• PSYC2540- Developmental Psychology
• PSYC3430- Psychology of Language

• PSYC7021- Seminar in Developmental Psychology
• PSYC2010- Introduction to Statistics 
• PSYC2540- Developmental Psychology

• PSYC3430- Psychology of Language
• PSYC2010- Introduction to Statistics 
• PSYC2540- Developmental Psychology

• PSYC2540- Developmental Psychology 
• PSYC7021- Seminar in Developmental Psychology

(*corresponding author; † supervised students and research staff)

• *Georgiou, G. K., Inoue, T., de Jong, P. F., Manolitsis, G., & Parrila, R. (in press). Cross-lagged relations between word reading accuracy and fluency: Evidence from languages varying in orthographic consistency. Reading and Writing. https://doi.org/10.1007/s11145-024-10624-6

• †Pamei, G., McBride, C., & *Inoue, T. (2025). Adapting reading measures from English to Meetei Mayek: An exploratory item response theory approach. Infant and Child Development, 34, e70050. https://doi.org/10.1002/icd.70050

• †Hemelstrand, S., & *Inoue, T. (2025). A tale of two scripts: Applying the principle of least complexity to simplified and traditional Chinese. Journal of Cultural Cognitive Science, 9, 255-271. https://doi.org/10.1007/s41809-025-00174-w

• †Hemelstrand, S., & *Inoue, T. (2024). The extrema of Japanese literacy: Beyond the bounds of average reading. Reading Research Quarterly, 59(3), 313–326. https://doi.org/10.1002/rrq.536

• †Hemelstrand, S., †Wong, B. W.-L., McBride, C., Maurer, U., & *Inoue, T. (2024). The impact of character complexity on Chinese literacy: A generalized additive modeling approach. Scientific Studies of Reading, 28(1), 1–20. https://doi.org/10.1080/10888438.2023.2217967

• *Inoue, T., Zheng, M., Ho, C. S.-H., & McBride, C. (2023). Predicting the developmental trajectories of Chinese reading, English reading, and mathematics: Evidence from Hong Kong Chinese children. Developmental Psychology, 59(9), 1652–1667.https://doi.org/10.1037/dev0001575

• *Inoue, T., Georgiou, G. K., & Parrila, R. (2023). The growth trajectories of morphological awareness and its predictors. Applied Psycholinguistics, 44, 699–712. https://doi.org/10.1017/S0142716423000218

• *Inoue, T., Zheng, M., Lui, K. F.-H., McBride, C., & Ho, C. S.-H. (2023). Early literacy acquisition across logographic orthographies: Evidence from a cross-linguistic study. Early Childhood Research Quarterly, 63, 73–84.https://doi.org/10.1016/j.ecresq.2022.11.009

• *Georgiou, G. K., Inoue, T., & Parrila, R. (2023). Are vocabulary and word reading reciprocally related? Scientific Studies of Reading, 27, 160–168. https://doi.org/10.1080/10888438.2022.2123275

• *Inoue, T., Georgiou, G. K., Tanji, T., & Parrila, R. (2022). Examining the simple view of reading in a hybrid orthography. Contemporary Educational Psychology, 69, Article 102065. https://doi.org/10.1016/j.cedpsych.2022.102065

• *Inoue, T., Georgiou, G. K., Hosokawa, M., Muroya, N., Kitamura, H., Imanaka, H., Oshiro, T., Tanji, T., & Parrila, R. (2022). Reading in different scripts predicts different cognitive skills: Evidence from Japanese. Reading and Writing, 35, 1425–.1448 https://doi.org/10.1007/s11145-021-10228-4

• *Inoue, T., Georgiou, G. K., Maekawa, H., & Parrila, R. (2021). Cultural influences on the relations between self-concept, interest, task-focused behavior, and reading skills. Journal of Cultural Cognitive Sciences, 5, 311–323.https://doi.org/10.1007/s41809-020-00071-4

• *Inoue, T., Georgiou, G. K., Muroya, N., Hosokawa, M., Maekawa, H., & Parrila, R. (2020). Predicting the early growth of word and nonword reading fluency in a consistent syllabic orthography. Journal of Research in Reading, 43, 364–381.https://doi.org/10.1111/1467-9817.12317

• *Manolitsis, G., Georgiou, G. K., Inoue, T., & Parrila, R. (2019). Are morphological awareness and literacy skills reciprocally related? Evidence from a cross-linguistic study. Journal of Educational Psychology, 111,1362–1381.https://doi.org/10.1037/edu0000354

• Wijayathilake, M. A. D. K., *Parrila, R., Inoue, T., & Nag, S. (2019). Cognitive predictors of word reading in Sinhala. Reading and Writing, 32,1881–1907.https://doi.org/10.1007/s11145-018-9927-5

• *Inoue, T., Georgiou, G. K., Imanaka, H., Oshiro, T., Kitamura, H., Maekawa, H., & Parrila, R. (2019). Cross-script transfer of word reading fluency in Japanese: Evidence from a 2-year longitudinal study. Applied Psycholinguistics, 40,235–251.https://doi.org/10.1017/S0142716418000541

