Curriculum Vitae

• Professor Emerita of the University of Crete,
• Dean of the Faculty of Education: January 2016 – August 2019
• Chair of the Department of Preschool Education: September 2007 – August 2011 and September 2013-November 2015.
• Director of the Laboratory of Pedagogical Research and Applications: July 2006 – June 2019.
• Director of the Program of Postgraduate Studies: Sciences in Education of the Department of Preschool Education of the University of Crete: September 2016 – June 2019.

Specialization 
Early literacy development, dealing with classroom environments and professional development.

Postal Address: Agisilaou 30 16675 Glyfada Greece
E-mail: etafa@edc.uoc.gr

1. Education

Undergraduate Studies:
• Kindergarten Teachers School (1970-1972),
• Maraslios In-Service Teacher Training Institution (1983-1985).

Postgraduate Studies:
• M.Ed.: University of Wales, U.K., College of Swansea, M.Ed., (1988-1990). M.Ed. Thesis: The identification of poor readers to low-achieving and under-achieving sub-groups is stable across various combinations of IQ and reading tests. 102 p. Supervisor: Alan Dobbins.

• Ph.D: University of Wales, U.K., College of Swansea, Ph.D., (1990-1994). Ph.D. Thesis: The development and standardization of a screening test for reading for pupils of the classes B, C, and D in Greek primary schools. 280 p. Supervisor: Alan Dobbins.

2. Professional Positions

1972-1982: Kindergarten teacher at private schools.

1982-1991: Kindergarten teacher at Public Schools.

1991-1992: Lecturer at “The Athens Educational School for Primary School Teachers”.

1992-1996: Lecturer at “The Athens Regional Educational Centre”.

1996-1997: Counsellor at “The Pedagogical Institute of Greece”.

1995-2000: Lecturer at the University of Crete.

2000-2005: Assistant Professor at the University of Crete.

2005-2010: Associate Professor at the University of Crete.

2010-2019: Professor at the University of Crete.

3. Scholarships

• 1970-1972: Scholarship by the Greek State Scholarships Foundation for graduate studies.

• 1988-1991: Scholarship by the Greek State Scholarships Foundation for postgraduate studies.

• March 2004 – May 2004: Scholarship by the Fulbright Foundation as Visiting Scholar at Rutgers the State University of New Jersey.

4. Awards

• 2014: “Pechoridis Award for Excellent University Teaching” from the University of Crete.

• 2014: Induction as a member in the Reading Hall of Fame.

5. Research and Teaching Interests

• Emergent literacy
• Early reading and spelling development
• Early reading assessment and intervention
• Development and evaluation of intervention programs for reading
• Psychometric assessment of reading skills

6. Experience in Research and Teaching Projects

1990-1994: Principal investigator – The development and standardization of a screening test for reading for pupils of the classes B, C, and D in Greek primary schools, (sample size: 2500 children from all over Greece aged 7 to 10 years old) (self-funded).

1992-1993: Teacher trainer for Εuropean Program Early Intervention for Children with Special Needs, University of Athens. Principal Investigator: Prof. Stavroula Polichronopoulou.

1993-1994: Teacher trainer for Εuropean Program Early Intervention for Children with Learning Difficulties, University of Athens. Principal Investigator: Prof. Stavroula Polichronopoulou.

1998-2001: Teacher trainer for EPEAEK II Program Students Teaching Practices, University of Crete. Principal Investigator: Prof. M. Troulis.

1998-1999: Teacher trainer for EPEAEK II Program Teachers In-Service Training in Learning Difficulties, University of Patras. Principal Investigator: Prof. Costas Porpodas.

2000-2012: Instructor, In-Service Teacher Training Institution, Department of Preschool Education, University of Crete. Courses: Emergent Literacy, Inclusive Education for Children with Learning and Behavioral Problems, Methodology for Early Reading Instruction, Instructional Interventions in Reading.

2003-2005: Co-investigator for EPEAEK II Program Graduate Program Reform, University of Crete. Principal Investigator: Prof. George Kitsaras.

2000-2006: Co-investigator for INTERREG III GREECE-CYPRUS, The Digital World of Preschool Education, University of Crete, University of Aegean and University of Cyprus. Principal Investigator: Prof. George Kitsaras.

2004-2005: Principal investigator – Literacy Instruction for Kindergarten Children of Diverse Backgrounds Fulbright Scholarship (Visiting Scholar in the Department of Learning and Teaching at The State University of New Jersey, Rutgers.

2000-2007: Principal investigator – Longitudinal study for literacy profile of precocious readers, (self-funded).

2007-2010: Co-investigator for Greek Standardisation of the Behavioural Check-list for Preschool Children, ELKE of the University of Crete. Principal Investigator: Prof. George Manolitsis.

2006-2008: Principal investigator – Standardization of the Concepts About Print into Greek, (sample size: 2744 children from all over Greece aged 4 to 7 years old) (self-funded).

