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Reading

Lin, L., Lam, J.W.I. & Tse, S.K. (2019). Test takers’ strategy use and L2 Chinese reading test performance in mainland China: A structural equation approach. Studies in Education Evaluation, 2019, 60, 189-198. doi: 10.1016/j.stueduc.2019.01.002.

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閱讀, 評估

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Tse, S.K., Zhu, Y., Hui, S.Y. & Ng, H.W. (2017). The effects of home reading activities during preschool and Grade 4 on children’s reading performance in Chinese and English in Hong Kong. Australian Journal of Education, 2017, 61(1), 5-23. doi: 10.1177/0004944116689093

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閱讀, 評估, 幼兒中文, 教學研究

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Loh, E.K.Y. & Tse, S.K. (2017). Introduction to L1 special issue the Teaching and Learning of Reading and Writing in a Multilingual and Multicultural Context. L1 Educational Studies in Language and Literature, 2017, 17, 1-3. doi: 10.17239/L1ESLL-2017.17.03.08.

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閱讀, 寫作

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Hu, X., Lam, J.W.I. & Tse, S.K. (2016). A Case on Chinese PIRLS Assessment for Singapore Students. The Journal of Chinese Language Education, 14(2), 20-41.

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Tse, S.K., Xiao, X., Ko, H.W., Lam, J.W.I., Hui, S.Y. & Ng, H.W. (2016). Do reading practices make a difference? Evidence from PIRLS data for Hong Kong and Taiwan primary school Grade 4 students. Compare: A Journal of Comparative and International Education, 46(3), 369-393. doi:10.1080/03057925.2014.927732.

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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.

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識字, 閱讀, 評估, 教學研究

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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.

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閱讀

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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.

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閱讀, 評估

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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.

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閱讀, 評估

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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.

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教法, 閱讀

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Leong, C. K., Tse, S. K., Loh, E. K. Y., & Ki, W. W. (2011). Orthographic Knowledge Important in Comprehending Elementary Chinese Text by Users of Alphasyllabries. Reading Psychology, 32(3), 237-271. doi: 10.1080/02702711.2010.495605.

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閱讀, 教學研究

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Tse, S. K., Yuen, A. H. K., Loh, E. K. Y., Lam, J. W. I., & Ng, R. H. W. (2010). The impact of blogging on Hong Kong primary school students' bilingual reading literacy. Australasian Journal of Educational Technology, 26(2), 164-179. doi: 10.14742/ajet.1088.

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閱讀, 教學研究

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