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

2021-2022
  • PSYC2010- Introduction to Statistics 
  • PSYC2050- Psychological Testing 
  • 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
  • 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
  • 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
  • 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
  • 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, 1923. https://doi.org/10.3389/fpsyg.2020.01923
  • 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
  • Zhang, S., 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: An Interdisciplinary Journal, 33, 1745–1767. https://doi.org/10.1007/s11145-019-09991-2
  • Georgiou, G. K., Zhang, S., Inoue, T., Zhong, W., & Shu, H. (2020). Do pinyin and character recognition help each other grow? Early Childhood Research Quarterly, 53, 476–483. https://doi.org/10.1016/j.ecresq.2020.06.004
  • 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
  • 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: An Interdisciplinary Journal, 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
  • Wijayathilake, M. A. D. K., Parrila, R., Inoue, T., & Nag, S. (2018). Instruction matters to the development of phoneme awareness and its relationship to akshara knowledge and word reading: Evidence from Sinhala. Scientific Studies of Reading, 22, 420–433. https://doi.org/10.1080/10888438.2018.1466890
  • 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
  • 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: An Interdisciplinary Journal, 30, 1335–1360. https://doi.org/10.1007/s11145-017-9726-4
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