• PSYC2010- 統計學概論 
• PSYC3430- 語言心理學 
• PSYC2540- 人類發展心理學 

• PSYC2010- 統計學概論 
• PSYC2050- 心理測驗 
• PSYC2540- 人類發展心理學 

• PSYC2050 心理測驗
• PSYC3430 語言心理學

Representative Publications

(* Supervised students and research staff. Bold font indicates current/former members of our lab.)

Reading development across languages

• *Hemelstrand, S., Wong, B.W.L., McBride, C., Maurer, U., & Inoue, T.(in press). The impact of character complexity on Chinese literacy: A generalized additive modeling approach. Scientific Studies of Reading. 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

Home literacy environment and reading

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

Learning disabilities and developmental 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 

Numeracy development

• 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