| 期刊論文| 1. | Fuchs, D.、Compton, D. L.、Fuchs, L. S.、Bryant, J.、Davis, G. N.(2008)。Making "secondary intervention" work in a three-tier responsiveness- to-intervention model: Findings from the first-grade longitudinal reading study of the national research center on learning disabilities。Reading and Writing: An Interdisciplinary Journal，21(4)，413-436。   | | 2. | Kamps, D.、Abbott, M.、Greenwood, C.、Wills, H.、Veerkamp, M.、Kaufman, J.(2008)。Effects of small-group reading instruction and curriculum differences for students most at risk in kindergarten: Two-year results for secondary- and tertiary-level interventions。Journal of Learning Disabilities，41(2)，101-114。 | | 3. | Mathes, P. G.、Denton, C. A.、Fletcher, J. M.、Anthony, J. L.、Francis, D. J.、Schatschneider, C.(2005)。The effects of theoretically different instruction and student characteristics on the skills of struggling readers。Reading Research Quarterly，40(2)，148-182。 | | 4. | McMaster, K. L.、Fuchs, D.、Fuchs, L. S.、Compton, D. L.(2005)。Responding to nonresponders: An experimental field trial of identification and intervention methods。Exceptional Children，71(4)，445-463。 | | 5. | O'Connor, R.(2000)。Increasing the intensity of intervention in kindergarten and first grade。Learning Disabilities Research & Practice，15(1)，43-54。 | | 6. | Pikulski, J. J.(1994)。Preventing Reading Failure: A Review of Five Effective Program。The Reading Teacher，48(1)，30-39。 | | 7. | Torgesen, J. K.、Wagner, R. K.、Rashotte, C. A.、Rose, E.、Lindamood, P.、Conway, T.、Garvan, C.(1999)。Preventing reading failure in young children with phonological processing disabilities: group and individual responses to instruction。Journal of Educational Psychology，91(4)，579-593。 | | 8. | Taylor, B. M.、Pearson, P. D.、Rodriguez, M. C.、Peterson, D. S.(2005)。The CIERA school change framework: An evidence-based approach to professional development and school reading improvement。Reading Research Quarterly，40(1)，40-69。 | | 9. | Foorman, B. R.、Torgesen, J. K.(2001)。Critical elements of classroom and small-group instruction promote reading success in all children。Learning Disabilities Research and Practice，16(4)，203-214。 | | 10. | Torgesen, J. K.(2000)。Individual Differences in Response to Early Interventions in Reading: The Lingering Problems of Treatment Resisters。Learning Disabilities Research & Practice，15(1)，55-64。 | | 11. | 洪儷瑜、黃冠穎(20060900)。兩種取向的部件識字教學法對國小低年級語文低成就學生之成效比較。特殊教育研究學刊，31，43-71。 延伸查詢 | | 12. | 陳淑麗(20080700)。二年級國語文補救教學研究--一個長時密集的介入方案。特殊教育研究學刊，33(2)，25-46。 延伸查詢 | | 13. | Foorman, B. R.、Francis, D. J.、Fletcher, J. M.、Schatschneider, C.、Mehta, P.(1998)。The role of instruction in learning to read: Preventing reading failure in at-risk children。Journal of Educational Psychology，90(1)，37-55。 | | 14. | Stanovich, Keith E.(1986)。Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy。Reading Research Quarterly，21(4)，360-407。 | | 15. | Torgesen, J. K.、Alexander, A. W.、Wagner, R. K.、Rashotte, C. A.、Voeller, K. K.、Conway, T.(2001)。Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches。Journal of Learning Disabilities，34(1)，33-58。 | | 16. | 曾世杰、陳淑麗(20070900)。注音補救教學對一年級低成就學童的教學成效實驗研究。教育與心理研究，30(3)，53-77。 延伸查詢 | | 17. | 王瓊珠、洪儷瑜、陳秀芬(20070900)。低識字能力學生識字量發展之研究--馬太效應之可能表現。特殊教育研究學刊，32(3)，1-16。 延伸查詢 | | 18. | 柯華葳(19990700)。閱讀理解困難篩選測驗。