• Muroya, N., *Inoue, T., Hosokawa, M., Georgiou, G. K., Maekawa, H., & Parrila, R. (2017). The role of morphological awareness in word reading skills in Japanese: A within-language cross-orthographic perspective. Scientific Studies of Reading, 21, 449–462.https://doi.org/10.1080/10888438.2017.1323906

• *Inoue, T., Georgiou, G. K., Muroya, N., Maekawa, H., & Parrila, R. (2017). Cognitive predictors of literacy acquisition in syllabic Hiragana and morphographic Kanji. Reading and Writing, 30, 1335–1360.https://doi.org/10.1007/s11145-017-9726-4

• Georgiou, G. K., & Inoue, T. (2025). Home literacy environment and literacy acquisition: Evidence from different languages and contexts (Springer Literacy Series). Springer. https://doi.org/10.1007/978-3-031-87124-5

• *Inoue, T., †Zhang, S.-Z., Meng, Y., & Georgiou, G. K. (in press). The role of home literacy environment in word reading and listening comprehension in Chinese. Journal of Child Language.

• *Inoue, T., †Zhang, S.-Z., Su, M., Meng, Y., Shu, H., & Georgiou, G. K. (2025). Are parental influences on emergent literacy and word reading skills the same across socioeconomic contexts? A multi-site study in China. Journal of Educational Psychology, 117(4), 603–625. https://doi.org/10.1037/edu0000926

• †Zhang, A. J.-J., †Wong, K. C. W., †Lee, C. S. W., & *Inoue, T. (2024). Moderating factors in the relationship between home literacy environment and early reading skills: Results from Cantonese–English bilinguals. Early Childhood Education Journal. https://doi.org/10.1007/s10643-024-01764-z

• †Zhang, S.-Z., *Inoue, T., Zhang, D., Jin, D., & Georgiou, G. K. (2024). Intergenerational effects on children’s reading comprehension in Chinese: Evidence from a 3-year longitudinal study. Scientific Studies of Reading, 28(6), 636–655. https://doi.org/10.1080/10888438.2024.2382204

• †Zhang, S.-Z., *Inoue, T., & Georgiou, G. K. (2024). Examining the relationship between mothers’ reading skills, home literacy environment, and Chinese children’s word reading across contexts. Reading and Writing, 37, 1779–1804. https://doi.org/10.1007/s11145-023-10475-7

• †Zhang, S.-Z., *Inoue, T., & Georgiou, G. K. (2024). Is there a genetic confound in the relation of home literacy environment with children’s reading skills? A familial control method approach. Reading Research Quarterly, 59(3), 408–423.https://doi.org/10.1002/rrq.553

• †Zhang, S.-Z., *Inoue, T., Cao, G., Li, L., & Georgiou, G. K. (2023). Unpacking the effects of parents on their children’s emergent literacy skills and word reading: Evidence from urban and rural settings in China. Scientific Studies of Reading, 27(4), 355–374. https://doi.org/10.1080/10888438.2023.2169147

• *Inoue, T., †Zhang, S.-Z., & Georgiou, G. K. (2022). Direct and indirect effects of cognitive-linguistic and environmental factors on pinyin reading development. Educational Psychology, 42, 991–1007.https://doi.org/10.1080/01443410.2022.2108767

• Dunn, K., *Georgiou, G. K., Inoue, T., Savage, R., & Parrila, R. (2022). Home and school interventions aided at-risk students’ literacy during Covid-19: A longitudinal analysis. Reading and Writing, 36, 449–.466 https://doi.org/10.1007/s11145-022-10354-7

• *Georgiou, G. K., Inoue, T., & Parrila, R. (2021). Developmental relations between home literacy environment, reading interest, and reading skills: Evidence from a 3-year longitudinal study. Child Development, 92, 2053–2068. https://doi.org/10.1111/cdev.13589

• *Inoue, T., Manolitsis, G., de Jong, P., Landerl, K., Parrila, R., & Georgiou, G. K. (2020). Home literacy environment and early literacy development across languages varying in orthographic consistency. Frontiers in Psychology, 11, Article 1923.https://doi.org/10.3389/fpsyg.2020.01923

• Zhang, S.-Z., *Inoue, T., Shu, H., & Georgiou, G. K. (2020). How does home literacy environment influence Chinese reading? Evidence from a 3-year longitudinal study. Reading and Writing, 33, 1745–1767.https://doi.org/10.1007/s11145-019-09991-2

• *Inoue, T., Georgiou, G. K., Parrila, R., & Kirby, J. R. (2018). Examining an extended home literacy model: The mediating roles of emergent literacy skills and reading fluency. Scientific Studies of Reading, 22, 273–288.https://doi.org/10.1080/10888438.2018.1435663

• *Inoue, T., Georgiou, G. K., Muroya, N., Maekawa, H., & Parrila, R. (2018). Can earlier literacy skills have a negative impact on future home literacy activities? Evidence from Japanese. Journal of Research in Reading, 41, 159–175.https://doi.org/10.1111/1467-9817.12109

• Huo, S., †Zhang, A. J.-J., Zheng, M., Maurer, U., McBride, C., & *Inoue, T. (in press). Aetiologies of basic biliteracy difficulties in Hong Kong Chinese children: A latent profile analysis with twin data. Annals of Dyslexia.

