壹、中文部分
丁立芬、史文漢（民90）。手能生橋。台北：中華民國聾人協會。
台北市政府勞工局（民90）。台北市手與翻譯培訓教材第一冊。台北：台北市政府勞工局。
李振輝（民88）。聾人文化。2002年10月8日，取自：http://www.cnad.org.tw/all.htm
邢敏華（民84）。台北啟聰學校教師對校內溝通政策的看法及其執行方法之調查，特殊教育與復健學報，4，209-235。
邢敏華（民89a）。台灣啟聰學校教師對教學溝通行為之意見分析。八十九學年度師範學院教育學術論文發表會論文集，1303~1333。國立新竹師範學院。
邢敏華（民89b）。啟聰學校教師口手語並用溝通之句子訊息與詞彙語意特質分析。特殊教育與復健學報，8，27~52。林芝安（民90）。口語手語伴我學習路。聲暉雙月刊，2，9-13。
林寶貴（民90）。手語意見調查研究。2001年手語教學與應用研討會論文集，45-67。國立台灣師範大學特殊教育學系。
林寶貴、何東墀、錡寶香（民78）。聽障學生國語文能力測驗之編製及其相關研究。台北：教育部社教司。
林寶貴、黃玉枝（民86）。聽障學生國語文能力及錯誤類型之分析。特殊教育研究學刊，15，109~129。林寶貴、黃玉枝、邢敏華（民90）。聽障學生學習手語畫冊成效及影響因素之研究。2001年手語教學與應用研討會論文集，118-130。國立台灣師範大學特殊教育學系。
林寶貴、楊雅惠、戴素美（民90） 「修訂版手語畫冊」手語詞彙表現建構效度分析研究。2001年手語教學與應用研討會論文集，118-130。國立台灣師範大學特殊教育學系。
姚俊英（民90）。台灣手語演進。2001年手語教學與應用研討會論文集，142-147。國立台灣師範大學特殊教育學系。
張雪莪（民90）。談聽障教育與手語。2001年手語教學與應用研討會論文集，103-117。國立台灣師範大學特殊教育學系。
張蓓莉（民76）。回歸主流聽覺障礙學生國語能力之研究。特殊教育學報，3，119-131。張蓓莉（民83）。第八屆語言與聾問題研討會紀要。特殊教育季刊，52，29-34。
教育部手語研究小組（民91）。常用詞彙手語畫冊。教育部特殊教育工作小組。
郭為藩（民90）。特殊兒童心理與教育。台北：文景書局發行。
陳素勤（民90）。淺談台灣手語結構。2001年手語教學與應用研討會論文集，163-166。國立台灣師範大學特殊教育學系。
麥傑、蔡素娟、李信賢（民92）。台灣手語中手形變化的處理過程。台灣手語語言學國際研討會會議手冊。國立中正大學語言學研究所。
黃柏龍（民90）。談手語教學。2001年手語教學與應用研討會論文集，82-86。國立台灣師範大學特殊教育學系。趙玉平（民88）。手語大師。台北：現代經典。
趙建民（民90）。自然手語教學（第一、二冊）。台北： 中華民國啟聰協會。
錡寶香（民89）。聽覺障礙學生閱讀能力之分析。特殊教育學報，14，155-188。戴浩一、張榮興、蘇秀芬（民92）。代詞角色與動詞呼應：重新分類台灣手語分類詞。台灣手語語言學國際研討會會議手冊。國立中正大學語言學研究所。
戴浩一、蔡素娟、陳自強（2004）。台灣手語參考語法。國立中正大學語言學研究所。（出版中）
藍慧君（民 80）。學習障礙兒童與普通兒童閱讀不同結構文章之閱讀理解與閱讀策略的比較研究。國立台灣師範大學特殊教育研究所碩士論文。（未出版）顧玉山（民90）。論台灣手語的特質及其在啟聰教育上的應用。2001年手語教學與應用研討會論文集。國立台灣師範大學特殊教育學系。
Paul, P. （2002）。聾人的語言與思維教育。聽覺障礙教育研討會講義。高雄師大特教中心。
貳、英文部分
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Akamatsu, T. C., Stewart, D. A., & Becker, B. J. (2000). Documenting English syntactic development in face to face signed communication. American Annals of the Deaf, 145(5), 452-463.
