Faculty

Tomohiro INOUE

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Ph.D., University of Tsukuba (Japan)
Assistant Professor
Rm 352, Sino Building Building
tinoue@cuhk.edu.hk
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

2023-2024
  • PSYC3430- Psychology of Language
  • PSYC2010- Introduction to Statistics 
  • PSYC2540- Developmental Psychology

Research Interests

Literacy development across writing systems
Learning disabilities and developmental dyslexia
Reading instruction and interventions
Home literacy environment and reading
Psychoeducational assessment

Publications

Representative

Representative Publications

(* Supervised students and research staff. Bold font indicates current/former members of our lab.)

 

Reading development across languages

  • *Hemelstrand, S., Wong, B.W.L., McBride, C., Maurer, U., & Inoue, T.(in press). The impact of character complexity on Chinese literacy: A generalized additive modeling approach. Scientific Studies of Reading. 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., & 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

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