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L.(2002)。Treatment Validity as a Unifying Construct for Identifying Learning Disabilities。Learning Disability Quarterly，25(1)，33-46。 | | 7. | Fuchs, D.、Fuchs, L. S.、Compton, D. L.(2004)。Identifying reading disabilities by responsiveness-to-instruction: Specifying measures and criteria。Learning Disability Quarterly，27(4)，216-228。 | | 8. | Vaughn, S.、Fuchs, L. S.(2003)。Redefining learning disabilities as inadequate response to instruction: The promise and potential problems。Learning Disabilities Research & Practice，18(3)，137-146。 | | 9. | 王瓊珠(20040600)。學習障礙學生鑑定問題探討--以臺北市國小為例。國小特殊教育，37，39-46。 延伸查詢 | | 10. | 周台傑(1986)。學習障礙兒童之鑑定--能力與成就差異評量方式之探討。中華民國特殊教育學會年刊，我國特殊教育的現代化中華，285-309。 延伸查詢 | | 11. | Bocian, M.、Beebe, M. E.、MacMillan, D. L.、Gresham, F. M.(1999)。Competing paradigms in learning disabilities classification by schools and the variation in the meaning of discrepant achievement。Learning Disabilities Research & Practice，14，1-14。 | | 12. | Buck, G. H.、Pollway, E. D.、Smith-Thomas, A.、Cook, K. W.(2003)。Prereferral intervention process: A survey of state practice。Exceptional Children，69，349-360。 | | 13. | Fuchs, L.(2003)。Assessing intervention responsiveness: Conceptual and technical issues。Learning Disabilities Research & Practice，22(2)，172-186。 | | 14. | Good, R. H.、Simmons, D. C.、Kame'enui, E. J.(2001)。The importance of decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high stakes outcomes。Scientific Studies of Reading，5(3)，257-288。 | | 15. | Hallahan, D. P.、Keller, C. E.、Martinez, E. A.、Byrd, E. S.、Gelman, J. A.、Fan, X.(2007)。How variable are interstate prevalence rates of learning disabilities and other special education categories? A longitudinal comparison。Exceptional Children，73，136-147。 | | 16. | Kavale, K.(1987)。Theoretical issues surrounding severe discrepancy。Learning Disabilities Research & Practice，3，12-20。 | | 17. | Kavale, K.、Nye, C.(1981)。Identification criteria for learning disabilities: A survey of the research literature。Learning Disabilities Quarterly，4，383-388。 | | 18. | Naglieri, J. A.、Reardon, S. M.(1993)。Traditional IQ is irrelevant to learning disabilities--Intelligence is not。Journal of Learning Disabilities，26，127-133。 | | 19. | Proctor, B.、Prevatt, F.(2003)。Agreement among four models used for diagnosing learning disabilities。Journal of Learning Disabilities，36，459-466。 | | 20. | Reynolds, M. C.、Heistad, D.(1997)。20/20 analysis: Estimating school effectiveness in serving students at the margins。Exceptional Children，63(4)，439-449。 | | 21. | 陳瑋婷(20080300)。「教學介入反應」對學習障礙學生鑑定之啟示與挑戰。特殊教育季刊，106，24-31。 延伸查詢 | | 22. | Hale, J. B.、Kaufman, A.、Naglieri, J. A.、Kavale, K. A.(2006)。Implementation of IDEA: Integrating response to intervention and cognitive assessment methods。Psychology In The Schools，43(7)，753-770。 | | 23. | Torgesen, J. K.、Alexander, A. W.、Wagner, R. K.、Rashotte, C. A.、Voeller, K. K. S.、Conway, T.、Rose, E.(2001)。Intensive Remedial Instruction for Children with Severe Reading Disabilities: Immediate and Longterm Outcomes from Two Instructional Approaches。Journal of Learning Disabilities，34(1)，33-58。 | | 24. | Sugai, G.、Homer, R. H.(2002)。Introduction to the special series on positive behavioral support in schools。Journal of Emotional and Behavioral disorders，10，130-135。 | | 25. | Vellutino, F. R.、Scanlon, D. M.、Sipay, E. R.、Small, S. G.、Pratt, A.、Chen, R.、Denckla, M. B.(1996)。