2006-2010: Principal investigator – Learning of letter-name and letter-sound by Greek kindergarten children, (self-funded).

2006-2010: Co-investigator – Letter-name letter-sound and phonological awareness, (self-funded). Principal Investigator: Prof. George Manolitsis.

2006-2010: Principal investigator – Story reading, retelling and kindergarten children story comprehension, (self-funded).

2007-2012: Co-investigator – Story reading and kindergarten immigrant children vocabulary development, (self-funded). Principal Investigator: Elsa Chlapana, Ph.D.

2012-2014: Principal investigator – Kindergarten teachers’ emergent literacy views and practices (Funded by ELKE, University of Crete).

2014-2016 Partner in European Literacy Policy Network, <EAC/S05/2013>

2014-2018 Member of the Management Committee of the COST Action IS1410 Digilitey

2016 Member of the Thematic Panel on Literacy and Language Learning organized by the European Commission.

7. Updating Training on Special Issues:

1995: Schlaining Austria. Participation on Seminar organised by UNESCO on “Special Needs in the Classroom”, as a representative of the Greek Ministry of Education and Religion.

1997: University of Connecticut – Hardford. Attendance the “Seminar on Technical Assistance for the Implementation of Early Intervention Theory and Practices for young children with special needs. Also, visit public schools and preschool programs at Greenwich and Hardford.

1997: Child Institute of United Cerebral Palsy Center, New York. Attendance of an intensive Seminar on Inclusive Preschool Education.

1997: Princeton Child Development Institute, New Jersey. Visit at the Princeton Child Development Institute and study cases of children with autism.

2004: The State University of New Jersey, Rutgers. Visiting Scholar in the Department of Learning and Teaching, as a Fulbright Grantee (March 1st to May 30th, 2004). Research Program: “Literacy Instruction for Kindergarten Children of Diverse Backgrounds”.

8. Journal Editor

2013 Editor of the Preschool & Primary Education online open-access journal published by the Laboratory of Pedagogical Research and Applications of the Department of Preschool Education of the University of Crete in co-operation with the Hellenic National Documentation Centre.

9. Director in charge of a Series of Pedagogical Books

2010 – Director in charge of a series of pedagogical books titled: Preschool and School Pedagogy, PEDIO publications.

10. Reviewer for Journals

• Reading Research Quarterly (2008-present: Editorial Advisory Board)

• Journal of Early Childhood Research

• Mentoras (Greece)

• Education Science (Greece)

• Searching the Child’s World (Greece)

11. Publications
11.1. Books
• Tafa, E., (2017). Evaluation of preschool children’s knowledge about print. Athens: Pedio (Updated and Revised in Greek).

• Tafa, E., (2011). Reading and writing in preschool education. Athens: Pedio (Updated and Revised in Greek).

• Tafa, E. & Manolitsis, G. (Eds) (2009). Emergent literacy: research and applications. Athens: Pedio (in Greek).

• Tafa, E., (2008). Evaluation of preschool children’s knowledge about print. Athens: Ellinika Grammata (in Greek).

• Tafa, E., (2005). Reading and writing in preschool curriculum of the European Union. Athens: Ellinika Grammata (in Greek).

• Papoulia-Tzelepi, P. & Tafa, E. (Eds) (2004). Literacy in the new millenium. Athens: Ellinika Grammata (in Greek).

• Tafa, E., (2001). Reading and writing in preschool education. Athens: Ellinika Grammata (in Greek).

• Tafa, E., (Ed.) (1997). Inclusive education for children with and without learning and behavior problems. Athens: Ellinika Grammata (in Greek)

• Tafa, E., (1995). Screening test for reading ability. Athens: Ellinika Grammata (in Greek).

