一、中文部份
方淑真（民93）。Fun的教學：圖畫書與語文教學。台北：心理。
王佳玲（民90）。國小不同閱讀理解能力學生在不同難度、文體文章閱讀理解表現及方式之比較研究。國立彰化師範大學特殊教育研究所碩士論文（未出版）。
王英君（民89）。國小閱讀障礙學生閱讀理解策略之研究。國立彰化師範大學特殊教育研究所碩士論文（未出版）。
王瓊珠（民81）。國小六年級閱讀障礙兒童與普通兒童閱讀認知能力之比較研究。 國立台灣師範大學特殊教育研究所碩士論文（未出版）。
何東墀、胡永崇（民85）。後設認知策略對國小閱讀障礙兒童閱讀理解成效之研究。臺南師院學報，11，173-198。
何華國（民88）。特殊兒童心理與教育。台北：五南。
何嘉雯（民92）。交互教學法對國小閱讀理解困難學生教學成效之研究。國立台南師範學院特殊教育學系碩士論文（未出版）。
吳芳香（民87）。國小二年級優讀者與弱讀者閱讀策略使用與覺識之研究。國立高雄師範大學特殊教育研究所碩士論文（未出版）。
吳金花(民86)。國民小學閱讀障礙學生閱讀錯誤類型分析之研究。國立彰化師範大學特殊教育研究所碩士論文（未出版）。
吳訓生（民88）。國小低閱讀能力學生閱讀理解策略教學效果之研究。國立彰化師範大學特殊教育研究所博士論文（未出版）。
Barbara J. Leadholm & Jon F. Miller（民93）。語言樣本分析：威斯康辛州指導手冊（吳啟誠修訂）。台北：心理出版社。
吳裕益、林月仙、劉秀丹（民89）。「閱讀理解策略教學成效」之整合分析。發表於第五屆特殊教育課程與教學研討會。
吳慧珠、李長燦（民92）。Vygotsky社會認知法在理論與教學應用。載於張新仁主編，學習與教學新趨勢（頁105-157）。台北，心理。
吳麗寬（民89）。合作學習對國小學習障礙學生閱讀理解效果與同儕社會關係之研究。彰化師範大學特殊教育研究所碩士論文（未出版）。
沈茵（民93）。小學生每日10分鐘閱讀中年級。金安文教機構。
Sternberg, R. J., & Grigorenko, E. L. (2002著)，呂偉白譯(民92)：探索學習障礙兒童。。台北：洪葉。
Laura E. Berk & Adam Winsler. （1997著），(谷瑞勉譯)（民88）：鷹架兒童的學習：維高斯基與幼兒教育。台北：心理。
Linda B. Gambrell & Janice F. Almasi. （1996著），谷瑞勉譯（民93）：鮮活的討論：培養專注的閱讀。台北：心理。
周台傑、詹文宏（民84）。後設認知策略對國小閱讀障礙兒童閱讀理解能力之研究。特殊教育復健學報，4，109-152。
周台傑、邱上真、宋淑慧(民82)。多向度注意力測驗。台北：心理。
林宜真（民87）。閱讀障礙學生與普通學生閱讀理解方式之比較研究。國立彰化師範大學特殊教育研究所碩士論文（未出版）。
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（未出版）。
林清山、程炳林(民84)。國中生自我調整學習因素與學習表現之關係暨自我調整的閱讀理解教學策略效果之研究。教育心理學報，28，15-58。
林寶貴、黃瑞珍、彭千紅(1997)。兒童書寫語言發展指標研究。國科會專題研究報告（計畫編號 NSC-84-2421-H-003-028）
林寶貴、錡寶香（民88）。兒童口語理解測驗。教育部特殊教育工作小組。
邱上真、洪碧霞(民85)。國語文低成就學生閱讀表現之追蹤研究（Ⅰ）－成分技能取向之國語文成就測驗的編製。國科會研究計畫成果報告（計畫編號NSC 84-2421-1-1-017-002-F5）。
柯華葳、李俊仁（民88）。閱讀困難的理論架構及驗證。載於柯華葳、洪儷軒主編，學童閱讀困難的鑑定與診斷研討會文集（頁114-127）。嘉義：國立中正大學認知科學研究中心。
洪秋蘭(民89)。國中語文學習困難學生閱讀理解與先前知識之評量與診斷。國立高雄師範大學碩士論文(未出版)。
洪儷瑜(民84)。學習障礙者教育。台北：心理。
洪儷瑜(民92)。教學觀察記錄表。未出版。
胡永崇(民83)。後設認知策略教學對國小閱讀障礙學童閱讀理解成效之研究。國立彰化師範大學特殊教育研究所碩士論文（未出版）。
張莉珍(民92)。故事構圖策略與摘要策略對增進國小六年級低閱讀能力學生閱讀理解之比較研究。中原大學教育研究所碩士論文（未出版）。
張菀珍（民86）。鷹架理論在成人教學實務之應用。成人教育雙月刊，40，43-50。
