Tomohiro INOUE


Ph.D., University of Tsukuba (Japan)
Assistant Professor
Rm 352, Sino Building Building
3943 3464
2603 5019

Brief Introduction

Dr Tomohiro Inoue is an Assistant Professor in the Department of Psychology at The Chinese University of Hong Kong. Dr Inoue does research in educational psychology, developmental psychology, and cognitive psychology. His areas of expertise include cognitive and socio-cognitive correlates of literacy development across languages, risk and protective factors for learning disabilities, reading and spelling instruction and interventions.

Teaching Areas

  • PSYC2050 Psychological Testing
  • PSYC3430 Psychology of Language

Research Interests

Reading development across writing systems

Home literacy environment and reading

Learning disabilities and developmental dyslexia

Reading instruction and interventions

Psychoeducational assessment


  • Inoue, T., Georgiou, G. K., Muroya, N., Hosokawa, M., Maekawa, H., & Parrila, R. (in press). Predicting the early growth of word and nonword reading fluency in a consistent syllabic orthography. Journal of Research in Reading.
  • Georgiou, G. K., Wei, W., Inoue, T., & Deng, C. (in press). 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. https://doi.org/10.1037/edu0000452
  • 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
  • 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. (2017). Cognitive predictors of literacy acquisition in syllabic Hiragana and morphographic Kanji. Reading and Writing: An Interdisciplinary Journal, 30, 1335–1360. https://doi.org/10.1007/s11145-017-9726-4

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