一、中文書目
王瑞芸(1996)。國小六年級國語科習作引導與學習之評估研究：以花蓮縣為例。國立花蓮師範學院國民教育研究所碩士論文，未出版。
方麗娜(2003a)。交際法在對外華語文教學上的運用研究：以初級綜合課為討論範疇。高雄師大學報，15，309-329。
方麗娜(2003b)。對外華語文詞彙教學的策略研究。南師學報，37(2)，1-16。
田仲閔、孟瑛如(2008)。國小閱讀理解困難兒童在不同體裁文章的閱讀理解學習成效之探討－文章結構分析策略之應用。特教論壇，4，14-30。
吳英長(1997)。老鼠變老虎-誤解變無解。國教之聲，31(2)，22-27。
吳英長(1998)。國民小學國語故事體課文摘寫大意的教學過程之分析。台東師院學報，9，149-184。
吳英長(2007a)。《牧夢》導讀。載於吳英長老師紀念文集編輯委員會(主編)，吳老師學思集(一)兒童文學與閱讀教學(頁148-1572)。台東：全民。
吳英長(2007b)。在教室中導讀少年小說——以〈山米與白鶴〉為例。載於吳英長老師紀念文集編輯委員會(主編)，吳老師學思集(一)兒童文學與閱讀教學(頁206-232)。台東：全民。
吳英長(2007c)。作品導讀過程的分析。載於吳英長老師紀念文集編輯委員會(主編)，吳老師學思集(一)兒童文學與閱讀教學(頁127-147)。台東：全民。
吳明隆(2007)。SPSS操作與應用---變異數分析實務。台北：五南。
吳宜貞(2007)。訊息呈現方式及故事架構對理解之影響。教育與心理研究，30(2)，31-55。
吳敏而、江慧珠、許淑芳(1990)。國語科大意教學怎能大意。載於台灣省國民學校教師研習中心(主編)，78年度國小課程研究學術研討會專輯(頁106)。板橋市：台灣省國民學校教師研習中心。
官美媛(1999)。國小學生摘取大意策略之教學研究—以五年級說明文為例。國立東華大學教育研究所碩士論文。
林生傳(1994)。教育心理學。台北：五南。
林生傳(2003)。教育研究法：全方位的統整與分析。台北：心理。
林姿君(2000)。同儕互動中閱讀策略使用歷程之探討─以國小四年級國語科小組討論為例。台北市立師範學院國民教育研究所碩士論文，未出版。
林俊賢(2004)。小學國語文摘寫大意的教學過程分析─以議論文為例。台東大學教育學報，15(2)，123-162。
林俊賢(2008)。Shulman模式之「轉化」運用－以玻璃娃娃事件為例。教育資料與研究雙月刊，82，167-192。
林俊賢(2009)。華語文教學之師生提問策略研究---以故事體的提問為例。教育資料與研究雙月刊，90，25-52。
林煥祥、劉聖忠、林素微、李暉(2008)。臺灣參加PISA 2006成果報告。國科會研究計畫(編號：NSC 95-2522-S-026-002)。
林建平(1994)。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。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(譯)(1997)。教育心理學-----認知取向。台北：遠流。
林蕙君(1995)。閱讀能力、說明文結構對國小高年級學生的閱讀理解及閱讀策略使用之影響研究。新竹師院國民教育研究所論文集，57-85。
林寶貴、錡寶香(2000)。中文閱讀理解測驗之編製。特殊教育研究學刊，19，79-104。
洪裕欣(2009)。國小兒童摘要能力與學業成就之相關研究。台北市立教育大學課程與教學研究所碩士論文，未出版。
柯華葳、陳冠銘(2004)。文章結構標示與閱讀理解---以低年級學生為例。教育心理學報，36(2)，185-200。
柯華葳、張郁雯(1999)。華語文能力測驗編製報告。測驗年刊，46(2)，85-100。
柯華葳、詹益綾(2007)。國民中學閱讀推理篩選測驗編制報告。測驗學刊，54(2)，429-450。
柯華葳、詹益綾、張建妤、游婷雅(2008)。PIRLS 2006報告---台灣四年級學生閱讀素養。檢索日期：2011年10月20日。取自http://lrn.ncu.edu.tw/pirls/PIRLS%202006%20Report.html
信世昌(1997)。華語文教學之「領域」思考。華文世界，84，17-24。
南一書局(2008a)。國語五下。台南：南一。
南一書局(2008b)。國語五下。台南：南一。
高明美(譯)(2004)。B. Hobson & A. Kennaway著。愛水的河馬(八版)(Hot Hippo)。台北：台灣英文雜誌社。
康軒文教事業(2007a)。國語五上。台北：康軒文教事業。
康軒文教事業(2007b)。國語五上。台北：康軒文教事業。
康軒文教事業(2007c)。國語五上。台北：康軒文教事業。
陸怡琮(2011)。摘要策略教學對提升國小五年級學童摘要能力與閱讀理解的成效。教育科學研究期刊，56(3)，91-118。