張顯達（民87）。語句平均長度在中文的應用。聽語會刊，14，36-48頁。
教育部（民91）。身心障礙及資賦優異學生鑑定原則、鑑定標準。台北：教育部。
連啟舜（民91）。國內閱讀理解教學研究成效之統合分析。國立台灣師範大學教育心理與輔導研究所碩士論文（未出版）。
陳定邦(民93)。鷹架教學概念在人學習歷程應用之研究。國立台灣師範大學社會教育學系。未出版。
陳明彥(民91)。國小學童語言能力、閱讀理解能力與寫作表現關係之研究。臺中師範學院諮商與教育心理研究所碩士論文（未出版）。
陳美芳(民86)。國小學童聽覺理解與聽覺記憶能力之研究—不同國語文程度學生的比較。特殊教育研究學刊，15， 293-305。
陳美芳（民88）。國語文低成就學童口語理解能力的發展。特殊教育學刊，17，189-204頁。
陳美芳（民89）。語文理解能力測驗。國立台灣師範大學心理與教育測驗研究發展中心印製。
陳英豪、吳裕益(民87）。測驗與評量。高雄：復文。
陳姝蓉（民91）。故事結構教學對增進國小閱讀障礙學生閱讀理解能力之研究。台北市立師範學院身心障礙教育研究所碩士論文（未出版）。
陳淑敏（民83）。 Vygotsky的心理發展理論和教育。屏東師院學報，7，119-143。
陸莉、劉鴻香（民87）。畢保德圖畫詞彙測驗。台北：心理。
陳淑麗（民85）。閱讀障礙學童聲韻能力發展之研究。國立台東師範學院國民教育研究所碩士論文（未出版）。
Ashcraft, M. H. (2002著)，陳學志主譯(民93)：認知心理學。台北：學富。
陳慶順(民89)。識字困難學生與普通學生識字認知成分之比較研究。國立台灣師範大學特殊教育研究所（未出版）。
曾世杰（民88）。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。載於柯華葳、洪儷軒主編，學童閱讀困難的鑑定與診斷研討會文集，5-28頁。嘉義：國立中正大學認知科學研究中心。
曾世杰、陳淑麗(民88)。閱讀障礙學生聲韻能力之研究。特殊教育研究學刊，17，205-223。
Best, J. B. (1989著)，黃秀瑄、林瑞欽編譯(民80)：認知心理學。台北：師大書苑。
黃冠穎(民93)。部件識字教學法對國小二年級國語低成就學童補救教學學習成效之研究。國立花蓮師範學院碩士論文（未出版）。
葉淑美(民91)。合作故事圖解教學法對國小低閱讀能力學生閱讀理解成效之研究。臺中師範學院國民教育研究所碩士論文（未出版）。
葉靖雲(民84)。課成本位閱讀測驗的效度研究。國科會研究計畫成果報告（計畫編號NSC 84-2421-1-H018-002）。
葉瓊華、詹文宏（民89）。概念構圖、自問自答及畫重點策略對國小閱讀障礙兒童閱讀理解能力及後設認知能力教學成效之研究。特殊教育學報，14，189-231。
詹詩韻（民93）。相互教學法對國小資源班學生閱讀理解能力成效之研究。國立臺東大學教育研究所碩士論文（未出版）。
劉潔玲(民91)。香港初中學生的中文閱讀理解研究：成績落後學生的閱讀問題及認知教學的成效。香港中文大學研究學院教育學部博士論文（未發表）。
蔡銘津（民84）。文章結構分析策略教學對增進學童閱讀理解與寫作成效之研究。 國立高雄師範大學教育學系博士論文（未出版）。
鄭妃玲（民92）。說明文結構對國小六年級學童閱讀理解的影響。國立嘉義大學國民教育研究所碩士論文（未出版）。
鄭昭明（民82）。認知心理學。台北：桂冠。
錡寶香（民88）。口語述說：理論、評量與學習障礙。載於中華民國特殊教育學會主編，迎千禧談特教（頁249-291）。台北中華民國特殊教育學會。
錡寶香(民89)。國小低閱讀能力學童語言能力之研究。特殊教育研究學刊， 20， 69-96。
錡寶香(民90)。國小低閱讀成就學生的口語述說能力：語言層面的分析。彰化師 範大學特殊教育學系特殊教育中心。特殊教育學報，15， 129-175。
錡寶香(民93 )。敘事之評量與分析。未出版。
藍慧君（民80）。學習障礙與普通兒童閱讀不同結構文章之閱讀理解與閱讀理解策略的比較研究。國立台灣師範大學特殊教育研究所碩士論文（未出版）。
蘇宜芬(民80)。後設認知訓練課程對國小低閱讀能力學生閱讀理解能力與後設認知能力之影響。台灣師範大學教育心理與輔導研究所碩士論文（未出版）。

二、英文部份
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