We are dedicated to facilitating the research and practice of optimal approaches to literacy around the globe.
We welcome collaborations, partnerships, and commissioned work.
Global Focus
Our group is united in our focus on global issues related to reading and writing. We study cognitive, socio-emotional, and environmental predictors of literacy. We seek to eradicate learning difficulties such as dyslexia and dysgraphia globally and to ensure quality literacy learning for all, across countries, languages, and scripts.
Global Presence
We have a strong presence internationally in the area of literacy learning. Our work includes collaborators, postdocs, and students from around the world, from countries such as the Philippines, Zambia, Iran, Malaysia, and India and with institutions such as Stanford University, Oxford University, Peking University, and ETH (Switzerland).
Research Contribution
We publish widely on both typical and impaired literacy development, particularly in children. Our research represents a collective effort to understand both “universals” and “specifics” in how children learn to read and write and how to help those with difficulties in this area, no matter which language(s) or script(s) they learn.
Zhang, SZ., Inoue, T., Shu, H. et al. (2020). Reading and Writing, 33, 1745–1767.
Cognitive predictors of literacy acquisition in syllabic Hiragana and morphographic Kanji
Inoue, T., Georgiou, G.K., Muroya, N. et al. (2017). Reading and Writing, 30, 1335–1360.
Cognitive mechanisms underlying reading and spelling development in five European orthographies
Kristina Moll, Franck Ramus, Jürgen Bartling, Jennifer Bruder, Sarah Kunze, Nina Neuhoff, Silke Streiftau, Heikki Lyytinen, Paavo H.T. Leppänen, Kaisa Lohvansuu, Dénes Tóth, Ferenc Honbolygó, Valéria Csépe, Caroline Bogliotti, Stéphanie Iannuzzi, Jean-François Démonet, Emilie Longeras, Sylviane Valdois, Florence George, Isabelle Soares-Boucaud, Marie-France Le Heuzey, Catherine Billard, Michael O’Donovan, Gary Hill, Julie Williams, Daniel Brandeis, Urs Maurer, Enrico Schulz, Sanne van der Mark, Bertram Müller-Myhsok, Gerd Schulte-Körne, Karin Landerl (2014). Learning and Instruction, 29, 65-77.
Morphological awareness uniquely predicts young children's Chinese character recognition
McBride-Chang, C., Shu, H., Zhou, A., Wat, C. P., & Wagner, R. K. (2003). Journal of Educational Psychology, 95(4), 743–751.