國立編譯館(1981)。國語課本第五冊。台北：國立編譯館。
國立編譯館(1982)。國語課本第十一冊。台北：國立編譯館。
國立編譯館(1988)。國語課本第七冊。台北：國立編譯館。
國立編譯館(1989)。國語課本第八冊。台北：國立編譯館。
國立編譯館(2002a)。國語課本第八冊。台北：國立編譯館。
國立編譯館(2002b)。國語課本第八冊。台北：國立編譯館。
國立編譯館(2002c)。國語課本第九冊。台北：國立編譯館。
國立編譯館(2003)。國語課本第十冊。台北：國立編譯館。
蒲基維(2008)。修辭學融入華語文教學的理論與實例。中原華語文學報，2，87-112。
曾彥翰、蔡昆瀛(2007)。文章結構教學對增進國小聽覺障礙學生說明文閱讀理解成效之研究。特殊教育研究學刊，32(2)，67-91。
曾陳密桃(1998)。國民中小學的後設認知及其與閱讀理解之相關研究。國立政治大學教育研究所博士論文，未出版。
舒兆民(2002)。遠距華語文化與語體教學試探。人文及社會科學教學通訊，12(5)，60-75。
詹秀美、吳武典(2007)。新編問題解決測驗。台北：心理。
黃光國(2003)。社會科學的理路。台北：心理。
黃瑞琴(1991)。質的教育研究方法。台北：心理。
黃郁婷(2010)。運用互動電子白板與小組合作學習策略輔助國小四年級摘寫國語課文大意之成效研究。彰化師大教育學報，17，93-119。
溫明麗(1998)。批判性思考教學——哲學之旅。台北：師大書苑。
溫明麗(2004)。詮釋典範與教育研究。載於潘慧玲(主編)，教育研究方法論：觀點與方法(頁155-186)。台北：心理。
曹逢甫(1994)。對比分析與華語語法教學。華文世界，74，120-133。
陳文安(2006)。國小學生摘要策略之教學研究---以六年級為例。國立屏東教育大學心理與輔導學系碩士論文，未出版。
陳希奇(1994)。華語語法教學之探討。華文世界，74，116-119。
陳培基(2005)。學好華語文的妙工具：小孩子一學就會的部首碼。師大校友，328，48-50。
張于忻(2008)。華語文遊戲設計與實施。中原華語文學報，2，113-133。
張玉成(2005)。發問技巧與學生創造力之增進。教育資料集刊，30，181-200。
張春興(1991)。現代心理學。台北：東華。
張春興，林清山(1993)。教育心理學。台北：東華。
教育部(1997)。國民小學課程標準。台北：教育部。
教育部(2008)。國民中小學九年一貫課程綱要語文學習領域。檢索日期：2013年12月2日。取自：http://140.111.34.54/EJE/content.aspx?site_content_sn=15326
教育部(2003)。九年一貫課程--概要內涵。檢索日期：2004年3月1日。取自：http://teach.eje.edu.tw/9CC/brief/brief2.php
梁財妹(1994)。培養兒童摘取大意的能力。國語日報。1994 年 5 月 5 日。
楊韻平(1993)。兒童摘取文章大意的能力。國立政治大學教育學系碩士論文，未出版。
鄭承昌(2006)。雙組前後測實驗分析：Johnson-Neyman法(1.1 版)[電腦軟體]。台東：國立台東大學。
鄭昭明(1987)。認知心理學與教育研究--一般介紹。現代教育，4，86─114。
錡寶香(1999)。國小學童閱讀理解能力之分析。國教學報，11，100-133。
簡惠燕(2000)。國小學童在科學問題解決過程中創造力與後設認知之相關研究。屏東師範學院國民教育研究所碩士論文，未出版。
藍婷(譯)(2009)。伊索Aesop著。伊索寓言。台北：方向出版社。
劉素真、田耐青(2010)。指導三年級學童運用概念構圖摘寫文章大意。國民教育，51(1)，84-91。
劉惠卿(2006)。概念構圖教學對國小六年級學童國語文「摘取大意」學習成效之研究。國立花蓮教育大學國民教育研究所碩士論文，未出版。
葉春杏(2010)。文章摘要教學策略對國小五年級學生閱讀理解成就之研究。國立彰化師範大學資訊管理研究所碩士論文，未出版。
蔡銘津(1995)。文章架構與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系博士論文，未出版。
蔡喬育(2006)。加速學習教學策略在華語教學上之應用。華語文教學研究，3(1)，135-150。
蔡智敏(1998)。從選舉辭彙看華語文教學。華文世界，88，17-25。
樊雪梅(1995)。頂層結構教學方案與問題討論教學方案對國小學生閱讀與文章回憶之影響。國立台灣師範大學教育與輔導學系研究所碩士論文，未出版。


二、外文書目
Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364–373.