11.2. Articles in Journals and Edited Volumes
• Kontovourki, S. & Tafa, E. (2020). Pedagogical Approaches to Digital Literacy in Early Years’ Education. In O. Erstad, R. Flewitt, B. Kümmerling-Meibauer, & I.S.P. Pereira, (Eds) (p.p. 187-199). The Routledge Handbook of Digital Literacies in Early Childhood.
• Orellana, P., Jacques, L., Korkeamäki, R-L., Tafa., E. & Gambrell, L.B. (2019): Motivation to read in grades K – 2: a cross-cultural perspective. International Journal of Early Years Education, DOI: 10.1080/09669760.2019.1676201
• Vretudaki, E. & Tafa, E. (2018). Enhancing preschool children’s fictional narrative skills. Dialogoi, 4, 62-82.
• Chlapana, E. & Tafa, E. (2014). Effective practices to enhance immigrant kindergarteners’ second language vocabulary learning through storybook reading. Reading and Writing: An Interdisciplinary Journal, 27, 1619-1640.
• Chlapana, Ε., Τafa, E. & Τzakosta, M. (2012). Family and social parameters of Greek vocabulary development in immigrant preschool children’s language: transition from family to school environment. In Gourgiotou, E. (Ed.) Transition and continuity in education: Theoretical and research approaches (pp. 411-422). Athens: Author.
• Τafa, Ε. & Μanolitsis, G. (2012). The Literacy Profile of Greek Precocious Readers: a Follow-up Study. Journal of Research in Reading. DOI: 10.1111/j.1467-9817.2010.01463.x
• Τafa, Ε. (2011). The education of preschool children and the teachers’ role. In C. Chryssafidis & R. Sivropoulou (Εds.). Principles and perspectives of preschool education. Αthens: Gutenberg.
• Manolitsis, G. & Tafa, E. (2010). Letter-name letter-sound and phonological awareness: Evidence from Greek-speaking kindergarten children. Reading and Writing: An Interdisciplinary Journal, 24, 27-53doi: 10.1007/s11145-009-9200-z.
• Tafa, E. (2010). The concepts about print into Greek. The Journal of Reading Recovery, 9, 53-57.
• Tafa, E. (2009). The standardization of the concepts about print into Greek. Literacy Teaching and Learning, 13, 1-24.
• Τafa, Ε. (2009). The education of precocious readers in preschool and school classroom: interviews with parents and teachers. In Ε. Τafa & G. Μanolitsis (Εds.). Emergent literacy: research and applications. Athens: Pedio.
• Tafa, E. (2009). Marie Clay’s influence in Greece: the development of Concepts About Print in Greek. In J. Clay (Ed.). Memories of Marie: Reflections on the life and work of Marie Clay, (pp. 226-228). New Zealand: Pearson Education.
• Τafa, Ε. & Μanolitsis, G. (2009). Task for the evaluation of the concepts about print: checking of its psychometric properties in first grade Cypriots students. In Ε. Τafa & G. Μanolitsis (Εds.). Emergent literacy: research and applications. Athens: Pedio.
• Tafa, Ε. & Manolitsis, G. (2009). A longitudinal literacy profile of Greek precocious readers. Reading Research Quarterly, 43, 165-185.
• Tafa, E. (2008). Kindergarten reading and writing curricula in the European Union. Literacy, 42, 162-170.
• Τafa, Ε. & Chlapana, Ε. (2007). Storybook reading methodological approaches in preschool classrooms: their contribution in text comprehension of preschool age children. Εpistimes Agogis, 1/2007, 147-177.
• Τafa, Ε. (2005). Greek kindergarteners’ concepts about print. In: M. Pandis, A. Ward, S.R. Mathews (Eds). Reading, Writing, Thinking. Newark: International Reading Association.
• Tafa, E., & Manolitsis, G., (2005). Behavioural checklist for screening behaviour problems in preschool age children. Psychology, 12, 153-178.
• Tafa, E. (2004). Literacy in preschool curriculum of the European Union in the new millenium. In P. Papoulia-Tzelepi, & E. Tafa (Ed.). Language and Literacy in the New Millenium. Athens: Ellinika Grammata.
• Tafa, E. (2004). Literacy activities in half- and whole-day Greek kindergarten classrooms. Journal of Early Childhood Research, 2, 1, 85-102.
• Tafa, E., (2003). Effective Literacy Strategies in Kindergarten Classrooms. Caracteres, December, 2003 (Special Issue).
• Tafa, E., (2004). Kindergarten literacy instruction in Greece. Literacy Development in Young Children, Newsletter.
• Tafa, E. (2003). Written language in preschool education. Diapedagogisi. November.
• Tafa, E., & Manolitsis, G., (2003). Attitudes of greek parents of typically developing kindergarten children towards inclusive education. European Journal of Special Needs Education,18, 2, 155-171.
• Tafa, E., (2001). Τhe library in the preschool classroom: its organisation and management according to the program for the emergence of literacy. In P. Papoulia-Tzelepi (Ed.) The Emergence of Literacy. Athens: Kastaniotis.
• Tafa, E., (2001). The emergence of reading and writing in preschool age children: the role of the teachers. Sinchrono Nipiagogio, 21, 12-20.
• Tafa, E., (2001). Prerequisities skills of children with mild mental retardation for their inclusion: teachers’ perceptions. Themata Eidikis Agogis, 14, 19-35.
• Tafa, E. (2001). The family role in the emergence of reading and writing skills in preschool age children. Diapedagogisi. October.
• Tafa, E., & Fragia, M. (2001). Planning and implementation of a reading and writing program in kindergarten classrooms. In E. Kourti (Ed). Research in Preschool Education. Athens: Gutemberg.
• Tafa, E., (2000). Reading stories in kindergarten: questioning techniques. In P. Papoulia-Tzelepi (Ed.) Literacy in the Balkans. Athens: Greek Reading Association.
• Tafa, E., & Chlouverakis, G. (2000). Kindergarten teachers’ perceptions of intervention strategies for young children with mild learning and behavior problems. International Journal of Early Childhood, 32, 45-58.
• Tafa, E. & Chlouverakis, G. (1998). The evaluation of reading ability of gipsy children. Pedagogicοs Logos, 3, 24-39.
• Tafa, E., Kaliva, E. & Fragia, M. (1998). A training program for the enhancement of phonological awareness in kindergarten children. Αnichto Scholio, 66, 32-37.
• Tafa, E., (1997). Preschool intervention in inclusive kindergarten classrooms for children with learning and behavior problems. In E. Tafa (Ed.) Inclusive Education for Children with Learning and Behavior Problems. Athens: Ellinika Grammata.
• Tafa, E., (1997). Inclusion in kindergarten education: thoughts and suggestions. Diapedagogisi, September.
• Tafa, E., (1995). Chronological age and reading ability of children of B, C and D classes of elementary school. Erevnontas ton Kosmo toy Pediou, 1, 36-47.
• Tafa, E., (1995). From the beginning: a letter to kindergarten teachers. Diapedagogisi, September.
• Tafa, E., (1994). Lets consider the different child. Eleftherotipia January, 16th.
• Dobbins, D.A. and Tafa, E. (1991). The stability of identification of underachieving readers over different measures of intelligence and reading. British Journal of Educational Psychology, 61, 155-163.
• Tafa, Ε. (1989). The difficulties in the child’s initial days in school. Diapedagogisi, September.

