Cheung, W.M., Lam, J.W.I., Au, D.W.H., So, W.W.Y., Huang, Y., Tsang, H.W.H.(2017). Explaining student and home variance of Chinese reading achievement of the PIRLS 2011 Hong Kong. Psychology in the Schools, 00, 1-16.
Hu, X.Q., Lam, J.W.I. , and Tse, S.K. (2017). The Assessment Framework and Methodology of Chinese Reading Ability. Globalized Chinese Language Education: Teaching and Research, pp.665-681. China Minzu University Press.
Hu, X.Q.,(2017). A study on Chinese and English reading abilities of Singaporean Chinese students with bilingual background. Unpublished PhD Thesis, The University of Hong Kong, Hong Kong.
Hu, X.Q., Lam, J.W.I. , and Tse, S.K. (2017). The Influence of Family Language Background on the Development of Chinese and English Reading Abilities. 2017 Conference Proceedings of Hawaii International Conference on Education, pp.2786-2800. US: Honolulu, Hawaii.
Ng, H.W. (2017). The Relationship between the Writing Competence and Reading Competence of Hong Kong Fourth-Grade Students in the Progress in International Reading Literacy Study. Unpublished PhD Thesis, The University of Hong Kong, Hong Kong.
Hu, X.Q., Lam, J.W.I. , and Tse, S.K. (January 2017). The Influence of Family Language Background on Chinese Reading Ability of Singaporean Chinese Students. Paper presented at the 7th International Conference on Han Characters Education and Research (Kaohsiung).
Lam, J.W.I., Cheung, W.M., Au, W.H.D., Tsang, W.H.H., So, W.Y. and Zhu, Y. (2016). An International Reading Literacy Study: Factor Structure of the Chinese Version of the Students Questionnaire. Education Research International, 1-11.
Cheung, W.M., Lam, J.W.I., Au, W.H.D., Tsang, W.H.H. and Chan, W.Y. (2016). Examining Factor Structure of the Chinese Version of the PIRLS 2011 Home Questionnaire. Education Research International, 1-11.
Hu, X.Q., Lam, J.W.I. , and Tse, S.K. (2016). A Case on Chinese PIRLS Assessment for Singapore Students. Journal of Chinese Language Education. 2016.2 Vlo.14, No.2 (28), pp.20-41. Singapore: NTU-SCCL Press.
Hu, X.Q., Lam, J.W.I. and Tse, S.K. (December 2015). Singapore Students Chinese PIRLS Assessment and Result Analysis. Paper presented at the Third International School Chinese Language Education Conference and Workshop (Hong Kong).
Hu, X.Q., Lam, J.W.I. and Tse, S.K. (September 2015). A Case on Chinese PIRLS Assessment for Singapore Students. Paper presented at the 4th International Conference on Teaching and Learning of Chinese as a Second Language (Singapore).
Cheung, W.M., Lam, J.W.I., Au, W.H.D. and Tsang, H.W.H. (August 2015). An international reading literacy study: Factor structure of the Chinese version of the PIRLS Student Questionnaire 2011. Paper presented at the Sixteenth Biennial Conference of European Association for Research on Learning and Instruction (Cyprus).
Krashen, S., Loh, E.K.Y. (2015). A problem with PIRLS: A bogus dip in attitudes toward reading between 2006 and 2011. RELC Journal: A journal of language teaching and research, 46:2, 199-203.
Loh, E.K.Y., Krashen, S. (2015). Patterns in PIRLS performance: The importance of liking to read, SES, and the effect of test prep. Asian Journal of Education and e-Learning, 3, 1-6.
Tse, S.K., Xiao, X., Ko, H.W., Lam, J.W.I., Hui, S.Y. and 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.
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, 2:6, 1-24.
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’ Progress in Chinese and English Reading Attainments. Quarterly Journal of Chinese Studies, 1:4, 1-16.
Tse, S.K., Xiao, X. and Lam, J.W.I. (2013). The influence of gender, reading ability, independent reading, and context on reading attitude: A multilevel analysis of Hong Kong data from PIRLS. Written Language & Literacy, 16, 241-272.
Liu, C.X., Tse, S.K. and Lam, J.W.I. (2013). Implication to Hong Kong from PIRLS. In S.K. Tse and J.W.I. Lam (Eds.), Improving children's reading performance (pp. 228-251). Beijing: Beijing Normal University Press.
