| Examining an extended home literacy model: The mediating roles of emergent literacy skills and reading fluency T Inoue, GK Georgiou, R Parrila, JR Kirby Scientific Studies of Reading 22 (4), 273-288, 2018 | 160 | 2018 |
| How does home literacy environment influence Chinese reading? Evidence from a 3-year longitudinal study SZ Zhang, T Inoue, H Shu, GK Georgiou Reading and Writing 33 (7), 1745-1767, 2020 | 102* | 2020 |
| Developmental relations between home literacy environment, reading interest, and reading skills: Evidence from a 3-year longitudinal study GK Georgiou, T Inoue, R Parrila Child Development 92 (5), 2053-2068, 2021 | 91 | 2021 |
| Home literacy environment and early literacy development across languages varying in orthographic consistency T Inoue, G Manolitsis, P de Jong, K Landerl, R Parrila, GK Georgiou Frontiers in Psychology 11, 1923, 2020 | 65 | 2020 |
| Are morphological awareness and literacy skills reciprocally related? Evidence from a cross-linguistic study G Manolitsis, GK Georgiou, T Inoue, R Parrila Journal of Educational Psychology 111 (8), 1362-1381, 2019 | 64 | 2019 |
| Cognitive predictors of literacy acquisition in syllabic Hiragana and morphographic Kanji T Inoue, GK Georgiou, N Muroya, H Maekawa, R Parrila Reading and Writing 30 (6), 1335-1360, 2017 | 59 | 2017 |
| Cultural influences on the relation between executive functions and academic achievement GK Georgiou, W Wei, T Inoue, JP Das, C Deng Reading and Writing 33 (4), 991-1013, 2020 | 47 | 2020 |
| Can earlier literacy skills have a negative impact on future home literacy activities? Evidence from Japanese T Inoue, GK Georgiou, N Muroya, H Maekawa, R Parrila Journal of Research in Reading 41 (1), 159-175, 2018 | 36 | 2018 |
| The role of morphological awareness in word reading skills in Japanese: A within-language cross-orthographic perspective N Muroya, T Inoue, M Hosokawa, GK Georgiou, H Maekawa, R Parrila Scientific Studies of Reading 21 (6), 449-462, 2017 | 36 | 2017 |
| Are the relations of rapid automatized naming with reading and mathematics accuracy and fluency bidirectional? Evidence from a 5-year longitudinal study with Chinese children. GK Georgiou, W Wei, T Inoue, C Deng Journal of Educational Psychology 112 (8), 1506-1520, 2020 | 28* | 2020 |
| Speech perception in noise deficits in Japanese children with reading difficulties: Effects of presentation rate T Inoue, F Higashibara, S Okazaki, H Maekawa Research in Developmental Disabilities 32 (6), 2748-2757, 2011 | 21 | 2011 |
| Do reading and arithmetic fluency share the same cognitive base? GK Georgiou, T Inoue, R Parrila Frontiers in Psychology 12, 709448, 2021 | 19 | 2021 |
| How does rapid automatized naming influence orthographic knowledge? D Martinez, GK Georgiou, T Inoue, A Falcon, R Parrila Journal of Experimental Child Psychology 204, 105064, 2021 | 19 | 2021 |
| Cognitive predictors of word reading in Sinhala MADK Wijayathilake, R Parrila, T Inoue, S Nag Reading and Writing 32 (7), 1881-1907, 2019 | 19 | 2019 |
| 読み困難児におけるひらがな読字能力と音韻処理能力の関連性の検討―音読潜時と発話時間から― 井上知洋， 東原文子， 岡崎慎治， 前川久男 特殊教育学研究 49 (5), 435-444, 2012 | 19* | 2012 |
| Unpacking the effects of parents on their children’s emergent literacy skills and word reading: Evidence from urban and rural settings in China SZ Zhang, T Inoue, G Cao, L Li, GK Georgiou Scientific Studies of Reading 27 (4), 355-374, 2023 | 18 | 2023 |
| Examining the growth trajectories and cognitive predictors of reading in a consistent orthography: Evidence from a 10-year longitudinal study GK Georgiou, T Inoue, TC Papadopoulos, R Parrila Applied Psycholinguistics 42 (5), 1287-1311, 2021 | 17 | 2021 |
| Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading: Evidence from Sinhala MADK Wijayathilake, R Parrila, T Inoue, S Nag Scientific Studies of Reading 22 (5), 420-433, 2018 | 16 | 2018 |
| Do pinyin and character recognition help each other grow? SZ Zhang, GK Georgiou, T Inoue, W Zhong, H Shu Early Childhood Research Quarterly 53, 476-483, 2020 | 15 | 2020 |
| Home and school interventions aided at-risk students’ literacy during Covid-19: A longitudinal analysis K Dunn, GK Georgiou, T Inoue, R Savage, R Parrila Reading and Writing 36, 449-466, 2023 | 13 | 2023 |
George GeorgiouFull Professor of Educational Psychology, University of AlbertaPreverjeni e-poštni naslov na ualberta.ca