11.3. Articles in Conference Proceedings
• Tafa, E., (2003). Kindergarten children’s knowledge about the alphabet letters and letters in their own names. Proceedings of the International Conference “Language and Mathematics in Preschool Age”, November, 22-23, 2003, Crete, Greece.

• Tafa, E., (2002). Reading and writing in preschool education: kindergarten teachers’ perceptions for the new program. Proceedings of the International Conference “Psychology and Education of Preschool Age Children”, October, 18-20, 2001, Crete, Greece.

• Tafa, E., & Chlouverakis, G. (1999). Measurement and evaluation of reading ability of gipsy children. In A.V. Rigas (Ed.), Education of Ethnic Minorities: Unity and Diversity. Proceedings of the 12th World Congress, Rethymno,Crete-Greece, May 9-12, 1997. Athens: Ellinika Grammata.

• Tafa, E., (1998). Learning disabilities. Proceedings of the 10th National Congress on Social Pediatrics, May, 10-12, 1997 Athens, Greece.

• Zervas, Y., Psychoudaki, M., Maroulakis, E., Kakkos, V., Klissoura, A., Emmanouel, K., Tafa, E. (1991). Motor learning and performance in children with learning disabilities. Proceedings of the 8th European Congress on Athletic Psychology, Colonia, Germany, 20-23 September.

12. Other Publications

• Marsh, J., Kontovourki, S. Tafa, E. & Salomaa, S. (2017). Developing Digital Literacy in Early Years Settings: Professional Development Needs for Practitioners. A White Paper for COST Action IS1410. Available at: http://digilitey.eu/wp-content/uploads/2017/01/WG2-LR-jan-2017.pdf

• Kontovourki, S., Garoufallou, E., Ivarsson, L., Klein, M., Korkeamaki,R.L., Koutsomiha, D., Marci- Boehncke, G., Tafa, E. & Virkus, S. (2017). Digital Literacy in the Early Years: Practices in Formal Settings, Teacher Education, and the Role of Informal Learning Spaces: A Review of the Literature. COST ACTION IS1410. Available at: http://digilitey.eu/wp-content/uploads/2017/01/WG2-LR-March-2017-v2.pdf

• Garbe, C., Koutsogiannis, D., Lafontaine, A., Manolitsis G., Shiel, G., Tafa, E., & Valtin, R. (2016). Literacy in Greece. Country Report-Children and Adolescents. ELINET. Available at: http://www.eli-net.eu/fileadmin/ELINET/Redaktion/user_upload/Greece_Long_Report.pdf

• Tafa, E., Manolitsis G., Koutsogiannis, D., Antonopoulou, S., Chlapana, E., Papoulia-Tzelepi, P., Pavlidou, M. (2016). Literacy in Greece. Country Report – Short Version. ELINET. Available at: http://www.eli-net.eu/fileadmin/ELINET/Redaktion/user_upload/Greece_Short_Report.pdf

• Babinot, V., Heracleus, M., Manolitsis, G., Papasolomontos, C., Petridou, A., Pitzoli, M., Sofocleus, S. Tafa, E., Tambourlini, G., Michaelidou, A., Neophytou, L., Valiandes, S. (2016). Literacy in Cyprus. Country Report – Short Version. ELINET. Available at: http://www.eli-net.eu/fileadmin/ELINET/Redaktion/user_upload/Cyprus_Short_Report.pdf

13. Scientific Presentations

13.1. Presentations at Conferences

• Tafa, E. (1990). Under-achieving in reading: suggestions and tables to support action. Paper presented at the International Conference in Special Education, University of Wales, Cardiff, 30/7/1990 – 3/8/1990.

