1. Rontou, M. (2010). EFL lessons using authentic webpages. Aspects Today (28), 10-1

2. Rontou, M. (2010). Contradictions around differentiation for students with dyslexia learning English as a Foreign Language in Greek state secondary schools. BAAL Language Learning and Teaching SIG, Kings College London.
3. Rontou, M. (2011). An investigation into the effectiveness of collaboration between Greek secondary EFL teachers and specialist providers for dyslexia issues. Journal of Research in Special Educational Needs, 13(1), 92-103.

https://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/j.1471-3802.2011.01205.x.

4. Rontou, M. (2012). EFL grammatical terminology: How useful is it for teachers and how difficult for students? Aspects Today (33), 14-22.

5. Rontou, M. (2012). Contradictions around differentiation for pupils with dyslexia learning English as a foreign language at secondary school. Support for Learning, 27(4), 140-149.https://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/1467-9604.12003

6.  Rontou, M. (2013). The discourse of disability in Greek policy documents. In C. Charalambous & K. Mavrou (Eds.), Breaking Classroom Silences: addressing sensitive issues in education (pp. 199–217). European University Cyprus.
   
7. Rontou, M. (2013). Implementation of national policy on dyslexia in the teaching of English as a foreign language. In D. Martin (Ed.), Researching dyslexia in multilingual settings (pp. 115-135). Bristol: Multilingual Matters.

8. Rontou, M. (2016). Contradictions around differentiation of homework for students with dyslexia studying EFL. In G. Reid & L. Peer (Eds.), Multilingualism, literacy and dyslexia: Breaking down barriers for educators (pp. 178-189). Oxon: Routledge.

9. Rontou, M. (2016). The difficulties and needs of students with dyslexia learning English: A case study. Scientific Journal of Primary Education Teachers of Corinthia Prefecture (2), 86-95.

10. Rontou, M. (2016). The views of parents with dyslexia on their collaboration with teachers: Ethnographic case study. In M. Frazier (Ed.), Dyslexia: Perspectives, challenges and treatment options (pp. 71-90). New York: Nova Biomedical.

11. Rontou, M (2018). The use of technology in teaching foreign languages to students with dyslexia: benefits, difficulties and potential. Aspects Today (50-51), 6-13.

12. Rontou, M (2020).  "Contradictions around inter-collegial collaboration regarding differentiated assessment for pupils with dyslexia in Greek state secondary schools". In S. Misciagna (Ed.), Learning Disabilities. London: Intech Open.
13. Rontou, M (2021), “Mediating the Learning of a Student with Dyslexia in a Greek Supplementary School in the UK”. In Dyslexia. London: Intech Open.
14. Rontou, M., & Galani, M. E. (2024). Using multisensory methods and ICT for teaching and learning foreign languages in Higher Education: a qualitative case study with students with learning difficulties. 17th International Conference of Applied Linguistics.
15. Stewart, K., & Rontou, M. (2025). Developing A “Glocal” Literacy: Utilizing Padlet for International and Collaborative EAP Writing Projects in the United States and Greece. International Conference on Inclusive Student-Centred Pedagogies.
16. Rontou, M., & Galani, M. E. (2025). How inclusive is our teaching and assessment practice in H.E.? A qualitative case study with students with learning difficulties. International Conference on Inclusive Student-Centred Pedagogies.