本研究以問卷形式訪問了81 位幼稚園教師，發現寫字是香港幼稚園教學的重要一環，幼兒早於幼兒班便開始寫字。幼兒寫字量雖大，卻未能透過寫字教學改善執筆方法和提高學習興趣。由於幼稚園多依據校長、教師及家長的意見擬訂寫字教學目標，他們多著重訓練學生的寫字能力，卻忽略幼兒的身心發展。
This paper investigates how kindergartens teach Chinese handwriting in Hong Kong among 81 kindergarten teachers. The results indicate that Chinese handwriting is one of the emphases in kindergarten teaching. Kindergarten students start to drill handwriting as early as they are in K1. Though they write a lot of Chinese characters every day, they cannot improve their handwriting nor enjoy the process of writing. It is also found that the teaching of Chinese handwriting at kindergartens is greatly influenced by the attitudes of kindergarten principals, teachers and the parents. However, they concern too much about the development of writing abilities among children rather than their physical and mental development.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

本研究採用家長問卷調查方式，在香港和北京兩地進行了調查，主要考察了中文閱讀障礙的特點，不同口語背景對閱讀障礙的影響以及閱讀與知覺和動作技能之間的關係。結果發現，中文閱讀障礙在不同年級兒童中有不同的表現，低年級兒童最大的困難是字形識別、語音解碼與書面語理解，高年級兒童讀寫上的最大困難是段落產生；口語背景影響兒童的閱讀獲得及閱讀障礙的表現；中文兒童讀寫障礙與知覺加工和動作技能上的缺損顯著相關。這些結果對於促進對閱讀障礙機制的理解以及鑒別和治療均具有重要意義。
A survey was conducted among parents to investigate the specific characteristics of children with reading disabilities. The effect of different dialects and the relationship between reading, perceptual processing and motor skills were also studied. Different presented characteristics showed reading disabilities among different grades of students. Lower graders had the most difficulties in word recognition, phonological decoding, and comprehension in written characters, while production of paragraphs seemed to be the most difficult part among higher graders. A child's spoken language affects on reading acquisition and presentations of reading disabilities. Chinese reading disabilities were closely related with perceptual processing and deficits in motor skills. These results enhance the understanding of the mechanism of reading disabilities, and bring the significant contribution of identification and teaching children with reading disabilities.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

本文旨在分享廣悅堂基悅小學自2007年4月至11月期間所推行的行動研究。內容分享這個行動研究報告推行的背景、現況、實施情況與成效等，藉以推廣「以閱引思，以思帶讀」的中文教與學新文化。
This article shares the analysis of an action research project of Kwong Yuet Tong Excel Foundation Primary School from April to November in 2007. This action research is "Reading to think, thinking to read". This report reviews the school background, situation, process and effectiveness etc, aiming to promote the new Chinese teaching and learning culture.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

概念圖是有效的思維工具。在繪畫概念圖時，撮寫能代表關鍵互聯網訊息的標題、並和語文能力有密切關係。目前較少研究探討概念圖應用在語文科的效能。在自主學習的模式下，本研究旨在分析中六學生在課餘使用網絡學習平台提供的概念圖與其對閱讀理解及意見表達的成效，及探討學習能力的差異與使用概念圖後的學業成績之關係。
Concept map is an effective thinking tool. Construction of concept map and summary writing can represent related themes from the Internet information, highly related to language abilities. Yet few research bodies have covered the effectiveness of using concept map into learning language subjects. Under self-directed learning circumstances, this paper aims to analyze effectiveness of Grade 11 students' reading comprehension and idea expression when using concept map via an online learning platform in spare time, and scrutinize relationships between learning abilities and academic achievements after using concept map.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

This study examined the roles of sub-character processing, phonological awareness, morphological awareness, and orthographic knowledge, measured using twelve different tasks hypothesized to indicate these four broad constructs, in Chinese character recognition and English word reading among 536 Hong Kong Chinese kindergartners, second- and fifth-graders. The twelve tasks generally showed an increase in performance with grade level. Confirmatory factor analyses comparing alternative models of these four constituents of Chinese word reading revealed a dynamic pattern of children's latent linguistic or reading processing skills development: The best-fitting model of kindergartners' processing was one that included two broad constructs, broadly termed metalinguistic processing and orthographic processing. In contrast, second-graders showed a fine-grained sensitivity to four distinct skills of sub-character processing, phonological awareness, morphological awareness, and orthographic knowledge. Finally, the latent processing skills of the fifth-graders converged into phonological and orthographic processing. The contributions of each of these initially specified constructs, i.e., sub-character processing, phonological awareness, morphological awareness, and orthographic knowledge, to Chinese word reading varied across each separate grade in regression analyses. The sub-character processing construct was uniquely associated with kindergarten Chinese word reading only. In contrast, the morphological awareness construct was uniquely associated with Chinese word reading in both second- and fifth-graders. The orthographic knowledge construct was uniquely associated with word reading across ail three grades. However, the phonological awareness construct was not uniquely associated with Chinese word reading in any of the groups of children, though it was uniquely associated with English word reading, even with Chinese character recognition skill statistically controlled. These findings

Background: The latest report by the Progress in International Reading Literacy Study (PIRLS), issued in 2006, indicated that Hong Kong Primary 4 Chinese students outperformed children from 45 countries and provinces in reading comprehension tests that measured their higher-order reading proficiency. However, the study gave no indication of how factors such as attribution beliefs, motivation and strategy use might contribute to reading proficiency.
Purpose: The purpose of the study was to examine the relationships between students' implicit beliefs about intelligence and ability, i.e. their 'attribution beliefs', and their motivation, metacognitive awareness of reading strategies and reading comprehension.
Sample: The subjects consisted of 120 Grade 5 Chinese students (55 boys and 65 girls) from one Hong Kong primary school that uses Chinese as the medium of instruction. The school represents a typical primary school located in a Hong Kong urban area, with most students coming from low-income families. There was a wide range of academic ability and the average age of the students was 12.2 years.
Design and methods: A quantitative approach was adopted in the research. Students were required to complete three questionnaires and two reading comprehension tests. The three questionnaires measured students' implicit beliefs about intelligence and ability, and their self-reported motivation and metacognitive awareness of reading strategies. The reading comprehension tests measured students' higher-order reading proficiency. Multiple regression analysis techniques were used to examine the relationship between students' beliefs and motivation, metacognitive awareness of reading strategies, and how they predicated students' reading comprehension.
Results: The findings showed that students' implicit beliefs about intelligence and ability, and their intrinsic motivation and metacognitive awareness of the use of reading strategies were associated with their