• Zervas, Y., Psychoudaki, M., Maroulakis, E., Kakkos, V., Klissoura, A., Emmanouel, K., Tafa, E. (1991). Motor learning and performance in children with learning disabilities. Paper presented at the European Conference of Athletic Psychology, Colonia, September 1991.

• Tafa, E. (1994). The development and standardization of a screening test of reading ability for students of B’ C’ and D’ primary classrooms. Paper presented at the C’ National Conference of Athletic Psychology, Athens, 4-6/11/1994.

• Tafa, E. (1995). Reading attainment in Greece: differences between Attica (Athens) pupils and those of the rest of Greece. Paper presented at the International Conference of Special Education, Birmingham, 10-13/4/1995.

• Tafa, E. (1995). Chronological age and reading ability. Paper presented at the 9th European Conference in Reading, Hungurian Reading Association, Budapest, 24-26/7/1995.

• Tafa, E. (1996). Inclusion of children with and without special needs. Paper presented at the Conference of the Psychology Department of the University of Crete, Rethymnon, 16-17/3/1996.

• Tafa, E. (1996). The enpowerment of phonological awareness and letter knowledge in preschool children. Paper presented at the 5th National Conference on Research Psychology, Greek Psychological Association and the University of Patras, Patra, 23-26/5/1996.

• Tafa, E. (1997). The evaluation of reading ability of gypsy children. Paper presented at the 12th International Conference of the World Association for the Educational Research, Rethymno, 9-12/5/1997.

• Tafa, E. (1997). Preschool children’s phonological awareness as a precursor to reading ability at school years. Paper presented at the 6th National Conference of Psychology Research, Greek Psychological Association and Pantion University, Athens, 29/5-1/6/1997.

• Tafa, E. (1998). Phonological awareness: its importance on preschool and school age children. Paper presented at the National Conference, Rhodes, 10-12/4/1998.

• Tafa, E. (1998). The detection of children with specific learning difficulties in preschool age. Paper presented at the 10th National Conference of Social Pediatrics and Health Promotion, University of Athens, Athens, 10-12/5/1998.

• Tafa, E. (1999). Kindergarten library corner: physical characteristics and frequency of use. Paper presented at the 3rd International Conference for Preschool Age, University of Warwick, Britain, 12-16/4/1999.

• Tafa, E. (1999). Necessary skills for children with mental retardation for their inclusion in ordinary schools: teachers attitudes. Paper presented at the National Conference, University of Crete, Rethymno, 21-23/10/1999.

• Tafa, E. (1999). Reading stories in preschool: questioning strategies. Paper presented at the International Conference, Greek Reading Association and University of Patras, Patra, 26-28/11/1999.

• Tafa, E. & Chlouverakis, G. (1999). Kindergarten teachers’ perceptions of intervention strategies for young children with mild learning and behavior problems. Paper presented at the 5th European Conference of Psychological Evaluation, Patra, 25-29/4/1999.

• Tafa, E. & Fragia, M. (1999). The organisation and implementation of a program for the emergence of reading and writing skills. Paper presented at the National Conference, University of Crete, Rethymno, 21-23/10/1999.

• Tafa, E. (2000). Greek kindergartens where literacy thrives. Paper presented at the European Seminar, Finland Reading Association, Turku, Finland, 25/8/2000.

• Tafa, E. & Manolitsis, G. (2000). Parents attitudes for the inclusion of young children with special needs. Paper presented at the European Conference of Special Education, University of Crete, Rethymno, 12-14/5/2000.

• Tafa, E. (2001). Reading and writing in preschool education: teachers’ perceptions for the new program. Paper presented at the International Conference, University of Crete, Rethymno, 18-20/10/2001.

• Tafa, E. (2001). Reading activities in half- and whole-day kindergarten classrooms. Paper presented at the European Seminar, Estonian Reading Association, Tallin, Estonia, 23/11/2001.

• Tafa, E. (2002). Preschool children’s knowledge for the letters in their name: first results. Paper presented at the International Conference, University of Crete,, Rethymno, 22-23/11/2002.

• Tafa, E. (2002). Written language in the preschool curriculla of the European Union in the New Millenium. Paper presented at the International Conference of the Greek Reading Association, University of Patras, Patra, 1-2/11/2002.

• Tafa, E. & Manolitsis, G. (2002). Inclusive education in preschool age: parents’ attitudes of children with special needs. Paper presented at the 3rd National Conference of the Greek Pedagogical Association, Athens, 7-9/11/2002.

