一、中文部份
王瓊珠（2001）。綜論台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。
李曼曲（2004）。台北市國小四年級普通學生與學習障礙學生寫作能力之分析研究。台北市立師範學院身心障礙研究所碩士論文，未出版，台北。
吳珮雯（2001）。國小五年級普通學生及學習障礙學生口語表達與書寫表達表現上之比較。國立彰化師範大學特殊教育學系碩士論文，未出版，彰化。
吳應天、吳偉凡（1999）。語病匯解800例。北京：大眾文藝。
林素珍（2008）。國中學生讀、寫能力之因素結構分析--以認知與興趣為中介變項的觀察。北市大語文學報，1，93-129。
林寶貴、錡寶香（2000）。國小學童書寫語文測驗指導手冊。台北：國立台灣師範大學特殊教育學系。
洪儷瑜（2006）。學習障礙在台灣的第一個30 年—回顧與展望。特殊教育季刊，100，3-15。
洪儷瑜、張郁雯、陳秀芬、陳慶順、李瑩玓（2003）。基本讀寫字綜合測驗指導手冊。台北：心理。
施錚懿（1997）。國小六年級寫作障礙與普通學生在故事與說明文寫作成果之比較。國立彰化師範大學特殊教育學系碩士論文，未出版，彰化。
陸怡琮、曾慧禎（2004）。不同寫作表現的國小六年級學童在寫作歷程中的後設認知行為之比較。國立台北師範學院學報，17(2)，187-212。陳文彬（2008）。國中普通學生與學習障礙學生寫作能力之比較。國立彰化師範大學特殊教育研究所碩士論文，未出版，彰化。
陳以青（2004）。學習障礙兒童在工作記憶表現之探討。國立中正大學心理學研究所碩士論文，未出版，嘉義。
陳俊湰（1996）。書寫困難學童視知覺相關因素探討。國立彰化師範大學特殊教育研究所碩士論文，未出版，彰化。
陳鳳如（2003）。不同寫作能力的國中生在寫作歷程與讀者覺察能力之研究。國立台北師範學院學報，16（1），63-88。陳榮華、陳心怡（2007a）。魏氏兒童智力量表第四版（中文版）指導手冊。台北：中國行為科學社。
陳榮華、陳心怡（2007b）。魏氏兒童智力量表第四版（中文版）技術和解釋手冊。台北：中國行為科學社。
國民中學基本學力測驗推動工作委員會（2010）。寫作測驗專欄。取自http://www.bctest.ntnu.edu.tw/
曾啟瑞（2008）。國小學童寫作能力發展之研究。國立台東大學學校行政碩士班碩士論文，未出版，台東。
張新仁（2004）。台灣地區寫作研究的回顧與展望。載於單文經主編，課程與教學新論，245-304。台北：心理。
教育部（2006）。身心障礙及資賦優異學生鑑定標準。教育部臺參字第0950141561C號令。
黃柏華（2004）。國中讀寫障礙學生在英文讀寫字能力表現之相關研究。國立台灣師範大學特殊教育研究所碩士論文，未出版，台北。黃柏華、洪儷瑜（2007）。國中讀寫障礙學生在英文讀寫字能力表現之相關研究。特殊教育學刊，32（3），39-62。黃筱雯、蔡家姍（2004）。國中學生語言能力、閱讀理解能力及寫作表現三者之關係研究：以桃園縣為例。教育科學期刊，4（2），153-158。黃慶萱（2002）。修辭學（第三版）。台北：三民。
楊坤堂（1997）。我國國民小學一、三、五年級一般兒童語學習障礙兒童書寫語文能力之研究。國科會專案研究計畫成果報告，計畫編號NSC86-2413-H-133-004。
楊坤堂、李水源、張世彗、吳純純（2003）。國小兒童書寫語文能力診斷測驗（第二版）。台北：心理。
葉靖雲（2000）。以文章寫作和造句測驗評估國小學生作文能力之效度研究。特殊教育研究學刊，18，151-172。錡寶香（2004）。國小低閱讀能力學童與一般學童的敘事能力：故事結構之分析。特殊教育研究學刊，26，247-269。
羅素貞（1993）。寫作之觀念產出歷程研究。國立政治大學教育研究所碩士論文，未出版，台北。
蘇淑貞、宋維村、徐澄清（1984）。中國閱讀障礙學童之類型及智力測驗。中華心理學刊，26，41-48。
二、英文部分
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Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Lawrence Erlbaum Associates.
Berninger, V. W. (1994). Future directions for research on writing disabilities: Investigating endogenous and exogenous variables. In G. R. Lyon (Ed.), Frames of references for the assessment of learning disabilities: New Views on measurement issues (pp.419-439). Baltimore: Brookes.
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Berninger,V. W., Abbott, R. D., Whitaker, D., Sylvester, L., & Nolen, S. B. (1995). Integrating low- 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 across the life span. Educational Psychology Review, 8(3), 193-218.
Berninger, V. W., Mizokawa, D., Bragg, R., Cartwright, A., & Yates, C. (1994). Intra-individual differences in levels of written language. Reading & Writing Quarterly, 10, 259-275.
Berninger, V. W., Richards, T. L., Stock, P. S., Abbott, R. D., Trivedi, P. A. Altemeier, L. E. & Hayes, J. R. (2009). FMRI activation related to nature of ideas generated and differences between good and poor writers during idea generation. British Journal of Educational Psychology Monograph Series II, Number6 - Teaching and Learning Writing, 1(1), 77-93.
Berninger, V. W., & 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 development of skilled writing. Greenwich, CT: JAI Press.
