
Tomohiro InoueChinese University of Hong Kong | CUHK
Tomohiro Inoue
PhD
About
76
Publications
34,397
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Introduction
Tomohiro Inoue currently works at the Department of Psychology, The Chinese University of Hong Kong. He does research in Educational Psychology, Developmental Psychology, and Cognitive Psychology. His current research focuses on (a) cognitive and socio-cultural correlates of literacy development across languages, (b) risk and protective factors for reading difficulties and dyslexia, and (c) reading instruction and intervention.
Bluesky: @tomohiroinoue.bsky.social
Additional affiliations
April 2016 - March 2018
April 2012 - March 2020
April 2016 - March 2018
Education
April 2009 - March 2012
April 2007 - March 2009
April 2003 - March 2007
Publications
Publications (76)
We examined the developmental relationships between home literacy environment (parent teaching, shared book reading) and emergent literacy skills (phonological awareness, letter knowledge, vocabulary, rapid naming speed) in kindergarten, reading accuracy and fluency in Grade 1, and reading comprehension in Grades 2 and 3 in a sample of Canadian chi...
We examined the relation between home literacy environment (HLE) and early literacy development in a sample of children learning four alphabetic orthographies varying in orthographic consistency (English, Dutch, German, and Greek). Seven hundred and fourteen children were followed from Grade 1 to Grade 2 and tested on emergent literacy skills (voca...
We examined the bidirectional relations between home literacy environment, reading interest, and children’s emergent literacy and reading skills in a sample of 172 English-speaking Canadian children (Mage = 75.87 months) followed from Grade 1 to Grade 3. Results of cross-lagged analysis revealed that the reading comprehension activities at home pos...
We examined the developmental trajectories and cognitive predictors of L1 Chinese reading, L2 English reading, and mathematics skills in Hong Kong children in Grades 1 to 5. We used longitudinal data of 1,000 children (mean age = 7.59 years) assessed on phonological awareness, rapid naming, and morphological awareness in Grade 1 and Chinese word re...
We examined the relations between parental socioeconomic status, attitudes toward the home teaching of literacy, expectations for children’s literacy, educational involvement, and children’s reading skills in Chinese kindergarten children across socioeconomic contexts. Five hundred and fifty-four children (Mage = 74.18 months) from Beijing (represe...
It is common in the language sciences to dichotomize continuous data in order to fit this data to statistical tests. However, several statisticians and methodologists have warned against this practice for years. Many in the language sciences seem unaware of this problem. Because of the lack of modern, robust, and open data simulations related to th...
We examined the cross-lagged relations between word reading accuracy and fluency in three languages varying in orthographic consistency (English, Dutch and Greek). Five hundred and twenty-one children (172 from Canada, 115 from the Netherlands and 234 from Greece) were followed from the beginning of Grade 1 until the end of Grade 2 and were tested...
This study examined whether the reading and writing interests of 4-year-old Japanese children are associated with their Hiragana letter-sound knowledge. Children (N = 105, mean age = 58.99 months), enrolled in kindergartens, nursery schools, and certified childcare centers that do not provide literacy instruction were assessed on tasks assessing ph...
We examined the within- and cross-language cognitive predictors of morphological awareness in L1 Chinese and L2 English in Hong Kong Chinese children. Three hundred twenty-seven Chinese-English bilingual children (Mage = 87.29 months; 50.4% female) in Grades 1 to 4 were assessed on nonverbal IQ, phonological awareness, vocabulary knowledge, orthogr...
Online assessments of language and literacy have become prevalent in research and practice across settings. However, a notable exception is the assessment of handwriting and spelling, which has traditionally been conducted in person with paper and pencil. In light of this, we developed an automated, browser-based handwriting test application (Onlin...
Purpose: We compared the effects of two types of instruction on novel suffix learning. Instruction differed in the explicitness of the attention given to the morphological structure of the targets. Learning in form and meaning was measured in trained and transfer words.