• Tafa, E. (2003). Effective literacy strategies in kindergarten classrooms. Paper presented at the European Seminar, Belgian Reading Association, Huy, Belgium, 10/1/2003.

• Tafa, E. (2003). Greek kindergarteners’ concepts about print. Paper presented at the 13th European Conference of the Esthonian Reading Association, Tallin, Esthonia, 6-9/7/2003.

• Manolitsis, G. & Tafa, E. (2003). Screening checklist for behavioral problems in preschool age: development and implementation. Paper presented at the 9th National Conference of Psychological Research, University of Aegean, Rhodes, 21-24/5/2003.

• Tafa, E. (2004). Written language in the preschool curriculum of the European Union. Paper presented at the European Seminar, Greek Reading Association and University of Crete, Rethymno, Crete, 7/1/2004.

• Tafa, E. (2004). The evaluation of preschool children’s knowledge of print. Paper presented at the International Conference of the Greek Reading Association, University of Patra, Patra, 2-3/7/2004.

• Tafa, E. & Manolitsis, G. (2004). The relationship between phonological awareness and letter knowledge of preschool children: a longitudinal study. Paper presented at the National Conference of Cognitive Psychology, University of Thrace, Alexandroupoli, Thraki, 4-7/11/2004.

• Tafa, E. (2005). Curriculum reform in Greece: evidence from the kindergarten literacy program. Presentation as invited speaker at the International Conference of the Portuguese Reading Association, Algarve, Portugal, 13-14/1/2005.

• Tafa, E. (2005). Fluent readers at an early age: what can we learn from them? Paper presented at the 14th European Conference of the Croatian Reading Association, Zagreb, Croatia, 31/7 – 3/8/2005.

• Tafa, E. (2005). Learning about print in kindergarten: evidence from Greece. Paper presented at the 14th European Conference of the Croatian Reading Association, Zagreb, Croatia, 31/7 – 3/8/2005.

• Tafa, E. & Chlapana, E. (2005). Methodological approaches of story book reading to preschool children: their importance in text comprehension. Paper presented at the 5th National Conference of the World Organization for Early Childhood Education, Volos, 14-16/10/2005.

• Tafa, E (2006). Kindergarten story book reading style: effect on story comprehension, Paper presented at the 21st World Conference in Reading, Budapest, 8-10 August 2006.

• Tafa, E (2007). Evaluation of the concepts about print: an observation task for preschool and school age children. Presentation as invited speaker at the 6th National Conference of the World Organization for Early Childhood Education, University of Patras, Patra, 1-3 June 2007.

• Tafa, E (2007). Literacy in the preschool curricula of the European Union. Paper presented at the 15th European Conference in Reading, Humboldt University, Berlin, 3-8 August 2007.

• Tafa, E (2007). Precocious readers’ education in preschool and school classrooms: interviews with their parents and teachers. Paper presented at the International Conference, University of Crete and the Greek Reading Association, Rethymnon, 19-20 October 2007.

• Manolitsis, G. & Tafa, E. (2007). Evaluation of the concepts about print of first grade students in Cyprus. Paper presented at the International Conference, University of Crete and the Greek Reading Association, Rethymnon, 19-20 October 2007.

• Manolitsis, G. & Tafa, E. (2008). Checklist for screening behavioural problems in Greek preschool children. Poster presented at the XXIX International Congress of Psychology (ICP). Humboldt University, Berlin 20-25 Ιουλίου 2008.

• Manolitsis, G. & Tafa, E. & Loisou, Ε. (2008). Screening behavioural problems in preschool classroom. A comparative study between Greek and Cypriot children. Paper presented at the 1st International Conference of School Psychology, Rethymno, Crete.

• Manolitsis, G. & Tafa, E. (2009). Letters Knowledge and Phonological Awareness in Greek Kindergarten Children. Paper presented at the 16th European Conference in Reading of the Portuguese Reading Association, Braga, Portugal, 19-22 July 2009.

• Chlapana, Ε., Τafa, Ε., & Τzakosta, Μ. (2009). The influence of family and social factors in the Greek vocabulary development of preschool immigrant children during their transition from family to school environment. Paper presented at the Conference, organised by the Department of Preschool Education of the University of Crete, Rethymno 15-18 October 2009.

• Chlapana, Ε., Τafa, Ε. (2009). Teaching vocabulary techniques in preschool children through reading stories. Paper presented at the Conference, organised by the Greek Reading Association and the Department of Primary Education of the University of Patras, Patras 13-14 November 2009.

• Tafa, E. (2010). Building kindergarten children’s early literacy storybook reading in Greece. Paper presented at the 2nd Baltic Sea Conference and 15th Nordic Reading Conference, Turku, Finland, 11-13 August 2010.
• Chlapana, Ε., Τafa, Ε. (2010). The relation of receptive
vocabulary development in L2 kindergartners with language use. Poster presented at the 46th United Kingdom Literacy Association Conference, Winchester, England, 10th-11th July.

