參考文獻
一、中文部分
王萬清(民81) 寫作教學初學者之教學內容知識結構及其改變歷程研究。國立臺灣師範大學教育心理與輔導研究所博士論文。江文慈(民81) 斐哥斯基「近側發展區」之基本概念及其在教學上的應用。現代教育,第七卷,第二十八期,145-156頁。
吳錦釵(民79) 寫作歷程探討與其在教學上的意義。發表於七十八學年度台灣省教育學術論文發表會。
林清山譯(民80) 教育心理學─認知取向。台北,遠流出版。
林清山(民84) 教學心理學的研究新趨向。中國心理學會八十四年度年會演講論文。
林清山主編(民86) 有效學習的方法。教育部輔導計畫叢書32。
林建平(民83) 整合學習策略與動機的訓練方案對國小閱讀理解困難兒童的輔導效果。國立台灣師範大學教育心理與輔導研究所博士論文。邱美秀(民85) 高中生閱讀兩難故事的工作記憶因果推論歷程研究。國立台灣師範大學教育心理與輔導研究所碩士論文。紀惠英(民80) 國小六年級學生數學應用問題表徵類型與同構性之研究。國立台灣師範大學特殊教育研究所碩士論文。
張景媛(民83) 國中生數學學習歷程統整模式的驗證及應用:學生建構數學概念的分析及數學文字題教學策略的研究。國立台灣師範大學教育心理與輔導研究所博士論文。張新仁(民81) 「過程導向寫作教學法」對國小學童之訓練成效。國科會研究報告。
張新仁(民82) 不同寫作能力的國小兒童之寫作過程研究。國科會研究報告。
張瑛玿(民83) 自我發問策略對國小學生的閱讀理解與自我發問能力之影響。國立台灣師範大學教育心理與輔導研究所碩士論文。
陳正昌、程炳林(民87) SPSS‧SAS‧BMDP統計軟體在多變量統計上的應用。台北,五南。
陳鳳如(民82) 活動式寫作教學法對國小兒童寫作表現與寫作歷程之實驗效果研究。國立台灣師範大學教育心理與輔導研究所碩士論文。陳鳳如(民83) 改進國小寫作教學的實驗研究。台灣省政府教育廳專題研究報告。
陳鳳如(民87) 不同寫作能力的國中生在寫作歷程與停頓思考之研究。台北市教師研習中心出版。黃瑞琴(民80) 質的教育研究方法。台北,心理出版社。
程炳林(民84) 自我調整學習的模式驗證及其教學效果之研究。國立台灣師範大學教育心理與輔導研究所博士論文。劉錫麒(民80) 合作反省思考的數學解題教學模式及其實徵研究。國立台灣師範大學教育研究所博士論文。二、英文部分
Ackerman, J. M. (1991). Reading, writing, and knowing: The role of disciplinary knowledge in comprehension and composing. Research in the Teaching of English, 25, 133-178.
Anderson, R. C., Reynolds, R. E., Schallert, D. L., & Goetz, E. T. (1997). Frameworks for comprehending discourse. American Educational Research Journal, 14, 267-382.
Beal, C. R. (1996). The role of comprehension monitoring in children''s revision. Educational Psychology Review, 8(3), 219-238.
Bennett, N., & Cass, A. (1988). The effects of group composition on group interactive processes and pupil understanding. British Educational Research Journal, 15(1), 19-32.
Berninger, V. (1994a). Reading and writing acquisition: A developmental neuropsychological perspective, W. C. Brown & Benchmark, Madison, W1. Reprinted by Westview Press.
Berninger, V. (1994b). Future directions for research on writing disabilities: Integrating endogenous and eogenous variables. In G. R. Lyon(Ed.), Frames of reference for the assessment of learning disabilities(pp.419-439). New Views on Measurement Issues, Paul H. Brookes Publishing Co., Baltimore.
Berninger, V., Abbott, R., Whitaker, D., Sylvester, L., & Nolen, S.(1995). Integrating low-level and high-level skills in instructional protocols for writing disabilities. Learning Disability Quarterly, 18, 293-309.
Berninger, V.W., Fuller, F., & Whitaker, D. (1996). A process model of writing development. Educational Psychology Review, 8(3), 193-218.
