Classroom discourse analysis and educational outcomes in the era of education reform von Lam, Shui-fong, Law, Yin-kum, Shum, Mark Shiu-kee

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Differential contribution of psycholinguistic and cognitive skills to written composition in Chinese as a second language von Leong, Che Kan, Shum, Mark Shiu Kee, Tai, Chung Pui, Ki, Wing Wah, Zhang, Dongbo

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Early event‐related potentials differences in orthographic processing of native and non‐native Chinese readers von Yum, Yen Na, Law, Sam‐Po, Lee, Cheuk Fung, Shum, Mark Shiu Kee

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Using the Genre-based Approach in Teaching Chinese Written Composition to South Asian Ethnic Minority Students in Hong Kong von Shum, Mark Shiu-kee, Shi, Dan, Huang, Xian-han, Tai, Chung-pui, Yung, Wan-shan

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Exploring an approach for teaching subject specific genres in Chinese : the case of post-colonial Hong Kong von Shum, Mark Shiu Kee

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Using Reading to Learn Pedagogy to Improve Chinese Writing among Ethnic Minority Students in Hong Kong: A Quasi-experimental Study von Han Huang, Xian, Shiu Kee Shum, Mark, Pui Tai, Chung, Shi, Dan

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The effectiveness of using 'reading to learn, learning to write' pedagogy in teaching Chinese to non-Chinese speaking students in Hong Kong von Shum, Mark Shiu-Kee, Shi, Dan, Tai, Chung-Pui

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Cognitive and Linguistic Factors Affecting Alphasyllabary Language Users Comprehending Chinese Text von Shum, Mark Shiu Kee, Ki, Wing Wah, Leong, Che Kan

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Cognitive and lingusitic factors affecting alphasyllabary language users comprehending Chinese text von Mark Shiu Kee Shum, Ki, Wing Wah, Che Kan Leong

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