Cognitive Profiles of Difficult-to-remediate and Readily Remediated Poor Readers: Early Intervention as a Vehicle for Distinguishing between Cognitive and Experiential Deficits as Basic Causes of Specific Reading Disability。Journal of Educational Psychology，88(4)，601-638。 | | 26. | 陳淑麗、洪儷瑜、曾世杰(20050900)。以國語補救教學診斷原住民低成就學童是否為學習障礙：轉介前介入的效度考驗研究。特殊教育研究學刊，29，127-150。 延伸查詢 | | 27. | Hammill, D. D.(1990)。On defining learning disabilities: An emerging consensus。Journal of Learning Disabilities，23(2)，74-84。 | | 28. | Fuchs, L. S.、Fuchs, D.(1998)。Treatment Validity: A Unifying Concept for Reconceptualizing the Identification of Learning Disabilities。Learning Disabilities Research & Practice，13(4)，204-219。 | | 29. | 洪儷瑜、陳淑麗、王瓊珠、方金雅、張郁雯、陳美芳、柯華葳(20090300)。閱讀障礙篩選流程的檢驗--篩選或教師轉介之比較。特殊教育研究學刊，34(1)，1-22。 延伸查詢 | | 30. | 陳淑麗、曾世杰、洪儷瑜(20061000)。原住民國語文低成就學童文化與經驗本位補救教學成效之研究。師大學報. 教育類，51(2)，147-171。 延伸查詢 | | 31. | 王瓊珠、洪儷瑜、張郁雯、陳秀芬(20080600)。一到九年級學生國字識字量發展。教育心理學報，39(4)，555-568。 延伸查詢 | 會議論文| 1. | 柯雅淇、曾世杰(20090314)。臺東縣學障鑑定中原住民過度表徵現象之探究。臺灣學障學會年會，臺灣師範大學 (會議日期: 3月14日)。 延伸查詢 | | 2. | Fletcher, J.(2004)。Three-tier reading model。55th annual conference of IDA，(會議日期: 2004, November)。Philadelphia, PA。 | | 3. | Fuchs, L. S.(200912)。Responsiveness To Intervention。Creating a new era of inclusive education，(會議日期: 2009, November)。Chungli：Chung Yuan Christian University。 | 研究報告| 1. | 洪儷瑜(2005)。學習障礙鑑定工作檢討與建議--由「各縣市實施學習障礙學生鑑定工作調查表」談起。 延伸查詢 | 圖書| 1. | 吳武典(1980)。學校輔導工作。臺北：張老師。 延伸查詢 | | 2. | Swanson, L.、Hoskyn, M.、Lee., C.(1999)。Intervention for students with learning disabilities: A meta-analysis of treatment outcomes。New York：Guilford。 | | 3. | Texas Education Agency(2004)。Three-tier reading mode: Reducing reading difficulties for kindergarten through three grade students。Texas：University of Texas, Center for Reading and Language Art。 | | 4. | 教育部(2006)。身心障礙及資賦優異學生鑑定標準。臺北：教育部。 延伸查詢 | | 5. | Hallahan, D. P.、Lloyd, J. W.、Kauffman, J. M.、Weiss, M. P.、Martinez, E. A.(2005)。Learning disabilities: Foundations, characteristics, and effective teaching。Allyn & Bacon。 | | 6. | 洪儷瑜(1995)。學習障礙者教育。心理。 延伸查詢 | | 7. | 陳淑麗(20090000)。弱勢學童讀寫希望工程：課輔現場的瞭解與改造。臺北：心理。 延伸查詢 | | 8. | 洪儷瑜(20010000)。英國的融合教育。臺北：學富文化。 延伸查詢 | 其他| 1. | The National Center for Learning Disabilities。Approaches to RTI，http://www.rtinetwork.org/Learn/What/ar/ApproachesRTI， 2010/01/08。 | | 2. | 張明陽(2007)。Evidence-based Medicne臨床運用，http://www.cgmh.org.tw/intr/intr2/ebmlink/back/CGMH2002EBM.ppt， 2010/02/26。 | | 3. | 闕嫣男(2009)。學習障礙的鑑定--由理論定義到現場執行。 延伸查詢 | | 4. | Individuals with Disabilities Education Act(2004)。U.S. Department of Education，http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname:=108_cong_public_laws&docid=f:publ446.108， 。 | | 5. | The National Research Center on Learning Disabilities(2007)。Responsiveness to Intervention in the SLD Determination Process，http://www.nrcld.org/free/rti.html， 2010/01/08。 | | 6. | (2007)。National Center on Student Progress Monitoring，http://www.studentprogress.org/about2.asp， 2010/06/20。 | | 7. | National Reading Panel(2000)。Teaching children to read: A evidence-based assessment of the scientific research literature on reading and its implications for reading instruction，http://www.nationalreadingpanel.org/publications/subgroups.htm， 2002/11/21。 | | 8. | The National Center for Learning Disabilities。Field Studies of RTI Programs，http://www.rtinetwork.org/Leam/Research/ar/FieldStudies， 2010/01/08。 | 圖書論文| 1. | 李俊仁。智力和閱讀障礙。中文閱讀障礙。臺北：心理。 延伸查詢 | | 2. | 洪儷瑜(1994)。美國特殊教育與普通教育統合的趨勢--兼談「普通教育為首」(REI）。中西教育專題研究。桃園：國立中央研究院歐美研究所。 延伸查詢 | |