Allen, T. E. (1986). Patterns of academic achievement among hearing impaired students: 1974 and 1983. In A. N. Schildroth & M. A. Karchmer (Eds.), Deaf children in America (pp. 161-206). San Diego, CA: College Hill Press.
Andrews, J. F. (2002). Bilingual language approaches for deaf students. Speech & Hearing Review, 3, 91-114.
Baker, C. (1978). How does ''sim-com'' fit into a bilingual approach to education? In F. Caccamise, & D. Hicks (Eds.), Proceedings of the second national symposium on sign language research and teaching (pp. 13-26). Silver Spring, MD: National Association for the Deaf.
Bellugi, U., Fischer, S., & Newkirk, C. (1979). The rate of speaking and signing. In E. Klima, & U. Bellugi (Eds.), The signs of language (pp. 181-194). Cambrige, MA: Harvard University Press.
Bornstein, H. (1982). Towards a theory of use of signed English: From birth though adulthood. American Annals of the Deaf, 127, 26-31.
Bornstein, H., Saulnier, K. L., & Hamilton, L. B. (1980). Signed English: a first evaluation. American Annals of the Deaf, 125(4), 467-481.
Callaway, A. (2000). Deaf children in China. Washington, DC: Gallaudet University Press.
Chamberlain, C., & Mayberry, R. I. (2000). Theorizing about the relation between American Sign Language and reading. In C. Chamberlain, J. P. Morford, & R. I. Mayberry (Eds.), Language acquisition by eye (pp. 221-259). Mahwah, NJ: Lawrence Erlbaum Associates.
Cummins, (2000). Language, power, and pedagogy. Bilingual children in the crossfire. Clevedon, England: Multilingual Matters.
Deal, R. E., & Thornton, R. B. (1985). An exploratory investigation of the comprehension of English through Sign English and Seeing Essential English. Language, Speech and Hearing Services in Schools, 16(4), 267-279.
Ewoldt, C. (1996). Deaf bilingualism: A holistic perspective. Australian Journal of the Education of the Deaf, 2, 5-9.
Fischer, (1998). Critical periods for language acquisition: Consequences for deaf education. In A. Weisel (Ed.), Issues Unresoloved: New Perspectives on Language and Deaf Education (pp. 9-26). Washington, DC: Gallaudet University Press.
Gallaudet Research Institute, (1996). Stanford Achievement Test, 9th ed. Form-S: Norms booklet for deaf and hard-of hearing students. Washington, DC: Gallaudet University Press.
Gaustad, M. (1986). Longitudinal effects of manual English instruction on deaf children’s morphological skills. Applied Psycholinguistics, 7, 101-128.
Goldin-Meadow, S., & Mayberry, R. I. (2001). How do profoundly deaf children learn to read? Learning Disabilities Research & Practice, 16(4), 222-229.
Grosjean, F. (2001). The right of the deaf child to grow up bilingual. Sign Language Studies, 1(2), 110-114.
Grushkin, D. A. (1998). Why shouldn’t Sam read ? Toward a new paradigm for literacy and the deaf . Journal of Deaf Studies and Deaf Education. 3(3), 179-204.
Harder, R., & Knoors, H. (1987). Consolidation of method or future changes? Use of signs in the education of the deaf in the Netherlands. In J. Kyle (Ed.). Sign and school (pp. 109-119). Clevedon, England: Multilingual Matters.
Hatfield, N., Caccamise, F., & Siple, P. (1978). Deaf student’s language competency: A bilingual perspective. American Annals of the Deaf, 123, 847-851.
Hoffmeister, R. J. (2000). A piece of the puzzle: ASL and reading comprehension in deaf children. In C. Chamberlain, J. P. Morford, & R. I. Mayberry (Eds.), Language acquisition by eye (pp. 143-164). Mahwah, NJ: Lawrence Erlbaum Associates.
