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呂瑞蓮、周倩(2013)。臺灣地區國中小學校圖書館經營管理調查研究。圖書資訊學研究，7(2)，29-79。
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吳明隆(2010)。階層線性模式-實務應用秘笈。臺北市：五南。
吳明隆(2013)。多層次模式的實務應用。臺北市：五南。
吳政達、施佩吟(2015)。PISA 2009上海地區數據之多層次分析方法與應用。教育研究月刊，259，100-108。
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李敦仁、余民寧(2005)。社經地位、手足數目、家庭教育資源與教育成就結構關係模式之驗證：以TEPS資料庫資料為例。臺灣教育社會學研究，5(2)，1-47。
李麗、張東波、趙守輝(2013)。新加坡華族兒童的家庭華語讀寫環境與詞彙知識和閱讀能力。華語文教學研究，10(4)，109-130。
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周新富(2008)。社會階級對子女學業成就的影響-以家庭資源為分析結構。臺灣教育社會學研究，8(1)，1-43。
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林孟君(2011)。閱讀教育政策與學生閱讀素養之比較研究(未出版的博士論文)。國立臺北教育大學，臺北市。
林俊瑩(2007)。檢視個人與家庭因素、學校因素對學生學業成就的影響：以SEM與HLM分析我國國中教育階段機會均等及相關問題(未出版的博士論文)。國立高雄師範大學，高雄市。
林俊賢(2013)大意策略教學對國小五年級學生閱讀理解與問題解決能力影響之研究(未出版的博士論文)。國立臺東大學，臺東市。
林南(2001)。社會資本：爭鳴的範式和實證的檢驗。香港社會學學報，2，1-38。
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柯華葳(2008)。PIRLS 2006 說了什麼尋找未來台灣閱讀新方向。臺北市：天下雜誌。
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張芳全(2008)。學校規模與學業成就關係分析─以TIMSS 2003資料庫為例。發表於2008年10月25日「2008年中國測驗學會年會暨心理與教育測驗學術研討會」，主持人暨評論人為簡茂發，地點為國立臺灣師範大學。
張芳全(2010)。多層次模型在閱讀成就之研究。臺北市：心理
張芳全(2011)。家長教育程度、文化資本、自我抱負、學習興趣與數學成就之關係研究。臺中教育大學學報，25(1)，29-56。
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張芳全、王平坤(2012)。新移民子女與非新移民子女的文化資本、閱讀動機與閱讀行為之研究。臺中教育大學學報，26(1)，55-89。
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曾妙音、王雅玲、李瓊雯與張恬瑜(2011)。父母社經地位與國中生閱讀能力、學業成就之相關性研究。家庭教育雙月刊，32，6-27。
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