論文
Tse, S.K., Hui S.Y., Ng H.W. & Lam W.I. (2015). The Reading Attainment of Hong Kong Primary Four Students: A Study of Literacy Achievements and Its Implications, Educational Journal, 43(1), pp35-58.
分類
關鍵字
識字, 閱讀, 評估, 教學研究
PIRLS, reading attainment, large-scale international assessment, policy implication, reading pedagogy
全球學生閱讀能力進展研究, 閱讀成就, 大型國際評鑒, 政策啟示, 閱讀教學法
The Reading Attainment of Hong Kong Primary Four Students: A Study of Literacy Achievements and Its Implications
Tse, S.K. (2015). Literacy Education in Multi-lingual and Multi-cultural Societies: Hong Kong Experience. Journal of Korean Language Education, 36, 563-593.
分類
關鍵字
第二語文學習
multi-lingualism, multi-culture, Chinese Languages, differentiated curricula, non-Chinese speaking students
Literacy Education in Multi-lingual and Multi-cultural Societies: Hong Kong Experience
Li, H., Wong, E.C.M., Tse, S.K., Leung, S.O. & Ye, Q. (2015). Asking for action or information? Crosslinguistic comparison of interrogative functions in early child Cantonese and Mandarin. First Language, 35 (3), 213-218. doi: 10.1177/0142723715579604.
分類
關鍵字
幼兒中文
Corpus-based study, early child Cantonese, early child Mandarin, interrogative function
Asking for action or information? Crosslinguistic comparison of interrogative functions in early child Cantonese and Mandarin
Tse S.K. and Xiao X. (2014). Differential influences of affective factors and contextual factors on high-proficiency readers and low-proficiency readers: A multilevel analysis of PIRLS data from Hong Kong, Large-scale Assessments in Education, 2014, 2:6. doi:10.1186/s40536-014-0006-3.
分類
關鍵字
閱讀, 評估
Reading attainment, Reading attitude, Reading motivation, Reading self-concept, Bullying
Differential influences of affective factors and contextual factors on high-proficiency readers and low-proficiency readers: A multilevel analysis of PIRLS data from Hong Kong
Tse S.K., Wong M.Y., Lee T.N. and To-Chan S.P. (2014). Emergent writing of Chinese Characters by Pre-schoolers in Hong Kong, Han-Character and Classical written language Education, 34, 213-235. doi: 10.15670/HACE.2014.34.1.213.
分類
關鍵字
幼兒中文, 寫作
Emergent writing, Chinese Characters, Preschoolers, Handwriting, Kindergarten
過渡字, 漢字, 幼兒, 書寫, 幼稚園
Emergent writing of Chinese Characters by Pre-schoolers in Hong Kong
香港幼兒書寫漢字的過渡字研究
Tse S.K. (2014). To what extent does Hong Kong primary school students’ Chinese reading comprehension benefit from after-school private tuition?, Asia Pacific Education Review, 15(2), 283-297. doi: 10.1007/s12564-013-9307-4.
分類
關鍵字
閱讀
Primary 4 students, Private tutoring, Impact, Standardised reading attainment, Chinese reading comprehension
To what extent does Hong Kong primary school students’ Chinese reading comprehension benefit from after-school private tuition?
Tse S.K., LEE T.N.M., Law K.Y. and Chan S.P. (2013). An Integrative Perceptual Approach to Learning Chinese Characters via Networking Building , Han-Character and Classical written language Education, 30, 53-85. doi: 10.15670/HACE.2013.30.1.053.
分類
關鍵字
識字, 教法,
Chinese character learning, instruction of Chinese character learning, language teaching for preschooler, semantic network, mental lexicon
漢字學習, 漢字教學, 識字教學, 學前幼兒語文教學, 字詞網路, 心理詞彙
An Integrative Perceptual Approach to Learning Chinese Characters via Networking Building
綜合高效識字法：建立字詞網路
Tse S.K., Lam J.W.I., Loh E.K.Y., HUI S.Y. and NG H.W.(2013). A Comparison of Hong Kong Primary 4 Students Relative Progress in Chinese and English Reading Attainment, Quarterly Journal of Chinese Studies, 1(4), 1-16.
分類
關鍵字
閱讀, 評估
Grade 4 students, Reading competency, Chinese language, English language, PIRLS
A Comparison of Hong Kong Primary 4 Students Relative Progress in Chinese and English Reading Attainment
Li H., Tse S.K., Wong M.S., Wong C.M. and Leung S.O.(2013). The Development of Interrogative Forms and Functions in Early Childhood Cantonese, First Language, 32(2), 161-181. https://doi.org/10.1177/0142723713479422.
分類
關鍵字
幼兒中文
Cantonese early childhood, question acquisition
The Development of Interrogative Forms and Functions in Early Childhood Cantonese
Loh E.K.Y., Tse S.K. and Tsui S.K.(2013). A study of the effectiveness of a school-based Chinese characters curriculum for Non-Chinese speaking kindergarteners: Hong Kong experience, Han Character and Classical written language Education, 30, 277-323. doi: 10.15670/HACE.2013.30.1.277.
分類
關鍵字
第二語文學習, 幼兒中文, 課程
Non-Chinese speaking young students, teaching Chinese as a foreign language, school-based curriculum, assessment of Chinese character learning, effectiveness of learning and teaching
非華語幼兒, 對外漢語, 校本識字課程, 識字評估, 學與教的成效
A study of the effectiveness of a school-based Chinese characters curriculum for Non-Chinese speaking kindergarteners: Hong Kong experience
非華語幼兒漢字課程的成效研究：香港的經驗
Tse, S. K., Ip, O. K. M., Tan, W. X., & KO, H. W.(2012). Sustaining Teacher Change through Participating in a Comprehensive Approach to Teaching Chinese Literacy, Teacher Development, 16(3), 361-385. doi: 10.1080/13664530.2012.722439.
分類
關鍵字
教法
teacher change, international collaboration, Chinese language teaching, pedagogy
Sustaining Teacher Change through Participating in a Comprehensive Approach to Teaching Chinese Literacy
Tse, S. K., Li, H., Leung, S. O. (2012). Tense and temporality: How young children express time in Cantonese. Chinese Language and Discourse, 3(1), 35-56. doi: 10.1075/cld.3.1.03tse.
分類
關鍵字
幼兒中文
Cantonese, time expression, young children
Tense and temporality: How young children express time in Cantonese