Publications

Check out Dr. Inoue's Google Scholar / ResearchGate / OSF.

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Representative Publications

(*corresponding author; † supervised students and research staff; bold font indicates current/former members of our lab)

Reading development across languages

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

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

• †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

Home literacy environment and reading

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

• †Zhang, S.-Z., *Inoue, T., & Georgiou, G. K. (in press). 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. https://doi.org/10.1002/rrq.553

• †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