In Hong Kong, parents invest substantial efforts in fostering their children’s English reading and writing skills from an early age. Teachers and parents play equally vital roles in unlocking students’ full potential and paving the way for their success as strong readers and writers.
Over 170 educators from the Asia-Pacific region gathered on November 13 and 14 at Victoria Shanghai Academy (VSA) to participate in the ‘Empowering Readers and Writers’ conference. The conference was led by the esteemed literacy expert, Professor Lucy Calkins, and her team at the Mossflower Reading and Writing Project. With a distinguished career spanning over four decades as a faculty member at Teachers College, Columbia University, and as a New York Times best-selling author, Professor Calkins brings a wealth of expertise to the field. Her contributions include authoring over fifty books, including the widely adopted Units of Study curriculum. Notably, her book, The Art of Teaching Writing, is considered a fundamental resource in the teaching of writing.
On her first visit to Hong Kong, Prof. Calkins shared her expertise in supporting students’ literacy development with conference attendees. She was enthusiastic about conveying innovative ideas to help educators, “This conference provides a great opportunity for me to talk with educators about our evolving ideas regarding how we teach reading and how we can help kids apply all the phonics skills they’re acquiring when they read.”
Importance of effective writing structures
Dr. Maggie Koong, Head of Academy at VSA, highlighted how Prof. Calkins’ work can inspire other educators aiming to develop strong literacy skills. “Prof. Calkins places greater emphasis on pedagogy rather than traditional tactics for comprehension and grammar. Her books are invaluable as they provide teachers with practical guidance and reference for implementing her philosophy in the classroom,” she elaborated.
According to Prof. Calkins, teachers should focus on structuring student writing, using older learners as an example. “Helping older students effectively structure their work is so important. Many educators’ initial response is to inquire about figurative and flowery languages, when truly focusing first on organization and structure will strengthen the overall impact,” she noted. “It’s almost like attending to window dressing before establishing a solid foundation of the house.”
Empowering young learners
The two-day conference targeted educators of kindergarten through upper primary grades. The thoughtful discussions included exploring the importance of conceptual knowledge development, mapping sound-symbol connections, and decodable texts. The hands-on workshops equipped teachers with a valuable opportunity to discover the latest strategies for supporting reading and writing skills through expert-led learning. They gained fresh insights into dynamic instructional practices.
Ann Fung, Head Teacher and Curriculum Director at Causeway Bay Victoria Kindergarten and International Nursery, reflected on her conference experience. “Each reading and writing workshop provides new ideas and serves as an important refresher. There are always fresh techniques presented that can strengthen our practices.”
Beyond enhancing teaching skills, Fung felt the conference underscored the value of their efforts. “Prof. Calkins highlighted the importance of empowering young learners and celebrating their accomplishments along the way. It validated that we are cultivating engagement and achievement through a supportive approach,” Fung shared.
In addition to offering teachers fresh concepts, this conference provides a forum for mutual learning. As Prof. Calkins noted, with educators from different institutions participating in the conference hosted by VSA, all stood to gain insight from their peers’ diverse experiences: “It is not just learning from us, but learning from each other.”
Beyond the classrooms
While reflecting on their reading and writing experiences at the school, Marisse, a VSA student, noted how instructors actively involved students in applying new skills. “After introducing one or two strategies, teachers provide opportunities for us to implement what we’ve learned. This approach inspires us to read and write,” she said.
Hudson, another VSA student, concurred that the teaching methods effectively motivated learners, saying that “the ways teachers present material can really spark inspiration for our own writing.”
Indeed, Prof. Calkins saw education as cultivating more than reading and writing skills alone – fostering natural curiosity, exploration, and bold self-expression mattered equally in her view to truly optimize each student’s learning journey and potential.
“At a dinner, I met a young boy who really loved cars. His mother was telling me how she struggles to get him excited about writing activities at home. I told her the key is making sure the writing is about his interest in cars. For instance, having him write a letter to his grandmother asking her for a toy car, building a garage, or labeling all of its components,” Prof. Calkins explained.
She stressed that parenting has an educational aspect, even if it’s not directly about textbooks or assignments: “Whatever the child loves, you want to make sure that reading and writing are part of your child’s interest and passion. This approach can help motivate them to learn in a roundabout way.”
Professor Calkins extended her knowledge to parents during a post-conference banquet, emphasizing the significance of fostering a supportive learning environment at home. Mrs. Jessie Wong Li, a parent of three from Causeway Bay Victoria Kindergarten and International Nursery, says: “Her insights encouraged us as parents to prioritize supporting progress rather than perfection. We can cultivate a love for learning, reading, and writing by incorporating topics or subjects that our children are most interested in. This includes fostering curiosity, engaging in conversations, and integrating reading and writing into daily activities.”