• *McBride, C., Inoue, T., †Cheah, Z. R. E., & †Pamei, G. (2022). Dyslexia in Asia. In G. Elbeheri & S. Lee (Eds.), The Routledge international handbook of dyslexia in education (pp. 397–408). Routledge. https://doi.org/10.4324/9781003162520-47

• *Inoue, T. (2016). Cognitive theories of developmental dyslexia: Single-cause theories and multiple deficit models. Japanese Journal of Learning Disabilities, 25, 503–510. https://doi.org/10.32198/jald.25.4_503 (in Japanese)

• *Inoue, T., Higashibara, F., & Maekawa, H. (2015). Developmental change in Kana reading fluency in a child with reading difficulty: A longitudinal case study. Journal of Special Education Research, 3, 45–53.https://doi.org/10.6033/specialeducation.3.45

• *Inoue, T. (2013). Auditory and speech perception in individuals with reading difficulties: A review. Japanese Journal of Special Education, 51, 441–450. (in Japanese)https://doi.org/10.6033/tokkyou.51.441

• *Inoue, T., Higashibara, F., Okazaki, S., & Maekawa, H. (2012). Relationship between reading and phonological processing in children with reading difficulties: Reading latency and articulation time. Japanese Journal of Special Education, 49, 435–444. (in Japanese)https://doi.org/10.6033/tokkyou.49.435

• *Inoue, T., Higashibara, F., Okazaki, S., & Maekawa, H. (2011). Speech perception in noise deficits in Japanese children with reading difficulties: Effects of presentation rate. Research in Developmental Disabilities, 32, 2748–2757.https://doi.org/10.1016/j.ridd.2011.05.035

Bilingualism and multilingualism

• †Zhang, A. J.-J., †Wong, K. C. W., †Lee, C. S. W., & *Inoue, T. (2025). Moderating factors in the relationship between home literacy environment and early reading skills: Results from Cantonese–English bilinguals. Early Childhood Education Journal, 53, 2559–2573. https://doi.org/10.1007/s10643-024-01764-z

• †Lu, C. X.-T., †Zhang, A. J.-J., Maurer, U., McBride, C., & *Inoue, T. (2025). Cognitive bases of bilingual morphological awareness: Evidence from Hong Kong Chinese children. International Journal of Bilingual Education and Bilingualism, 28(7), 863–.882https://doi.org/10.1080/13670050.2025.2527798

• †Wong, B. W.-L., †Hemelstrand, S., & *Inoue, T. (2025). Revisiting the influence of phonological similarity on cognate processing: Evidence from Cantonese-Japanese bilinguals. Quarterly Journal of Experimental Psychology, 78(3), 619–637. https://doi.org/10.1177/17470218241242631

• *Inoue, T., Zheng, M., Ho, C. S.-H., & McBride, C. (2023). Predicting the developmental trajectories of Chinese reading, English reading, and mathematics: Evidence from Hong Kong Chinese children. Developmental Psychology, 59(9), 1652–1667.https://doi.org/10.1037/dev0001575

• †Zhang, A. J.-J., Maurer, U., McBride, C., & *Inoue, T. (2025). Direct and indirect associations between parents’ and children’s literacy and numeracy skills: A longitudinal study in Hong Kong Chinese families. Cognitive Development, 75, 101605. https://doi.org/10.1016/j.cogdev.2025.101605

• *Inoue, T., Zheng, M., Ho, C. S.-H., & McBride, C. (2023). Predicting the developmental trajectories of Chinese reading, English reading, and mathematics: Evidence from Hong Kong Chinese children. Developmental Psychology, 59(9), 1652–1667.https://doi.org/10.1037/dev0001575

• *Georgiou, G. K., Inoue, T., Parrila, R. (2021). Do reading and arithmetic fluency share the same cognitive base? Frontiers in Psychology, 12, Article 709448. https://doi.org/10.3389/fpsyg.2021.709448

• *Georgiou, G. K., Wei, W., Inoue, T., & Deng, C. (2020). Are the relations of RAN with reading and mathematics accuracy and fluency bidirectional? Evidence from a 5-year longitudinal study with Chinese children. Journal of Educational Psychology, 112, 1506–1520.https://doi.org/10.1037/edu0000452

• *Georgiou, G. K., Wei, W., Inoue, T., Das, J. P., & Deng, C. (2020). Cultural influences on the relation between executive functions and academic achievement. Reading and Writing: An Interdisciplinary Journal, 33, 991–1013. https://doi.org/10.1007/s11145-019-09961-8