• Cognitive, social, and home literacy environment models of children’s literacy development
• Reading and writing development support for children with intellectual and developmental disabilities, early identification and intervention
• Assitive technology (AT) and self-actualization and learning compensation for children with developmental disabilities
• Self-regulated learning in children with developmental disabilities
• Supporting children with developmental disabilities using their motivation, interests, and concerns
• Interventions with Applied Behavior Analysis
• Social Models, Diversity, and Inclusion in Learning Disabilities

• Tanji, T., & Inoue, T. (2023). Home literacy environment and early reading skills in Japanese Hiragana and Kanji during the transition from kindergarten to primary school. Frontiers in psychology, 14, 1052216.
• Tanji, T., & Inoue, T. (2022). Early prediction of reading development in Japanese hiragana and kanji: a longitudinal study from kindergarten to grade 1. Reading and Writing, 35(3), 645-661.
• Tanji, T. (2022). Future research directions of using ICT tools for students with learning disabilities: Toward guarantee and creation for learning by assistive technology. Annual Report of Educational Psychology in Japan, 61, 100-114.
• Tanji, T., Shoji, K., Uchida, K., Kamiyama, T., & Wakui, M. (2021). A special needs education classroom practice using ICT to improve motivation of reading and writing for elementary school students with intellectual disabilities. Japanese Journal of Learning Disabilities, 30(4), 307-313.
• Tanji, T., Inoue, T., Motegi, M., & Takahashi, A. (2020). Relationships between Hiragana reading skills and phonological awareness in Japanese kindergarten children. Japanese Journal of Learning Disabilities, 29(4), 245-257.
• Tanji, T., Inoue, T., Motegi, M., & Takahashi, A. (2020). Relationships between Hiragana reading skills and phonological awareness in Japanese kindergarten children. Japanese Journal of Learning Disabilities, 29(4), 245-257.
• Tanji, T., & Yokota, T. (2017). A group intervention using a self-regulated strategy development (SRSD) model for improving story writing: Elementary school students with autism spectrum disorders. The Japanese Journal of Educational Psychology.
• Tanji, T., Takahashi, K., & Noro, F. (2013). Teaching generalized reading and spelling to children with autism. Research in autism spectrum disorders, 7(2), 276-287.
• Tanji, T., & Noro, F. (2011). Matrix training for generative spelling in children with autism spectrum disorder. Behavioral Interventions, 26(4), 326-339.

The Japanese Association of Special Education
The Japanese Association for Behavior Analysis
Japan Academy of Learning Disabilities
The Japanese Association of Educational Psychology
Japan Society of Developmental Psychology
The Japanese Psychological Association
Japanese Association of Behavioral and Cognitive Therapies
Association of Disability Science,Japan

• Practice Encouragement Award (Japanese Journal of Learning Disabilities), Kido Encouragement Award (The Japanese Journal of Educational Psychology), Research Encouragement Award (Association of Disability Science, Japan)
• Associate Editor (The Japanese Journal of Special Education/The Journal of Special Education Research), Associate Editor (Japanese Journal of Learning Disabilities)
• Certified Public Psychologist, Special Educational Needs Specialist Supervisor, Clinical Developmental Psychologist

https://researchmap.jp/7000013761?lang=en
https://www.researchgate.net/profile/Takayuki-Tanji
https://trios.tsukuba.ac.jp/en/researcher/0000003341 (Univ. of Tsukuba Researchers Information)