognitive Psychology, 36(4), 793-804. 

McArthur, G., Badcock, N., Castles, A., & Robidoux, S. (2022). Tracking the relations between children’s reading and emotional health across time: Evidence from four large longitudinal studies. Reading Research Quarterly, 57(2), 555-585. 

McArthur, G. (2022). Poor reading and anxiety (PRAX): Building a theory and practice. Australian Journal of Learning Difficulties, 27(1), 169-180.

Rohlfing, K. J., Altvater-Mackensen, N., Caruana, N., Van den Berghe, R., Bruno, B., Tolksdorf, N. F., & Hanulíková, A. (2022). Social/dialogical roles of social robots in supporting children’s learning of language and literacy—A review and analysis of innovative roles. Frontiers in Robotics and AI, 9, article 971749. 

2021 and earlier

Francis, D., Hudson, J. L., Kohnen, S., Mobach, L., & McArthur, G. M. (2021). The effect of an integrated reading and anxiety intervention for poor readers with anxiety. PeerJ, 9, article e10987.

McArthur, G. M., Filardi, N., Francis, D. A., Boyes, M. E., & Badcock, N. A. (2020). Self-concept in poor readers: A systematic review and meta-analysis. PeerJ, 8, article e8772. 

Francis, D. A., Caruana, N., Hudson, J. L., & McArthur, G. M. (2019). The association between poor reading and internalising problems: A systematic review and meta-analysis. Clinical psychology review, 67, 45-60. 

Caruana, N., & Brock, J. (2014). No association between autistic traits and contextual influences on eye-movements during reading. PeerJ, 2, e466.