• Nikoloudaki Ε., Τafa, Ε., & Μanolitsis, G. (2011, May). Learning of letter names and letter sounds by Greek preschool children. Paper presented at the 8th Conference of OMEP. Nicossia, Cyprus.

• Chlapana, E. & Tafa, E. (2011 August). Vocabulary acquisition through storybook reading. Direct instruction or dialogic reading? Paper presented at the 17th European Conference on reading. Mons, Belgium.

• Τafa, E., Manolitsis, G. (2011, August). Kindergarten literacy in Greece: Teachers’ views and practices. Paper presented at the 17th European Conference on reading. Mons, Belgium.

• Tafa, E. & Vretudaki, E. (2011 August). Retelling as a means for kindergarten children story comprehension. Paper presented at the 17th European Conference on reading. Mons, Belgium.

• Chlapana, E. & Tafa, E. (2012 June). The impact of didactic, linguistic and cognitive factors on Greek receptive vocabulary development of immigrant kindergarten children. Paper presented at the 16th Nordic Reading Conference. Reykjavik, Iceland.

• Tafa, E., Chlapana, E., & Loizou, E. (2013 August). Kindergarten teachers’ emergent literacy views and practices. Paper presented at the 18th European Conference on reading. Jonkoping, Sweden.

• Gambrell, L., Korkeamaki, R.L., Korkeamaki, R., Tafa, E., Orallana, P., Melo, C., McCrea-Andrews, H., & Massey, C. (2013 August). A cross-cultural exploration of early reading motivation. Paper presented at the 18th European Conference on reading. Jonkoping, Sweden.

• Orellana, P., Gambrell, L., Korkeamäki, R., Melo, C., & Tafa, E. (August 21-22, 2014). Motivación lectora en niños y niñas que se inician en la lectura: una aproximación intercultural. Paper presented at the Tercer Congreso Interdisciplinario de Investigación en Educación, Santiago, Chile.

• Gambrell, L., Homer, A., Massey, C., McCrea-Andrews, H., Pang, S., Ramey, D., Korkeamaki, R.L., Korkeamaki, R., Melo, C., Orallana, P., & Tafa, E., (December 2014). A cross-cultural exploration of early reading motivation. Poster presented at the Literacy Research Association Conference. Marco Island, FL, USA.

• Tafa, E, Linou, K., Sigouni, E., Spentzouri, K., & Papatheodorakopoulou, Th. (September, 2014). Understanding story structure through story retelling: an intervention program for kindergarten children. Paper presented at the 24th EECERA Conference, Crete, Greece

• Vretudaki, E. & Tafa, E. (September, 2014). Kindergarten children’s ability to create fictional narratives: The effect of an intervention program. Paper presented at the 24th EECERA Conference, Crete, Greece

• Gambrell, L., Massey, C., McCrea-Andrews, H., Pang, S., Ramey, M., Korkeamäki, R. L., Korkeamäki, R., Melo, C., Orellana, P., & Tafa, E. (July 2015). Motivation to read n grades K – 2: A cross-cultural perspective. Paper presented at the 19th European Conference on Literacy. Klagenfurt, Austria.

• Tafa, E. (July, 2015). Kindergarten children’s story structure understanding through story retelling. Paper presented at the ILA Conference-St. Louis 2015, St. Louis, USA.

• Garbe, C. & Tafa, E. (October 2015). Literacy as Basic Human Right? Developing a Europena Framework of Good Practice in Literacy Policies – a major goal of ELINET. Workshop presented at the Literacy and Contemporary Society Conference. Nicosia, Cyprus.

• Tafa, E. & Manolitsis, G. (January 2016). How to create a literate environment for young children. Paper presented at the European Literacy Conference 2016. Amsterdam, the Netherlands.

• Tafa, E. (July, 2017). Improving children’s understanding of story structure through story retelling. Paper presented at the 20th European Conference on Literacy, Madrid, Spain.

• Vretudaki, E. & Tafa, E. (July, 2017). Strategies for developing kindergarten children’s narrative skills. Paper presented at the 20th European Conference on Literacy, Madrid, Spain.

• Tafa, E. (November, 2017). Greek teachers’ perceptions and experiences on digital literacies. Paper presented at the 2nd International Conference: Literacy and Contemporary Society, Nicosia, Cyprus.

• Tafa, E. & Kontovourki, S. (July 2018). Greek and Greek-Cypriot Teachers’ Perceptions and Experiences of Digital Literacies. Paper presented at the ELINET Symposium, Cologne, Germany.

• Tafa, E. (July 2018). Kindergarten children’s story structure understanding through story retelling. Paper presented at the ELINET Symposium, Cologne, Germany.

