Staff Profile

Teaching Areas & Research Interests

• Development of reading literacy, reading instruction
• Language testing, assessment and measurement
• Using ICT to support of language teaching and learning

Academic & Professional Experience

Funded research projects:

• From Error to Excellence: Analysing Writing Performance and Error Patterns among Hong Kong’s Non-Chinese Speaking Primary Learners, Principal Investigator, HKMU Research and Development Fund, 2026, granted.
   
• Unraveling Socioeconomic and Linguistic Influences in Two Tongues: Using the Sixth Study on the Progress in Chinese and English Reading Literacy Study at Primary 4 in Hong Kong (BR Study 2023). Principal Investigator, HKMU Research and Development Fund, 2025-2026, in progress.

• 20 Years of Empirical Evidence: The Sixth Study on the Progress in Chinese and English Reading Literacy Study (in 2023) at Primary 4 in Hong Kong and Approaches to and Strategies for Enhancing the Quality of Teaching and Learning of Reading. Co-Investigator, RGC General Research Grant, 2023-2025, completed.

Selected Publications

Book Chapters

• Tse, S. K., Hui, S. Y. Z., Yue, & Ng, H. W. (2015). Developing school-based Chinese Language curriculum for non-Chinese speaking students in a secondary school in Hong Kong: An action research study. In J. Y. Cui (Ed.), New Perspectives in Teaching and Learning of Chinese Language in the 21st Century: From Conventional Textbooks to ICT-Based Teaching Materials (pp. 17-39). Singapore: NTU-SCCL Press. (in Chinese)

Journal Articles

• Zhang, X., Hui, S., Lam, W. Ng, H. W. R., Chow, K. W., & Cheong, C. M. (2026) Mapping the association between reading engagement features in reading comprehension: A network analysis method. Reading and Writing. https://doi.org/10.1007/s11145-026-10831-3
• Lam, W. I., Cheong, C. M., Zhang, X., Ng, H. W., Chow, K. W., & Hui, S. Y. (2025). Factors influencing reading achievements in Asia: A cross-educational system comparison using PIRLS 2021 data. Educational Psychology, 1–28. https://doi.org/10.1080/01443410.2025.2522141https://doi.org/10.1080/01443410.2025.2522141
• Liu, Y. P., Cheong, C. M., Ng, R. H. W. & Tse, S. K. (2023). The role of L1 self-efficacy in L2 reading comprehension: an exploration of L1–L2 cross-linguistic transfer, International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2023.2290478
• Tse, S. K., Lin, L., & Ng, R. H. W. (2022). Self-Regulated learning strategies and reading comprehension among bilingual primary school students in Hong Kong. International Journal of Bilingual Education and Bilingualism, 1-16. doi:10.1080/13670050.2022.2049686
• Huang, H., Tse, S. K., Chu, S. K. W., Xiao, X. Y., Lam, J. W. Y., Ng, R. H. W. & Hui, S. Y. (2019). The correlation between out-of-school and in-school reading resources with primary school students' reading attainment. Information Research, 24(3), paper 834. Retrieved from http://InformationR.net/ir/24-3/paper834.html
• Tse, S. K., Lin, L., & Ng, H. W. (2019). A comparison of Hong Kong primary four students' Chinese and English reading attainment in 2016. L1 Educational Studies in Language and Literature, 19, 1-19. doi:10.17239/L1ESLL-2019.19.01.04
• NG, H. W. (2018). Understanding and interpreting PIRLS 2016 with Macao teaching practitioners. Teacher Magazine (Revista dos Docentes), 60, 19-23. (in Chinese “與澳門教育同仁一同思考解讀PIRLS 2016”)
• 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, 0004944116689093. doi:10.1177/0004944116689093
• 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. Education Journal, 43(1), 35-58.
• Tse, S. K., Hui, S. Y., Ng, H. W., & Lam, W. I. (2014). A comparison of Hong Kong primary 4 students' relative progress in Chinese and English reading attainment in 2013. Quarterly Journal of Chinese Studies, 3(2), 37-54.
• Tse, S.K., Xiao, X.Y., Ko, H.W., Lam, J.W.I., Hui, S.Y., & Ng, H. W. (2014). 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, 1-25. doi: 10.1080/03057925.2014.927732
• Tse, S. K., Lam, J. W. I., Hui, S. Y., & Ng, H. W. R. (2013). A Comparison of Hong Kong primary 4 students' progress in Chinese and English Reading attainments. Quarterly Journal of Chinese Studies, 1(4), 1-16.

Selected Professional & Community Services

• Quality Monitor activities for PISA2025, PISA Hong Kong 2025.

Modified Date: 07 May, 2026
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