Berninger, V., Mizokawa, D., Bragg, R., Cartwtright, A., & Yates, C. (1994b). Intraindividual differences in levels of written language. Reading writing Quarterly, 10, 259-275.
Berninger, V., & Swanson, H. L.(1994). Modifying Hayes and Flower''s model of skilled writing to explain beginning and developing writing. In E. Butterfield(Ed.), Children''s writing :Toward a process theory of the development of skilled writing(pp.57-81). JAI Press, Greenwich, CT.
Berninger, V., Whitaker, D., Feng, Y., Swanson, H. L., & Abbott, R. D. (1996). Assessment of planning, translating, and revising in junior high writers. Journal of school Psychology, 34(1), 23-52.
Bracewell, R. J., Frederiksen, C. H., & Frederiksen, J. D. (1982). Cognitive processes in composing and comprehending discourse. Educational Psychologist, 17, 146-164.
Brown, R., & Pressley, M. (1994). Self-regulated reading and getting meaning from text: The transactional strategies insturction model and its ongoing validation. In D. H. Schunk & N. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications(pp.155-180). Lawrence Erlbaum Associates, Inc.
Bruner, J. (1978). The role of dialogue in language acquisition. In A. Sinclair, R. J. Jarvella & W. Levelt(Eds.), The child''s concept of language. New York: Springer-Verlag.
Butterfield, E. C., Hacker, D. J., & Albertson, L. R. (1996). Environmental, cognitive, and metacognitive influences on text revision:Assessing the evidence. Educational Psychology Review, 8(3), 239-298.
Corbett, E. P. J. (1971). Classical rhetoric for the modern student(2nd ed.). New York: Oxford University Press.
De Fina, A. A., Anstendig, L. L., & De Lawter, K. (1991). Alternative integrated reading/writing assessment and curriculum design. Journal of Reading, February, 354-359.
Dipardo, A., & Freedman, S. W.(1988). Peer response groups in the writing classroom:Theoretic Foundations and new directions. Review of Educational Research, 58(2),119-149.
Driscoll, M. P. (1993). Psychology of learning for instruction. Boston: Allyn & Bacon.
Emig, J.(1971). The composing process of twelfth graders ( Research Rep. No.13). Urbana, I11.: National Council of Teachers of English.
Englert, C. S., Hiebert, E. H., & Stewart , S. R. (1988). Young writers use text structure in expository text generation. Journal of Educational Psychology, 80(2), 149-151.
Englert, C. S., Raphael, T. E., Anderson, L. M., Anthony, H. M., & Stevens, D. D.(1991). Making Strategies and self-talk visible: Writing instruction in regular and special education classroom. American Educational Research Journal, 28, 337-372.
Flower, L. (1990). Introduction: Studying cognition in context. In L. Flower, V. Stein, J. Ackerman, M. J. Kautz, K. McCormick & W. C. Peck(Eds.), Reading-to-write: Exploring a cognitive and social process (pp.3-32). New York: Oxford University Press.
Flower, L. S., & Hayes, J. R. (1977). Problem-solving strategies and the writing process. College English, 39(4),449-461.
Flower, L. S., & Hayes, J. R. (1980b). The dynamics of composing: Making plans and juggling constraints. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing. Hillsdale, NJ:Lawrence Erlbaum.
Flower, L. S., & Hayes, J. R.(1981a). A cognitive process theory of writing. College Composition and Communication, 32,365-387.
Frank, L. A. (1992). Writing to be read: Young writers'' ability to demonstrate audience awareness when evaluated by their readers. Research in the Teaching of English, 26, 277-298.
Frederiksen, C. H. (1975). Effects of context-induced processing operations on semantic information acquired from discourse. Cognitive Psychology, 7, 371-458.
Fulwiler, T. (1987). Teaching with writing. Portsmouth: Boynton/Cook.
Gagne'', R. M.(1985). The conditions of learning and theory of instruction (5th ed.). New York: Holt, Rinehart and Winston.
Gagne'', E. D., Yekovich, C. N., & Yekovich, F. R.(1993). The cognitive psychology of school learning (2nd ed.).Boston: Little, Brown and Company.
