Introduction. This study examines the impact of the availability of reading resources in the school, the classroom, the home and the social environment on the reading proficiency of Grade Four primary school students in Hong Kong.Method. Data about the reading performance of Hong Kong students in the 2011 Progress in International Reading Literacy Study is reported. The survey data of 3,875 Hong Kong primary school students’ reading performances were analysed.Analysis. The survey data of 3,875 Hong Kong primary school students’ reading performances and their access to out-of-school or in-school reading resources were statistically analysed using multilevel modeling.Findings. The analysis revealed that the number of books at home, the time readers spent reading at home, the literacy facilities in the school and in the home and the children’s use of school and local libraries significantly impacted their reading attainment. The results also showed the positive impact of home reading facilities and encouragement, and the use of public and school resources on the students’ reading attainment.Conclusion. This study applied multilevel modeling to simultaneously evaluate the impact of reading resources located in family, classroom and library on students’ reading attainments. It demonstrated the importance of access to reading materials in home and family environments for students’ reading attainment. Copyright © 2019 the authors.

教學模式和教材應當創新，這種創新是「帶有目的」的，即為了讓學生更好地，並且更快樂地掌握中國語文能力，體會中華文化之美。本書收錄了十篇討論如何在語文與文化教學使用多媒體科技的論文及教材，作者既有香港教育大學人文學院專研語文教育的學者、也包括資深或新晉的前線中、小學老師，期望為學界提供兼備理論基礎和實踐分析的示例，拓闊中國語文教與學的視野，並聯繫香港中國語文教育「知識」、「共通能力」、「價值觀和態度」等核心理念，通過語文教育，呈現中華文化特色。Copyright © 2020 學術專業圖書中心.

This study examined the bidirectionality between kindergarten children's executive functioning (EF) and word reading across two time points. Participants were 523 Hong Kong Chinese-speaking children (mean age at Time 2 = 64.59 months; 52.9% male) and their parents. At Time 1, children were administered the measures of EF skills: inhibitory control, attention shifting, working memory and Chinese word reading. They were reassessed with these measures at Time 2 one year later. Results from the cross-lagged panel model revealed that, controlling for child age, gender and parental education levels, children's word reading at Time 1 was significantly predictive of their working memory at Time 2, but that the three EF skills at Time 1 were not predictive of word reading at Time 2. These findings underscored the role of early word reading in promoting children's working memory. Copyright © 2020 UKLA.

Reading is the basis of most learning but is regarded by students as a boring activity in Hong Kong. Therefore, schools in Hong Kong have launched different reading programs to promote reading. One of the successful examples is Reading Battle which gamifies the reading comprehension assessments with points, levels, e-badges and leaderboard on an interactive learning platform. This study looked into how gamification affected the flow experience of students and discussed to what extent the nine flow dimensions were experienced by them, especially the heavy users of the gamified learning platform. This case study chose nine students from four different elementary schools in Hong Kong and adopted a mixed method such as questionnaires and interviews. While many students first did it for external motivation such as getting more points and ranking high on the leaderboard, the study found that the heavy users of Reading Battle became committed to reading and many enjoyed the flow experiences where they seemed to forget about time and discomfort and truly enjoyed the reading process.
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香港回歸22年以來,為促進與內地的溝通合作,地區政府重視"兩文三語"的平衡發展,出臺了一系列政策對普通話進行推廣,提高市民普通話能力,並在普通話教學方面取得了顯著的成績。本文重點分析了香港地區普通話推廣情況、教學特點、教學存在的問題並提出有利於普通話教學的有效路徑。

本文在梳理香港普通話教材編寫研究的基礎上,從語言知識結構、交際用語、中國文化三個角度,對比分析了香港目前通行的五套小學普通話教材,並對香港小學選擇普通話教材編寫提出建議,以期為今後香港小學普通話教材編寫提供一定的依據。

Objectives: It has been supported by various literatures that there is a relation between holistic processing and Chinese character recognition. The present study examined the relation between holistic processing of Chinese characters and literacy ability of Hong Kong preschoolers, in order to explore whether the extent of holistic processing is associated with writing or reading experience. Methods: Participants were 59 local preschoolers (37 boys, 22 girls). The literacy ability of participants was assessed by The Hong Kong Reading Ability Screening Test for Preschool Children (RAST-K); while holistic processing of Chinese characters was measured by adopting the procedures from Hsiao & Cottrell (2009) in a complete composite paradigm (Gauthier & Bukach, 2007). Results: In line with the previous research findings, preschoolers also showed holistic processing in perceiving Chinese characters. Specifically, K2 students were significantly more holistic than K3 students. Such discrepancy may relate to writing experience instead of reading experience since a negative correlation between holistic processing and writing ability was significantly observed. Conclusion: This study had a theoretical contribution on the study of Chinese writing difficulties among preschoolers. Educators and parents may help enhancing the writing ability of preschoolers by leading them to perceive the characters separately, i.e. weakening the holistic processing of Chinese characters. All rights reserved.

口語是人們日常學習及溝通，以至交流情感的工具。《幼稚園教育課程指引》(2017，頁 28) 指出，香港人口大都以中文（口語主要是粵語）為溝通媒介，學校應該「先讓幼兒多發展中文方面的能力」，並「為幼兒提供生活化和富趣昧的聽、説經驗」，從而「豐富讀、寫的經驗。」其實，不少幼兒教育理論也認同「感官學習」對幼兒的重要性。本研究以行動研究方式，以29位介乎5-6歲「高班」幼兒為研究對象，嘗試透過「多感官學習法」改善幼兒的粵語發音。研究結果發現100%受試幼兒能透過「多感官學習法」改善粵語發音，也提高了説粵語的信心，顯示「多感官學習法」引導學前幼兒掌握粵語發音的可行性。同時，家長問卷也顯示「多感官學習法」得到家長的認同。 Copyright © 2019 香港教師中心.