Method: Over three days Grade 3 (N = 83, 45.8% females, Mage = 8.4) and Grade 5...
Purpose: We contrasted the responsiveness to two theoretically driven Tier 2 reading interventions.
Method: Participants were 273 struggling readers (Mage = 7.7 years, 53.1% female) in Grades 2 and 3 in Canada. The first intervention taught phonics plus Set-for-Variability (SfV) and the second intervention taught phonics plus morphology within a pr...
We examined the associations between home literacy environment (HLE) and children’s word reading in L1 Cantonese and L2 English and whether the associations were moderated by other child- and family-related factors (children’s grade level, reading interest, and family socioeconomic status [SES]) in Hong Kong Chinese families. Participants were 190...
Although family factors are considered important for children’s language acquisition, the evidence comes primarily from affluent societies. Thus, this study aimed to examine the relations between family factors (family’s socioeconomic status [SES], home literacy activities, access to print resources, and parental beliefs) and children’s vocabulary...
The purpose of this study was to compare the effects of implicit and explicit morphological analysis instruction in Spanish, a language characterized by high morphological complexity and relatively consistent letter–sound correspondences. For 3 days, 94 Grade 3 Spanish monolingual students (43 girls; Mage = 8.9 years) were trained on target words c...
Purpose: We examined whether the relations between home literacy environment (HLE), children’s independent reading, and emergent literacy and reading skills are confounded by parents’ reading skills (a genetic proxy).
Method: One hundred eighty-nine Chinese children (Mage = 74.26 months, 40% female) were followed from kindergarten to Grade 2 and we...
Online assessments of language and literacy have become prevalent in research and practice across settings. However, a notable exception is the assessment of handwriting and spelling, which has traditionally been conducted in person with paper and pencil. In light of this, we developed an automated, browser-based handwriting test application (Onlin...
Is there a relationship between the frequency of characters and their respective complexity? This hypothesis, which we may call the Principle of Least Complexity, was recently tested across a number of scripts across the world (Koshevoy et al., 2023). However, this hypothesis has not yet been comprehensively tested on the Chinese language. Because...
The unique orthographic complexities of Japanese, which utilizes multiple types of scripts (morphographic kanji and syllabic hiragana and katakana) for the same spoken language, place unique demands on early learners. Much research has centered on the average ability of Japanese readers, but given the varying challenges of these scripts, attention...
The influences of shared orthography, semantics, and phonology on bilingual cognate processing have been investigated extensively. However, mixed results have been found regarding the effects of phonological similarity on L2 cognate processing. In addition, most existing studies examining the influence of phonological similarity on cognate processi...
We examined the relation between home literacy environment (HLE), parents’ reading skills, and children’s emergent literacy skills (pinyin letter knowledge, phonological awareness, and vocabulary) and reading (word reading and reading comprehension) in a sample of 168 Chinese children (Mage = 74.26 months) followed from kindergarten to Grade 1. Res...
As children advance through school, derived words become increasingly common in their reading materials. Previous studies have shown that children’s knowledge of derivational morphology develops relatively slowly, but there is more to learn about this development. This study examined differences in knowledge of the form and meaning of suffixes acro...
We examined the relations between mothers’ reading skills, home literacy environment (HLE), and children’s emergent literacy skills and word reading and whether their relations vary across urban and rural contexts in China. Four hundred third-year kindergarten Chinese children (Mage = 74.50 ± 3.77 months) were recruited from Jining (N = 232) and th...
Background
Using a 1‐year longitudinal design, we evaluated the effectiveness of an intervention programme to improve reading attainments among Chinese‐as‐a‐second‐language (CSL) learners. Using the simple view of reading as a theoretical framework, the intervention focused on students' orthographic knowledge, word reading and listening comprehensi...
We examined the effect of character complexity on early Chinese literacy (word reading and writing). We also investigated whether cognitive skills (phonological awareness, morphological awareness, and rapid automatized naming [RAN]) could moderate the influence of character complexity on literacy outcomes. Our pre-registered study included a sample...