Gordon, C.(1990). Changes in readers'' and writers'' metacognitive knowledge:Some observations. Reading Research and Instruction, 30(1),1-14.
Graham, S., & Harris, K. R. (1993). Self-regulated strategy development: Helping students with learning problems develop as writer. The Elementary School Journal, 94(2), 169-181.
Greene, S., & Ackerman, J. M.(1995). Expanding the consturctivist metaphor:A rhetotical perspective on literacy research and practice. Reviewing Educational Research, 65, 383-420.
Greeno, J. G., Collins, A. M., & Resnick, L. B. (1997). Cognition and learning. In D. C. Berliner & R. C. Calfee (Ed.), Handbook of educational psychology. New York: Macmillan Publishing Co.
Hayes, J. R., & Flower, L. S. (1980a). Identifying the organization of writing processes. In L. W. Gregg & E. R. Steinberg(Eds.), Cognitive processes in writing. Hillsdale, NJ:Lawrence Erlbaum.
Hayes, J.R., & Flower, L.S.(1986). Writing research and the writer. American Psychologist, 41(10),1106-1113.
Heller, M. F.(1991). Reading-writing connections from theory to practice. New York: Longman Publishing Group.
Hendrickson, R. S. B. (1996). Samuel Beckett''s "Finde Partie": A genetic study. DAI-A, 56/10. (Publication No. AAC9606095)
Hillocks, G. J.(1984). What works in teaching composition: a meta-analysis of experimental treatment studies. American Journal of Education, 93,133-170.
Hillocks, G. J.(1987). Synthesis of research on teaching writing. Educational Leadership, 44(8), 71-82.
Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80(4), 437-447.
Juel, C., Griffith, P. L., & Gough, P. B.(1986).Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78(4), 243-255.
Katstra, J., Tollefson, N., & Gilbert, E. (1987). The effects of peer evaluation on attitude toward writing and writing fluency of ninth grade students. Journal of Education Research, 80(3), 168-172.
Kaufer, D. S., & Geisler, C., (1989) Novelty in academic writing. Written Communication, 6, 296-311.
Kucer, S.(1985). The making of meaning:Reading and writing as parallel processes. Written Communication, 2, 317-336.
Laine, M. E. N. (1997).Unmuted voices: The role of oral language in developing perceptions regarding reading and writing relationships of college developmental students. DAI-A, 58/06. (Publication No. AAC9734935)
Langer, J. A. (1984). The effects of available information on responses to school writing tasks. Research in the Teaching of English, 18, 27-44.
Lenski, S. D., & Johns, J. L.(1997). Patterns of reading-to-write. Reading Research and Instruction, 37(1), 15-38.
Mason, E. (1973). Collaborative learning. New York: Schochen Books.
Mayer, R. E. (1987). Educational Psychology: A cognitive approach. Boston: Little, Brown and Company.
Mayer, R. E. (1989). Models for understanding. Review of Educational Research, 59(1), 43-64.
McCormick, K. (1987). Task representation in writing about literature. Poetics, 16, 131-154.
McCutchen, D.(1986). Domain knowledge and linguistic knowledge in the development of writing ability.Journal of Memory and Language, 25,431-444.
McCutchen, D.(1996). A capacity theory of writing: Working memory in composition. Educational Psychology Review, 8(3), 299-324.
McCutchen, D., & Perfetti, C. (1982). Coherence and connectedness in the development of discourse production. Text 2, 113-139.
McGinley, W. (1992). The role of reading and writing while composing from sources. Reading Research Quarterly, 27, 226-248.
Mischel, T.(1974). A case study of a twelfth-grade writer. Research in the Teaching of English, 8,303-314.
Murray, D. M. (1985). A writer teach writing (2nd ed.). Boston, MA: Houghton Mifflin.
Musthafa, B. (1994). Literary response : A way of integrating reading-writing activities. Reading Improvement, 12, 52-58.
Newkirk, T. (1995). The writing conference as performance. Research in the Teaching of English, 29(2), 193-215.
Newman, F. M., & Wehlage, G. G.(1993). Five standards of authentic instruction. Educational Leaderships,4, 8-12.