Hoffmeister, R., Philip, M., Costello, P., & Grass, W. (1997). Evaluating American Sign Language in deaf children: ASL influences on reading with a focus on classifiers, plurals, verbs of motion and location. In J. Mann (Ed.), Proceedings of Deaf Studies V Conference, Washington DC: Gallaudet University Press.
Hulst, G. H. van der, & Mills, A. (1996). Issues in sign linguistics: Phonetics, phonology and morpho-syntax. Lingua, 98, 3-17.
King, C., & Quigly, S. (1985). Reading and deafness. San Diego: College-Hill Press.
Kirk, S., & Gallagher, J. (1979). Educating exceptional children. Boston: Houghton.
Klima, E., & Bellugi, U. (1979). The signs of language. Cambridge, MA: Harvard University Press.
LaSasso, C. J., & Metzger, M. A. (1998). An alternate route for preparing deaf children for BiBi programs: The home language as L1 and cued speech for conveying traditionally-spoken languages. Journal of Deaf Studies and Deaf Education. 3(4), 265-289.
Livingston, S. (1983). Levels of development in the language of deaf children. Sign Language Studies, 40, 193-286.
Luetke-Stahlman, B. (1988). Documenting syntactically and semantically incomplete bimodal input to hearing impaired subjects. American Annals of the Deaf, 133, 230-234.
Maher, J. (1996). Seeing language in Sign: The work of William C. Stokoe. Washington, DC: Gallaudet University Press.
Maller, S. J., Singleton, J. L., Supalla, S. J., & Wix, T. (1999). The Development and Psychometric Properties of the American Sign Language Proficiency Assessment (ASL-PA). Journal of Deaf Studies and Deaf Education 4(4), 249-269
Marschark, M. (1997). Raising and education a deaf child: A comprehensive guide to the choices, controversies, and decisions faced by parents and educators. New York: Oxford University Press.
Maxwell, M. (1985). Sign language instruction and teacher preparation. Sign Language Studies, 44, 273-279.
Mayberry, R. I. (1998). The critical period for language acquisition and the deaf child''s language comprehension: A psycholinguistic approach. Bulletin d''Audiophonologie: Annales Scientifiques de L''Universite de Franche-Comte, 15, 349-358. From: www.acfos.org/publication/ourarticles/pdf/acfos1/intro_mayberry.pdf
Mayer, C., & Akamatsu, C. T. (1999). Bilingual-Bicultural models of literacy education for deaf student: Considering the claims. Journal of Deaf Studies and Deaf Education, 4, 1-8.
Mayer, C., & Wells, G. (1996). Can the linguistic interdependence theory support a bilingual-bicultural model of literacy education for deaf students? Journal of Deaf Studies and Deaf Education, 1, 93-107.
Mayer, P., & Lowenbraun, S. (1990). Total communication use among elementary teachers of hearing impaired children. American Annals of the Deaf, 135, 257-263.
Moores, D. (1987). Educationg the deaf: Psychology, principles, and practices (3rd ed.). Boston: Houghton Mifflin.
Moores, D. (1991). The great debates: Where, how, and what to teach deaf children. American Annals of the Deaf, 136(1), 35-37
Moores, D. (1996). Education the deaf: Psychology, principle and practices(4th ed.). Princeton, NJ: Houghton Mifflin.
Moores, D. (1999). Total communication and Bi-Bi. American Annals of the Deaf, 144, 3.
Moores, D. (2001). Education the deaf: Psychology, principle and practices (5th ed.). Boston: Houghton Mifflin.
Padden, C., & Ramsey, C. (1993). Deaf culture and literacy. American Annals of the Deaf, 138, 96-99.
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Paul, P. (1993). Deafness and text-based literacy. American Annals of the Deaf, 138, 72-75.
Paul, P. (2001). Language and Deafness (3rd ed.). San Diego, CA: Singular Publishing Group.
Paul, P., & Drasgow, E. (1998). The great ASL-MCE debate: A rejoinder. The CAEDHH Journal/La Revue ACESM, 24(1), 5-15.
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