Professor Tse Shek Kam

Professor Tse Shek Kam
The University Hong Kong
Hong Kong

Professor Tse Shek Kam is Director of the ‘Centre for the Advancement of Chinese Language Education and Research, of The University of Hong Kong. He has been providing consultancy service to a number of international organizations, including Chinese Education Centre of the Netherlands Government, Ministry of Education, Singapore, Education Bureau of the Hong Kong SAR Government and the Education and Youth Affairs Bureau of Macao SAR Government. He is National Research Coordinator of the Hong Kong element of Progress in International Reading Literacy Study. His research interests include the teaching and learning of reading and spoken literacy, the learning and teaching of Chinese as first and second language, early childhood Chinese language education and ways of assessing and monitoring language learning. He has published more than 60 books, 100 book chapters and 110 research articles.

Abstracts

International Forum on Kindergarten Education

Supporting Early Language Learning — Reading Literacy

Reading is perhaps the most important skill that a child should develop. Possessing basic reading literacy skills is an important attribute through which children can move on to acquire other more complex language skills. It is important for parents to support their children to develop the habit of reading. The Hong Kong SAR was ranked the highest performing region in the Progress in International Reading Literacy Study (PIRLS) amongst 49 countries in 2011. We have conducted two large studies to find out the factors behind reading attainment in Hong Kong and this presentation will report on the impact of pre-school parental involvement on Hong Kong children’s Chinese and English reading attainment. The findings of these studies show that parental involvement in the early home reading activity enhanced their child’s later reading attainment in both Chinese and English, whereas the same involvement once the child had entered primary school had a less noticeable effect. In addition, the various effective types of early reading activities will also be discussed in the forum.