Pajares, F., & Johnson, M. J. (1994). Confidence and competence in writing: The role of self-efficacy, outcome expectancy, and apprehension. Research in the Teaching of English, 28(3), 313-331.
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and monitoring activities. Cognition and Instruction, 1(2), 117-175.
Perl, S.(1979). The composing process of unskilled college writers. Research in the Teaching of English, 13, 317-336.
Petit, K. M.(1993). Editing as parallel to writing and reading, subordirate to communication, and connected to teaching. DAI-A, 55/04. (Publication No. AAC9421915).
Pianko, S.(1979). Description of the composing process of college freshman writers. Research in the Teaching of English, 13, 5-22.
Pressley, M. et al.(1992). Beyond direct explanation: Transactional instruction of reading comprehension strategies. The Elementary School Journal, 92(5), 513-556.
Rau, P. S. (1994). How initial plans mediate the expansion and resolution of options in writing.DAI-B, 55/03.(Publication No. AAC9421560)
Roth, R. G. (1987). The evolving audience: Alternatives to audience a accommodation. College Composition and Communication, 38, 47-55.
Samgorinsky, P. (1991). The writer''s knowledge and the writing process: A protocol analysis. Research in the Teaching of English, 25(3), 339-363.
Scardamalia, M., & Bereiter, C. (1986). Research on written composition. In M. C. Wittrock(Ed.), Handbook of research on teaching(pp.778-803). New York: Macmillan Publishing Co.
Scardamalia, M., Bereiter, C., & Goelman, H. (1982). The role of production factors in writing ability. In M. Nystrant(Ed.), What writers Know. New York: Academic Press.
Shanahan, T., & Tierney, R. J. (1990). Reading-writing connections: The relations among three perspectives. National Reading Conference Yearbook, 39,13-34.
Spivey, N. N. (1984). Discourse synthesis: Constructing texts in reading and writing [Monograph]. Newark, DE: International Reading Association.
Spivey, N. N. (1987). Construing constructivism: reading research in the United States. Poetics, 16, 169-192.
Spivey, N. N. (1990). Transforming texts: Constructive processes in reading and writing. Written Communication, 7, 256-287.
Spivey, N. N. (1995). Written dicourse: A constructivist perspective. In L. P. Steffe (Eds.), Constructivism in education(pp.313-329). Lawrence Erlbaum Associate, Inc.
Stevens, R. J., Madden, N. , Slavin, R. E., & Farnsih, A. (1987). Cooperative integrated reading and composition: Two field experiments. Reading Research Quarterly, 22, 433-454.
Stevens, R. J., & Slavin, R. E.(1995). Effects of a cooperative learning approach in reading and writing on academically handicapped and nonhandicapped students. The Elementary School Journal, 95(3), 241-262.
Swales, J. M.(1990). Genre analysis:English in academic and research settings. Cambridge, England: Cambridge University Press.
Swanson, H. L., & Berninger, V. W.(1994). Working memory as a source of individual differences in children''s writing. In E. Butterfield (Ed.), Children''s writing: Toward a process theory of the development of skilled writing(pp.31-56). JAI Press, Greenwich, CT.
Swanson, H. L., & Berninger, V. W. (1994). Individual differences in children''s working memory and writing skill. Journal of Experimental Child Psychology, 63, 358-385.
Tierney, R., & Pearson, D.(1983). Toward a composing process model of reading. Language Arts, 60, 568-580.
Tierney, R., Soter, A., O''Flahavan, J., & McGinley, W.(1989). The effects of reading and writing upon thinking critically. Reading Research Quarterly, 24, 134-173.
Vygotsky, L. S. (1962). Thought and Language. Cambridge: MIT Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
Whitaker, D. C.(1994).How school psychology trainees learn to communicate through the school psychological report. Dissertation, University of Washington. (Publication No. AAC 9523774)
Whitaker, D., Berninger, V., Johnston, J., & Swanson, H. L. (1994). Intraindividual differences in levels of written language in intermediate grade writers: Implications for the translation process. Learning Individual Differences, 6, 107-130.
Witte, S. P. (1985). Revising, composing theory, and research design. In S. W. Freedman (Ed.), The acquisition of written language (