We examined the associations between teachers’ knowledge of language and literacy constructs, perceived ability to teach early literacy skills, instructional practice, and students’ early reading outcomes. The results showed that teacher knowledge predicted quality of instruction, but neither quality of instruction nor teacher knowledge were associ...
We examined the reciprocal associations between home literacy environment (HLE) and children’s early reading skills in syllabic Hiragana and morphographic Kanji in a sample of Japanese parent–child dyads. Eighty-three children were followed from kindergarten to Grade 3 and tested on Hiragana reading accuracy in kindergarten, Hiragana word reading f...
The purpose of this study was to examine the early growth of morphological awareness and its predictors. We followed 172 English-speaking Canadian children (82 girls, 90 boys, Mage = 75.56 months at the first assessment point) from Grade 1 to Grade 3 and assessed them on nonverbal IQ, phonological short-term memory, phonological awareness, letter k...
Purpose: We examined the role of distal (parents’ education, family’s income, parents’ expectations, and parents’ attitudes to the home teaching of literacy) and proximal (formal and informal home literacy environment, access to literacy resources, and extracurricular activities) parental factors in children’s early literacy skills and whether the...
We examined the cognitive-linguistic predictors of early literacy development and the extent to which they were similar or different across two logographic orthographies (Chinese and Japanese Kanji). Data from 167 Hong Kong Chinese children and 169 Japanese children were used. Children were tested on cognitive-linguistic skills (phonological awaren...
We examined whether different parent- and teacher-related factors had an effect on at-risk children’s reading development during the first six months of the Covid-19 pandemic.
Seventy Grade 1 English-speaking Canadian children (28 females, 42 males; Mage = 6.60, SD = 0.46) who were at-risk for reading difficulties were administered word and pseudow...
Purpose: The purpose of this study was to examine if word reading and vocabulary are reciprocally related.
Method: We followed a sample of 172 English-speaking Canadian children (82 girls, 90 boys; Mage = 75.87 months at the first measurement point) from the beginning of Grade 1 until the beginning of Grade 3 and assessed them three times on vocab...
We examined the developmental relationship between cognitive-linguistic skills (nonverbal IQ, vocabulary, phonological awareness, rapid automatized naming [RAN]), home environment factors (direct teaching, shared book reading, access to literacy resources, parents’ expectations, family’s socioeconomic status [SES]), and pinyin letter knowledge in k...
Although the influences of shared orthography and semantics on cognate recognition in bilinguals have been investigated extensively, less attention has been paid to the role of phonology. Additionally, most existing studies examining the influence of phonological similarity on cognate recognition have been conducted on alphabetic orthographies, in...
We examined whether developing reading skills in the two scripts of Japanese, syllabic Hiragana and morphographic Kanji, had differential effects on underlying cognitive skills. One hundred ninety-one Japanese children (97 girls, 94 boys; Mage = 100.23 months) were assessed on rapid automatized naming (RAN), vocabulary, morphological awareness, vis...
The goal of this study was to examine the cross-lagged relations between vocabulary and word reading in children learning two scripts at the same time (pinyin and Chinese). One hundred fifty-nine third-year kindergarten Chinese children (70 girls and 89 boys; mean age = 72.70 months) were assessed on measures of nonverbal IQ, phonological awareness...
The purpose of this study was to examine the cognitive-linguistic predictors of reading and writing skills in Japanese where syllabic Hiragana and morphographic Kanji are simultaneously used. We followed a sample of 170 Japanese children (Mage = 80.12 months, SD = 3.62) from the beginning of Grade 1 until the end of Grade 2 and assessed them on pho...
We examined the developmental relationships between oral language skills (vocabulary, morphological awareness), word reading, and reading comprehension in the hybrid orthography of Japanese, where two contrastive scripts (syllabic Hiragana, morphographic Kanji) are used simultaneously. Participants were 191 Japanese-speaking children followed from...
