| 期刊論文| 1. | Bus, A. G.、Van Ijzendoorn, M. H.(1999)。Phonological awareness and early reading: A Meta-analysis of Experimental Training Studies。Journal of Educational Psychology，91(3)，403-414。   | | 2. | Shankweiler, D.、Crain, S.、Katz, L.、Fowler, A. E.、Liberman, A. M.、Brady, S. A.、Thornton, R.、Lundquist, E.、Dreyer, L.、Fletcher, J. M.、Stuebing, K. K.、Shaywitz, S. E.、Shaywitz, B. A.(1995)。Cognitive profiles of reading-disabled children: Comparison of language skills in phonology, morphology, and syntax。Phonological Science，6，149-156。 | | 3. | Schulte-Körne, G.、Deimel, W.、Bartling, J.、Remschmidt, H.(1999)。The role of phonological awareness, speech perception, and auditory temporal processing for dyslexia。European Child & Adolescent Psychiatry，8(3)，28-34。 | | 4. | Leafstedt, J. M.、Richards, C. R.、Gerber, M. M.(2004)。Effectiveness of explicit phonological awareness instruction for at-risk English learners。Learning Disabilities Research & Practice，19(4)，252-261。 | | 5. | Edelen-Smith, P. J.(1998)。How now brown cow: Phoneme awareness activities for collaborative classrooms。Intervention in School and Clinic，33，103-111。 | | 6. | 王瓊珠(20011000)。臺灣地區讀寫障礙研究回顧與展望。國家科學委員會研究彙刊. 人文及社會科學，11(4)，331-344。 延伸查詢 | 學位論文| 1. | Hempenstall, K. J.(1997)。The effects on the phonological processing skills of disabled read(博士論文)。RMIT University。 | | 2. | 洪慧芳(1993)。文字組合規則與漢語閱讀障礙--對漢語閱讀障礙學童的一項追蹤研究(碩士論文)。國立中正大學。 延伸查詢 | 圖書| 1. | Shaffer, R. D.(2002)。Developmental Psychology: Childhood and Adolescence。Belmont, CA：Wadsworth。 | | 2. | Sousa, D. A.(2001)。How the Special Needs Brain Learns。Thousand Oaks, CA：Cowin。 | | 3. | Messe, R. L.(2001)。Teaching Learners with disabilities: Integrating research and practice。Belmont, CA：Wadsworth。 | | 4. | Kirk, S. A.、Gallagher, J. J.、Anastasiow, N. T.(2003)。Educating exceptional children。New York：Houghton Mifflin。 | | 5. | 王淑蓮、廖秋莉、潘淑姿(2004)。聽而不聞。台北：遠流。 延伸查詢 | | 6. | Kuder, S. J.(1997)。Teaching students with language and communication disabilities。Needham Heights, MA。 | | 7. | Lerner, J. W.(2003)。Learning disabilities: Theories, diagnosis, and teaching strategies。New York：Houghton Mifflin Company。 | | 8. | Hallahan, D. P.、Lloyd, J. W.、Kauffman, J. M.、Weiss, M. P.、Martinez, E. A.(2005)。Learning disabilities: Foundations, characteristics, and effective teaching。Allyn & Bacon。 | | 9. | Squire, Larry R.、Kandel, Eric R.、洪蘭(2001)。透視記憶。臺北：遠流出版社。 延伸查詢 | 其他| 1. | 曾世杰(1996)。閱讀低成就學童與一般學童的閱讀歷程成分分析研究（八十五學年度師範學院教育學術論文發表會），台東。 延伸查詢 | | 2. | 方俊明(1993)。認知心理學和人格教育。 延伸查詢 | | 3. | 沈中偉、陳惠玲(2003)。提升英語閱讀障礙學生聲韻覺識之教學策略。 延伸查詢 | | 4. | 林惠芬、林宏熾(2000)。國小學習障礙學生聽覺理解錯誤類型分析研究。 延伸查詢 | | 5. | 教育部(2002)。法令規章：身心障礙及資賦優異學生鑑定原則或鑑定基準。 延伸查詢 | | 6. | 許瑛珍(2003)。閱讀障礙的成因與類別--從認知神經心理學的角度探討。 延伸查詢 | | 7. | 曾世杰(1999)。國語文低成就學童之工作記憶、聲韻處理能力與唸名速度之研究。 延伸查詢 | | 8. | 黃秀霜、詹欣蓉(1997)。閱讀障礙兒童音韻覺識、字覺識及聲調覺識之分析。 延伸查詢 | | 9. | Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T.(2001)。Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta analysis。 | | 10. | Gearheart, B. R., & Gearheart, C. J.(1989)。Learning disabilities: Educational strategies。 | | 11. | Hammill, D. D.(2004)。What we know about correlates of reading。 | | 12. | Hulme, C., & Snowling, M.(1992)。Phonological deficits in dyslexia: A “Sound” reappraisal of the verbal deficit hypothesis?。 | | 13. | Lyon, G. R.(1998a)。Overview of reading and literacy initiatives. Bethesda, MD: National Institute of Child Health and Human Deve1opraent。 | | 14. | National Reading Panel(2000)。Teaching children to read. An evidence- based assessment of the scientific research literature on reading and its implications for reading instruction。 | | 15. | Wanzek, J., Bursuck, B., & Dickson, S.(2003)。Evaluating the stabilities of phonological awareness programs for children who are at risk。 | |