一、中文部份
大學入學考試中心(2012)。學測與指考英文、國文作文分項式評分指標簡介。大學入學考試中心選才電子報，209。取自http://www.ceec.edu.tw/CeecMag/Articles/209/209-04.html。
方怡婷、侯禎塘（2010）。亞斯伯格症兒童、高功能自閉與普通兒童在高階心智理論能力表現之比較研究。發表於國立台中教育大學主辦「2010台灣教育學術研討會」。
王文科、王智弘(2010)。教育研究法。台北：五南。
王俊傑(2010)。中學生作文缺失之研究─以學生實作為例。國立高雄師範大學國文學系碩士論文，未出版，高雄市。
王翌蘋(2009)。自我調整策略發展寫作教學與概念圖寫作教學對提升國小六年級學生之寫作自我調整、寫作表現與寫作動機之比較。國立屏東教育大學教育心理與輔導學系碩士論文，未出版，屏東縣。
王開府、陳麗桂(2005)。國文作文教學的理論與實務。台北：心理。
王禎慧(2012)。概念構圖與自我調整策略發展模式對國小高功能自閉症兒童記敘文寫作表現之成效。國立新竹教育大學特殊教育學系碩士論文，未出版，新竹市。江敏娟(2009)。實施概念構圖寫作教學對國小低年級學童寫作能力表現影響之研究。國立新竹教育大學人資處課程與教學碩士論文，未出版，新竹市。
吳昆壽(1999）。資優殘障學生教育現況與問題調查研究。特殊教育復健學報，7，1-32。呂尚芝(2009)。概念構圖寫作教學策略對不同語文能力國小四年級學生寫作表現之影響。國立中正大學教育學研究所碩士論文，未出版，嘉義縣。
李翠玲(1990）。傑出肢體障礙人士生涯歷程及其影響因素之探討。國立臺灣師範大學特殊教育研究所碩士論文，未出版，臺北。杜正治(2006)。單一受試研究法。台北:心理。
林宜利(2002)。整合繪本與概念構圖之寫作教學方案對國小三年級學童記敘文寫作表現之影響。國立臺灣師範大學教育心理與輔導研究所碩士論文，未出版，台北市。
林郁雯(2011)。概念構圖策略教學對高職生閱讀理解和寫作表現之影響。國立雲林科技大學應用外語系碩士論文，未出版，雲林縣。
周益忠(2009)。談閱讀的層次─從《如何閱讀一本書談起》。載於教育部國教司九年一貫課程與教學輔導組語文學習領域國語文輔導群主辦「閱讀教學理論與實務研討會」。
孟瑛如(2013)。資源教室方案－班級經營與補救教學（三版）。台北，五南。柯春榕(2009)。概念構圖策略對國中學習障礙學生寫作之教學成效。國立彰化師範大學特殊教育學系碩士論文，未出版，彰化縣。
柯華葳、詹益綾(2007)。國民中學閱讀推理篩選測驗編製報告。測驗學刊，55(2)，429-450。
張正芬(2003)。自閉症學生之特質與輔導。載於台北市東區特殊教育資源中心編印:自閉症教戰手冊—學校如何協助自閉症學生。台北市，台北市政府教育局，3-12。
張正芬(2008)。社會性故事（social story）的應用。載於台北市東區特殊教育資源中心編印：與一顆星星相遇—如何利用社會性故事教導特殊學生。台北市，台北市政府教育局，V-XII。
張昇鵬(2003)。我國特殊教育指標在資賦優異教育與身心障礙教育之比較研究。特殊教育學報，18，55-84。許天威(2003）。個案實驗研究法。台北：五南。
許曉露(2012)。社會認知模式結合概念構圖策略提升國小國語低成就學生寫作表現之研究。國立臺北教育大學特殊教育學系碩士論文，未出版，台北市。
陳行葳(2010)。傳統與限制式命題作文教學之研究。國立高雄師範大學國文學系碩士論文，未出版，高雄市。
陳秋妤(2006)。概念構圖寫作教學對國小四年級寫作困難學生寫作學習效果之研究。國立臺中教育大學特殊教育學系碩士論文，未出版，台中市。
陳淑貞、孟瑛如(2013)。特殊教育新課綱與九年一貫課程試辦情形探討。特教論壇，14，94-105。鈕文英(2013)。研究方法與論文寫作第二版。台北：雙葉書廊。
馮瓊瑤(2003)。國小四年級學童實施概念構圖作文教學研究。國立嘉義大學國民教育研究所碩士論文，未出版，嘉義縣。
黃文慧(2002)。雙重特殊學生(2E)的研究沿流、特質與鑑定之啟示。資優教育季刊，83，10-20。
黃文慧(2003)。人我眼中的雙重特殊學生─以一個電子專長的自閉症資優學生為例。資優教育研究，3(2)，85-107。
黃文慧(2007)。雙重特殊學生的理論與實務─三十年的探詢與發展。資優教育季刊，102(1)，1-19。
黃達三(2006)。課程與教學概念圖在科學教學上的應用。課程與教學，23(4)，75-86。
楊玲綉(2012)。交互教學策略結合概念構圖對提升學童寫作能力之研究。亞洲大學經營管理學
系碩士論文，未出版，台中市。
葉靖雲(1999)以文章寫作和造句測驗評估作文能力之效度研究。特殊教育研究學刊，18，151-172。鄒小蘭(2006)。另類天才─自閉症資優生初探。資優教育季刊，101(2)，22-30。
鄒小蘭、盧台華（2007）。敘說故事課程對自閉症資優生語言表達技巧影響之試探研究。特殊教育學報，25，109-134。
劉萌容(2010)。泛自閉症者的社交能力訓練：學校沒有教的人際互動法則。台北: 書泉。
蔡文哲（2004）。艾斯伯格症候群到geek genes。楓城新聞與評論，128。取自www.mc.ntu.edu.tw/~maple/maple128/mono.html。
盧台華、鄒小蘭、胡宗光（2008）。弱勢群體資優教育。載於郭靜姿主編：資優教育政策與實踐典範(頁73-84)。 臺灣師範大學特殊教育中心。
盧台華(2008)。高級中等以下學校特殊教育課程發展共同原則及課程綱要總綱。臺北：教育部。
盧台華(2010)。新修訂高級中等以下學校特殊教育課程綱要介紹。2010年中華民國特殊教育學會年會暨學術研討會。
盧台華(2011)。從個別差異、課程調整與區分性教學的理念談新修訂特殊教育課程綱要的設計與實施。特殊教育季刊，119，1-6。
賴倍玉(2009)。概念構圖教學策略與認知風格對高職學生的應用文學習成效之研究。國立雲林科技大學技術及職業教育研究所碩士班，未出版，雲林縣。
二、英文部份
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