• Tafa. E. (August 2019). Supporting kindergarten children’s storymaking with technology. Paper presented at the 21st European Conference on Literacy, Copenhagen, Danish.

13.2. Invited Presentations at Seminars

• Tafa, E. (1991). The organization of school classroom. At the Seminar organized by Ionios School, Athens, 8/9/1991.

• Tafa, E. (1992). Learning difficulties. at the Seminar organized by the Centre of Psychological Studies, Athens, 10/11/1992.

• Tafa, E. (1993). Learning difficulties – Dyslexia. Invited talk at the Seminar organized by the teachers association of the 7th primary school of Athens, 5/5/1993.

• Tafa, E. (1993). Learning difficulties in school age children, their effect in the typical child development and the ways of treatment. At the Seminar organized by the Municipality of Ilioupolis, Athens, 4/5/1993.

• Tafa, E. (1995). The first days in kindergarten: preperation and adaptation. At the Seminar organized by the Ziridis School, Athens, May 1995.

• Tafa, E. (1996). Evaluation of primary age children’s reading ability. At the two days Seminar organized by the Student Association of the Department of Primary Education, Aegean University, Rhodos, 21-22/11/1996.

• Tafa, E. (1999). Activities for the emergence of reading and writing in kindergarten. At the Seminar organized by the Greek Reading Association and the University of Patras, Patra, 6/2/1999.

• Tafa, E. (1999). Emergent skills of reading and writing in kindergarten. At the Seminar organized by the Maraslios In-service Teacher Training Institution, Athens, 4/6/1999.

• Tafa, E. (1999). Reading and writing in preschool education. At the Seminar organized by the 2nd Educational Authority, Athens, 7/5/1999.

• Tafa, E. (1999). Literacy in preschool education. At the Seminar organized by the 21st Educational Authority, Athens, 17/6/1999.

• Tafa, E. (1999). Reading and writing in preschool education. At the Seminar organized by the 27th Educational Authority, Kalamata, 10/6/1999.

• Tafa, E. (2000). Literacy in preschool education. At the Seminar organized by the World Organisation for Early Childhood Education, Athens, 19/1/2000.

• Tafa, E. (2001). Reading and writing in preschool education. At the Seminars organized by the 50th Educational Authoritie, Chania 15/3/2001 and Rethymno, 29/3/2001.

• Tafa, E. (2002). Teaching reading and writing in preschool education. At the Seminars organized by the 19th Educational Authority, Heraklion, 1/4/2002 and Ierapetra, 15/11/2002 in Crete.

• Tafa, E. (2002). Literacy in preschool education. At the Seminar organized by the World Organisation for Early Childhood Education, Patra, 8/3/2002.

• Tafa, E. (2002). Reading and writing in preschool education. At the Seminars organized by the 42nd and 44th Educational Authorities, Corfou 15/3/2002 and Igoumenitsa, 9/9/2002.

• Tafa, E. (2002). Reading and writing in preschool education. At the Seminar organized by the 45th Educational Authority, Preveza, 10/9/2002.

• Tafa, E. (2002). Language program in kindergarten. At the Seminar organized by the 19th Educational Authority, Heraklion, 5/9/2002.

• Tafa, E. (2005). Language program in kindergarten. At the Seminar organized by the 22nd Educational Authority, Athens, 7/3/2005.

• Tafa, E (2007). Preschool children’s evaluation in written language. At the Seminar organized by the Ziridis School, Athens, 24/2/2007.

• Τafa, Ε. (2009). Specific learning difficulties and behavioural problems. At the Seminar organized by the 5th Educational Authority, Athens, 13/3/2009.

• Τafa, Ε. (2010). Enhancing phonological awareness to preschool children. At the Seminar organized by the 55th Educational Authority, Athens, 19/2/2010.

• Τafa, Ε. (2010). Enhancing phonological awareness to preschool children. At the Seminar organized by the 20th Educational Authority, Chania, Crete, 7/4/2011.

• Τafa, Ε. (2014). The emergence of literacy to preschool children. At the Seminar organized by the 69th Educational Authority, Rethymno, Crete, 28/5/2014.

• Τafa, Ε. (2014). Enhancing phonological awareness to preschool and shcool age children. At the Seminar organized by the Anima, Athens, 17/5/2014.

14. Participation in Scientific Associations

• Federation of European Literacy Associations (Secretary General 2008-2011)
• International Reading Association
• International Society on Early Intervention
• Professional Association of Early Childhood Education
• Hellenic Association for Language and Literacy (Chair)
• World Organisation for Early Childhood Education
• Greek Dyslexia Association
• Greek Psychological Association
• Greek Pedagogical Association

15. Other Activities

• Participation on television Talk Shows on children education.

• Interviews in Greek Weekly Periodicals on various issues concerning young children education.

• Organisation and address of many Conferences and Seminars on education in various areas of Greece.

• Member of various Conference Organising Committees.