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Bourdin, B., & Fayol, M. (2002). Even in adults, written production is still more costly than oral production. International Journal of Psychology, 37(4), 219-227.
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Englert, C., Raphael, T., Anderson, L., Anthony, H., Fear, K., & Gregg, S. (1988). A case for writing intervention: Strategies for writing information text. Learning Disabilities Focus, 3, 98-113.
Englert, C. S., Stewart, S. R., & Hiebert, E. H. (1988). Young writers’ use of text structure in expository text generation. Journal of Educational Psychology, 80(2), 143-151.
Fidalgo, R., Torrance, M., & García, J. N. (2008). The long-term effects of strategy-focused writing instruction for grade six students. Contemporary Educational Psychology, 33(4), 672-693.
Fletcher, J. M., Lyon, G. R., Fuchs, L. D., & Barnes, M. A. (2007). Learning disabilities: From identification to intervention. NY: The Guilford Press.
Flower, L., & Hayes, J. (1981). A cognitive process theory of writing. College Composition and Communication, 32, 365-387.
Flower, L., & Hayes, J. (1984). Images, Plans, and prose: The representation of meaning in writing. Written Communication, 1(1), 120-160.
Fuchs, L. S., Fuchs, D., & Speece, D. L. (2002). Treatment validity as a unifying construct for identifying learning disabilities. Learning Disability Quarterly, 25, 33-46.
Galbraith, D., Ford, S., Walker, G., & Ford, J. (2005). The contribution of different components of working memory to knowledge transformation during writing. Educational Studies in Language and Literature, 5, 113-145.
García, J., & Fidalgo, R. (2008). Orchestration of writing processes and writing products: A comparison of sixth-grade students with and without learning disabilities. Learning Disabilities: A Contemporary Journal, 6(2), 77-98.
Graham, S. (1990). The role of production factors in learning disabled students’ compositions. Journal of Educational Psychology, 82(4), 781-791.
Graham, S., Berninger, V. W., Abbot, R. D., Abbot, S. P., & Whitaker, D. (1997). The role of mechanics in composing of elementary school students: A new methodological approach. Journal of Educational Psychology, 89, 170-182.
Graham, S., & Harris, K. R. (1997). It can be taught, but it does not develop naturally. School Psychology, Review, 26, 414-424.
Graham, S., & Harris, K. R. (2000). The role of self-regulation and transcription skills in writing and writing development. Educational Psychology, 35(1), 3-12.
Graham, S., & Harris, K. R. (2003). Students with learning disabilities and the process of writing: A meta-analysis of SRSD studies. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 323-345). New York: The Guildford Press
Graham, S., Schwartz, S., & MacArthur, C. (1993). Knowledge of writing and the composing process, attitude toward writing, and self-efficacy for students with and without learning disabilities. Journal of Learning Disabilities, 26, 237-249.
Graham, S., & Weintraub, N. (1996). A review of handwriting research: Progress and prospects from 1980 to 1994. Educational Psychology Review, 8, 7-87.
Hallahan, D. P., Kauffman, J. M., & Lloyd, J. W. (2005). Learning disabilities: Foundations, characteristics, and effective teaching (3rd ed.). Needham Heights, MA: Allyn & Bacon.
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Johnson, D. J., & Myklebust, H. R. (1967). Learning disabilities: Educational principles and practices. New York: Grune & Stratton.
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Kellogg, R.T. (1999). The components of working memory in text production. In M. Torrance, & G. Jeffery (Eds.), The cognitive demands of writing (pp. 43-61). Amsterdam: Amsterdam University Press.
Kellogg, R. T. (2001). Competition for working memory among writing processes. The American Journal of Psychology, 114(2), 175-91.
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Klassen, R. M. (2007). Using predictions to learn about the self-efficacy of early adolescents with and without learning disabilities. Contemporary Educational Psychology, 32(2), 173-187.
Lienemann, T. O., Graham, S., Leader-Janssen, B., & Reid, R. (2006). Improving the writing performance of struggling writers in second grade. The Journal of Special Education, 40, 66-78.
Lin, S. C., Monroe, B. W., & Troia, G. (2007). Development of writing knowledge in grades 2-8: A comparison of typically developing writers and their struggling peers. Reading and Writing Quarterly, 23, 207-230.
MacArthur, C. A., & Graham, S. (1987). Learning disabled students’ composing with three methods: Handwriting, dictation, and word processing. Journal of Special Education, 21(3), 22-42.
McCutchen, D. (1986). Domain knowledge and linguistic knowledge in the development of writing ability. Journal of Memory and Language, 25, 431-444.
McCutchen, D. (1988). “Functional automaticity” in children’s writing: A problem of meta-cognitive control. Written Communication, 5, 306-324.
McCutchen, D. (1996). A capacity theory of writing: Working memory in composition. Educational Psychology Review, 8, 299-325.
McCutchen, D. (2000). Knowledge, processing, and working memories: Implications for a theory of writing. Educational Psychologist, 35, 13-23.
McCutchen, D., Covill, A., Hoyne, S. H., & Mildes, K. (1994). Individual differences in writing: Implications of translating fluency. Journal of Educational Psychology, 86, 256-266.
McCutchen, D., Francis, M., & Kerr, S. (1997). Revising for meaning: Effects of knowledge and strategy. Journal of Educational Psychology, 89, 667-676.
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Saddler, B. & Graham, S. (2007). The relationship between writing knowledge and writing performance among more and less skilled writers. Reading & Writing Quarterly: Overcoming Learning Difficulties, 23(3), 231-247.
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