測驗年刊，46(2)，1-11。 延伸查詢 | | 19. | 陳淑麗、洪儷瑜(20111100)。花東地區學生識字量的特性：偏遠小校--弱勢中的弱勢。教育心理學報，43(專刊)，205-225。 延伸查詢 | | 20. | 陳淑麗(20080600)。國小弱勢學生課業輔導現況調查之研究。臺東大學教育學報，19(1)，1-32。 延伸查詢 | | 21. | Langer, J. A.(2001)。Beating the odds: Teaching middle and high school students to read and write well。American Educational Research Journal，38(4)，837-880。 | 圖書| 1. | Denton, C. A.、Mathes, P. G.(2003)。Intervention for Struggling Readers: Possibilities and Challenges。Preventing and Remediating Reading Difficulties: Bringing Science to Scale。Baltimore, MD：York Press。 | | 2. | 洪儷瑜、王瓊珠、張郁雯、陳秀芬(2006)。常見字流暢性測驗。臺北市：教育部。 延伸查詢 | | 3. | Chall, Jeanne Stemlicht、Bissex, Glenda L.、Conard, Sue S.、Harris-Sharples, Susan H.(1996)。Qualitative assessment of text difficulty: A practical guide for teachers and writers。Brookline Books。 | | 4. | 洪儷瑜、陳秀芬、陳慶順、李瑩灼、張郁雯(2003)。某本讀寫字綜合測驗。臺北：心理。 延伸查詢 | | 5. | 黃秀霜(2001)。中文年級認字量表 : 指導手冊。臺北市：心理出版社。 延伸查詢 | | 6. | Blaunstein, P.、Lyon, R.(2006)。Why kids can't read: Challenging the status quo in education。Boston, MA：Rowan & Littlefield。 | 其他| 1. | 吳武典Wu, Wu-Tien、張正芬Chang, Cheng-Fen(1984)。國語文能力測驗Chinese language ability test。 延伸查詢 | | 2. | 洪儷瑜Hung, Li-Yu, Wang、王瓊珠Chiung-Chu、張郁雯Chang, Yu-Wen、陳秀芬Chen, Hsiu-Fen(2006a)。識字量評估測驗Chinese character size test。 延伸查詢 | | 3. | 陳淑麗Chen, Shu-Li、曾世杰Tzeng, Shih-Jay、洪儷瑜Hung, Li-Yu(2006)。原住民國語文低成就兒童文化與經驗本位補救教學成效之研究The effectiveness of a reading remedial program to underachieving aboriginal students。 延伸查詢 | | 4. | Al Otaiba, S., & Fuchs, D.(2006)。Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study。 | | 5. | Denton, C. A., Fletcher, J. M., Anthony, J. L., & Francis, D. J.(2006)。An evaluation of intensive intervention for atudents with persistent reading difficulties。 | | 6. | Gersten, R., Compton, D., Connor, C., Dimino, J., Santoro, L., Linan-Thompson, S., & Tilly, W. D.(2009)。Assisting students struggling with reading: Response to intervention (RtI) and multi-tier intervention in the primary grades.。 | | 7. | Gunn, B., Biglan, A., Smolkowski, K., & Ary, D.(2000)。The efficacy of supplemental instru ction in decoding skills for Hispanic and Non-Hispanic students in early elementary school。 | | 8. | O’Connor, R. E., Fulmer, D., Harty, K. R., & Bell, K. M.(2005)。Layers of reading intervention in kindergarten through third grade: Changes in teaching and student outcomes。 | | 9. | Taylor, B. M., Pearson, P. D., Clark, K. F., & Walpole, S.(1999)。Beating the odds in teaching all children to read。 | | 10. | Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Pratt, A., Chen, R., & Denckla, M. B.(1996)。Cognitive profiles of difficultto-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of special reading disability。 | | 11. | Vellutino, F. R., Scanlon, D. M., Zhang, H., & Schatschneider, C.(2008)。Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties。 | | 12. | Wanzek, J., & Vaughn, S.(2008)。Response to varying amounts of time in reading intervention for students with low response to intervention。 | 圖書論文| 1. | Alexander, A.、Torgesen, J. K.、Rashotte, C. A.、MacPhee, K.、Alexander, J.(2003)。Progress toward Understanding the Instructional Conditions Necessary for Remediating Reading Difficulties in Older Children。Preventing and Remediating Reading Difficulties: Bringing Science to Scale。Baltimore, MD：York Press。 | |