Tse, S.K., Wong, M.Y., Laing, V., Wu, K.F., Tsui, P.F., To, H. & Lam, L.S. (2020). Teaching and Learning of Chinese Language: Principles and Strategies to cater for learning diversity. Journal of International Han-character Education Research, 3(1), 37-57.
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.
Tse, S. K. (2012). Catalysts Leading Experienced Primary Teachers to Modify the Ways they Teach Students to Read Chinese. L1 Educational Studies in Language and Literature, 12, 1-26. doi: 10.17239/L1ESLL-2012.03.06.
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.
Li H., Rao N. and Tse S.K. (2012). Adapting Western Pedagogies for Chinese Literacy Instruction: Case Studies of Hong Kong, Shenzhen, and Singapore Preschools, Early Education & Development, 2012, 23(4), 603-621.
Loh, E. K. Y., & Tse, S. K. (2012). An investigation of school-based curriculum of effective Chinese character learning for Non-Chinese speaking kindergarteners. Han-Character and Classical Written Language Education, 171-195. doi: 10.15670/HACE.2012.28.1.171.
Tse, S. K. (2011). Effective Learning of Chinese Characters through Discerning and Combining Character Components. Han-Character and Classical written language Education, 26, 45-62. doi: 10.15670/HACE.2011.26.1.045.
Li, H., Rao, N., Tse, S. K. (2011). Bridging the gap: a longitudinal study of the relationship between pedagogical continuity and early Chinese literacy acquisition. Early Years, 31(1), 57-70.
Lee, M. T. N., Tse, S. K., & Loh, E. K. Y. (2011). The impact of the integrative perceptual approach on the teaching of Chinese characters in a Hong Kong kindergarten. Early Child Development & Care, 181(5), 665-679. doi: 10.1080/03004431003768006.