We examined if North (n = 123) and South Korean (n = 123) children in Grades 3 to 8 studying in South Korea differ in their reading, vocabulary, and literacy-related cognitive skills, and whether language and literacy-related skills contribute to reading outcomes differently among North and South Korean children. The results showed that South Korea...
We examined the cognitive predictors of early word reading skills in Japanese syllabic Hiragana and morphographic Kanji. Eighty-three Japanese kindergarten children (Mage = 75.6 months, SD = 3.4) were assessed on nonverbal IQ, vocabulary, phonological awareness, rapid automatized naming (RAN), phonological memory, morphological awareness, and visua...
Rapid automatized naming (RAN) is a strong predictor of reading across languages. However, it remains unclear if the effects of RAN in first language (L1) transfer to reading in second language (L2) and if the results vary as a function of the orthographic proximity of L1-L2. To fill this gap in the literature, we examined the role of RAN in readin...
We examined the relations between reading self-concept, reading interest, task-focused behavior, and reading skills, and whether culture moderates their relations in a longitudinal study across Western (Canadian) and East Asian (Japanese) cultural contexts. Three hundred six children were assessed on reading self-concept and reading interest at the...
We examined the role of different cognitive-linguistic skills in reading and arithmetic fluency, and whether the effects of these skills are mediated by reading and arithmetic accuracy. One hundred twenty-six English-speaking Grade 1 children (67 females, 59 males; Mage = 6.41 years) were followed from the beginning of Grade 1 (Time 1) to the end o...
We examined the growth trajectories of reading in a consistent orthography (Greek) in two developmental periods (from Grade 1 to Grade 4 and from Grade 4 to Grade 10) and what cognitive skills predict the growth patterns. Seventy-five Greek-speaking children were assessed in Grades 1, 2, 4, 6, and 10 on word-, nonword-, and text-reading fluency. In...
Rapid Automatized Naming (RAN) is a strong predictor of reading fluency across languages and some researchers have attributed this to the contribution of RAN to the development of orthographic knowledge, which is predictive of reading fluency. However, to date, it remains unclear whether RAN (alphanumeric and non-alphanumeric) predicts orthographic...
We examined the relationships between Hiragana reading accuracy and phonological awareness in Japanese kindergarten children. Two hundred fifty-four children participated in the study. We divided the participants into three kindergarten classes (K1; 3-4 age class, K2; 4-5 age class, K3; 5-6 age class). The participants were assessed on seven tasks;...
Although several studies have examined the role of home literacy environment (HLE) in learning to read in Western societies, little is known about the role of HLE in Chinese reading. In addition, the few studies in Chinese have not tested the possible effects of HLE on reading comprehension. Thus, the purpose of this study was to examine the direct...
Background: The present study aimed to examine the early growth of word and nonword reading fluency and their cognitive predictors in a consistent syllabic orthography (Japanese Hiragana).
Method: One hundred sixty-nine Grade 1 Japanese children (Mage = 80.12 months, SD = 3.62) were followed until the middle of Grade 2 and assessed four times on wo...
Although previous studies have shown that early pinyin knowledge predicts future character recognition, it remains unclear if early character recognition also predicts future pinyin knowledge. Thus, the purpose of this study was to examine the cross lagged relations between pinyin knowledge and character recognition and whether their relation is me...
The purpose of this study was to examine which of the components of executive functions (EF) – inhibition, shifting, and working memory – predict reading and mathematics achievement and if the effects of these components are the same across two cultures (Western and East Asian). One hundred twenty English-speaking Canadian (65 females, 55 males; Ma...
Despite the widespread use of Rapid Automatized Naming (RAN) tasks in reading and mathematics research, little is known about the direction of their relation. Thus, in this longitudinal study, we examined the direction of the relation between RAN and reading/ mathematics accuracy and fluency. One hundred eighty-three Grade 1 Chinese children from S...