Anderson , V., & Hidi, S.(1989).Teaching students to summarize: By following several simple precepts, teachers can help their students learn to select important ideas and to condense text. Educational Leadership, 46(4), 26-28.
Armbruster, B. B., Anderson, T. H., & Ostertag, J. (1991). Does text structure summarization instruction facilitate learning from expository text? Reading Research Quarterly, 22, 331-346.
Armbruster, B. B., Echols, C., & Brown, A. L. (1982). The role of metacognition in reading to learn: A developmental perspective. Volta Review, 84, 45-56.
Baleghizadeh, S., & Babapour, M. (2011). The effect of summary writing on reading comprehension and recall of EFL students. The NERA Journal, 47(1), 44-48.
Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. David Pearson (Ed.), Handbook of reading research. New York: Longman.
Broek, P. V. D., Lynch, J. S., Naslund, J., Ievers-Landis, C. E., & Verduin, K. (2003). The development of comprehension of main ideas in narratives: Evidence from the selection of titles. Journal of Educational Psychology, 95, 707-718.
Brown, A. L. (1985). Metacognition: The development of selective attention strategies for learning from texts. In H. S. Singer & R. B. Ruddell (Eds.), Theoretical models and processes of reading (3rd ed.). Newark, DE: International Reading Association.
Brown, A. L., & Day, J. D. (1983). Macro rules for summarizing texts: The development of expertise. Journal of Verbal Learning and Verbal Behavior, 22, 1-14.
Brown, A. L., Day, J. D., & Jones, R. S. (1983). The development of plans for summarizing texts. Child Development, 54, 968-979.
Bruning, R. H., Schraw, G. J., & Ronning, R. R. (1995). Cognitive psychology and instruction( 2nd ed). Englewood Cliffs, NJ : Prentice-Hall.
Bigge, M. L., & Shermis, S. S. (1999). Learning theories for teachers Reading. MA: Addison Wesley Longman.
Buck, C. C., Gilrane, C. P., Brown, C. L., Hendricks, D. A., Rearden, K.T., & Wilson, N. (2011). There’s hope in the story: Learning culture through international and intercultural children’s and young adult literature. The NERA Journal, 47(1), 49-59.
Byrnes, J. P. (2001). Cognitive development and learning in instructional contexts. Needlham Heights, MA: Allyn & Bacon.
Ciardiello, A. V. (2000). Student questioning and multidimensional literacy in the 21st century. The Educational Forum, 64(Spring), 215-222.
Cook, L., & Mayer, R. (1988). Teaching readers about the structure of scientific text. Journal of Educational Psychology, 80(4), 448-456.
Cunningham, J. W., & Moore, D. W. (1986). The confused world of main idea. In J. F. Baumann(ed.), Teaching Main Idea Comprehension (pp. 1-17). Newark, DE: International Reading Association.
Dishner, E. K., & Readence, J. E. (1973). A systematic procedure for teaching Main Idea. Paper presented at the Annual Meeting of the 1973 National Reading Conference.
Dole, J. A., Duffy, G. G., Roehler, L. R., & Pearson, P. D. (1991). Moving from the old to the new: Research on reading comprehension instruction. Review of Educational Research, 61, 239-264.
Dowing, J. & Leong, C. K. (1982). Psychology of Reading. London: Macmillan Publishing Co, lnc.
Duke, N. K., & Pearson, P. D. (2009). Effective practices for developing reading comprehension. Journal of Education, 189(1/2), 107-122.
Eanet, M., & Manzo, A.V. (1976). REAP: A strategy for improving reading, writing, study skills. Journal of reading, 19, 647-652.
Englert, C. S., & Hiebert, D. H. (1984). Children’s developing awareness of textstructures in expository materials. Journal of Educational Psychology, 76, 65-74.
English, L. D. (1997). Promoting a problem-posing classroom. Teaching Children Mathematics, 4(3), 172-180.