Tse S.K. and Loh E.K.Y. (2012). The impact of PIRLS in the Hong Kong, SAR. In K. Schwippert (Ed.), Progress in reading literacy: The impact of PIRLS 2006 in 27 countries (pp. 100-120). Munster: Waxmann Verlag GmbH.
Tse, S. K., Ng, R. H. W., Lam, J. W. I., & Loh, E. K. Y. (2012). The relationship between using of computer and reading literacy of primary 4 students in Hong Kong: Comparison of PIRLS 2001 and 2006 studies. In C. K. Chin (Ed.), The application of information technology in Chinese language education: The points of view in the 21 century. Singapore: Singapore Centre for Chinese Language.
Tse, S.K., Ng, H.W., Lam, J.W.I. and Loh, E.K.Y. (2011). The use of ICT on Chinese reading of Hong Kong fourth grade students: With reference to the findings of PIRLS 2001 and 2006. In C.K. Chin (Ed.), The use of educational ICT on the teaching and learning of Chinese language: A 21st century perspective (pp. 69-90). Nanjing: Nanjing University Press.
Tse, S. K. (2011). PIRLS 2011: Hong Kong SAR. In I. V. S. Mullis, M. O. Martin, C. A. Minnich, K. T. Drucker & M. A. Ragan (Eds.), PIRLS 2011 Encyclopedia: Education Policy and Curriculum in ReadingVolume 1, A-K (pp. 287-299). Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
Cheung, W. M., Tse, S. K., Lam, J., & Loh, E. (January 2010). Pedagogical Correlates of the Fourth Grade Students and the Coaching of Teachers in Hong Kong PIRLS. Paper presented at the IRC2010 Conference (Gothenburg).
Tse, S.K., Loh, E.K.Y., Lam, J.W.I. and Cheung, W.M. (2009). Factors affecting the outstanding performance of Hong Kong primary school students in PIRLS 2006. In Z. S. Hao and W. Chen (Eds), China Reading (pp. 247-261). Beijing: China Books Publisher.
Cheung, W.M., Tse, S.K., Lam, J.W.I. and Loh, E.K.Y. (2009). Progress in International Reading Literacy Study 2006 (PIRLS): Pedagogical correlates of fourth-grade students in Hong Kong. Journal of Research in Reading, 32(3), 293-308.
Lam, J.W.I., Cheung, W.M. and Lam, R.Y.H. (2009). Learning to read: The reading performance of Hong Kong primary students compared with that in developed countries around the world in PIRLS 2001 and 2006. Chinese Education and Society, 42, 6-32.
Tse, S. K. (2007). Hong Kong SAR. In Kennedy, A.M., Mullis, I.V.S., Martin, M.O., & Trong, K.L. (Eds.), Progress in International Reading Literacy Study (PIRLS) 2006 Encyclopedia: A guide to reading education in the forty PIRLS 2006 countries. (pp. 155-163). TIMSS & PIRLS International Study Centre.
Tse, S. K., & Loh, E.K.Y. (2007).The impact of PIRLS in Hong Kong, SAR. In K. Schwippert (Ed.), Progress in Reading Literacy: The impact of PIRLS 2001 in 13 countries (pp.109-126). Germany: Waxmann.
Tse, S.K., Lam, J.W.I., Lam, Y.R. and Loh, E.K.Y. (2004). Learn to read: The performance of Hong Kong primary 4 pupils in PIRLS 2001. Hong Kong: Hong Kong University Press.
Tse, S.K., Lam, J.W.I., Lam, R.Y.H., Loh, E.K.Y. and Westwood, P.S. (2004). Students' test performance in PIRLS, attitude to reading, and reading self-concept across three ability groups: Data from Hong Kong. Australian Journal of Learning Disabilities, 10(1), 9-18.
Tse, S. K. (2003). Reading in Hong Kong, SAR. In PIRLS 2001 Encyclopedia (pp. 99-108). Chestnut Hill, MA: International Study Center, Boston College.
Tse, S.K., Lam, J.W.I., Lam, R.Y.H. and Loh, E.K.Y. (2003). PIRLS 2001: Hong Kong component. Chinese Language Testing, 4, 1-9.