English, L. D., Cudmore, D., & Tilly, D. (1998). Problem Posing and critiquing: How it can happen in your classroom. Mathematics Teaching in the Middle School, 4(2), 124-129.
Gagn'e, E. D. (1985). The cognitive psychology of school learning. Boston: Little, Brown and Company.
Gajria, M., & Salvia, J. (1992). The effects of summarization instruction on text comprehension of students in expository materials. Journal of Educaitonal Psychology, 76, 65-74.
Garner, R. (1988). Metacognition and reading comprehension. Norwood, N. J.: Ablex Publishing Corporation.
Gaultney, J. F., & Hack-Weiner, N. (1993). The role of Knowledge base and declarative metamemory in the acquisition of a reading strategy. (ERIC Document Reproduction Service No. ED 355 504)
Goodman, K. S. (1986). What’s whole in whole language? Portsmouth, NH: Heinemann.
Gough, P. (1985). One second of reading. In H. Singer & R. Ruddell (Eds.), Theoretical models and processes of reading (3rd ed.). Newark, DE: International Reading Association.
Graesser, A. C., Pomeroy, V. J., & Craig, S. D. (2002). Psychological and computational research on theme comprehension. In M. Louwerse & W. van Peer (Eds.), Thematics: Interdisciplinary studies. (pp. 19-34). Amsterdam: John Benjamins.
Hare, V. C. (1992). Summarizing text. In J. W. Irwin & M. A. Doyle (eds.), Reading/Writing Connections: Learning Form Research. Newark, Del. :IRA.
Hare, V. C., Rabinowitz, M., & Schieble, K. M. (1989). Text effects on main idea comprehension. Reading Research Quarterly, 24(1), 72-78.
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Head, M. H., Readence, J. E., & Buss, R. R. (1989). An examination of summary as a measure of reading comprehension. Reading Research and Instruction, 28(4), 1-11.
Heilman, A., Blair, T., & Rupley, W. (1990). Principles and　practicesof teaching reading. Columbus, Ohio: Merrill.
Hernandez-Serrano, J., & Jonassen, D. H. (2003). The effects of case libraries on problem solving. Journal of Computer Assisted Learning, 19, 103-114.
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Hwang, G. J., & Kuo, F. R. (2011). An information-summarising instruction strategy for improving the web-based problem solving abilities of students. Australasian Journal of Educational Technology, 27(2), 290-306.
Irwin, J. W. (1991). Teaching reading comprehension processes (2nd ed.). Needham Heights, MA.: Allyn & Bacon.
Irwin, J. W. (2007). Teaching reading comprehension processes (3rd ed.). Boston, MA.: Allyn & Bacon.
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Jonassen, D. H. (2000). Toward a design theory of problem solving. Educational Technology, Research and Development, 48(4), 63-85.
Jonassen, D. (2011). Supporting Problem Solving in PBL. The Interdisciplinary Journal of Problem-Based Learning, 5(2), 95-119.
Jonassen, D. H. & Hernandez-Serrano, J. (2002). Case-based reasoning and instructional design. Educational Technology, Research and Development, 50(2), 65-77.
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Kintsch, W. (2005). An overview of top-down and bottom-up effects in comprehension: The CI Perspective. Discourse Processes, 39(2&3), 125–128.
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Lehr, S. (1988). The child’s developing Sense of theme as a response to literature. Reading Research Quarterly, 28(3), 337-357.
Lukens, R. J. (1986). A Critical Handbook of Children’s Literature (3rd ed.). Glenview, Illinois: Scott, Foresman and Co.
Majors, S. (2009). Content analysis of four core basal programs: focusing on comprehension strategies(story structure, summarizing, and the use of graphic or organizers). (Doctoral Dissertation, University of Alabama, 2009).
Martinelio, M. L. (1998). Learning to question for inquiry. The Educational Forum, 62(Winter), 164-171.
Mason, J. M., & Au, K. H. (1986). Reading instruction for today. Glenview, IL：Scott, Forresman and Company.
Meyer, B. J. F. (1984). Text dimensions and cognitive processing. In H. Mandl, N. L. Stein & T. Trabasso (Eds.), Learning and Comprehension of Text (pp. 3-50). Hillsdale, New Jersey: Lawrence Erlbaum Associate.
Meyer, B. J. F. (1985). Prose analysis: Purposes, procedures, and problems. In B. K. Britton & J. B. Black (Eds.), Understanding expository text (pp.11-87). Hillsdale, NF: Lawerence Erlbaum Associates.
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