| 期刊論文| 1. | 陳淑麗、蘇倩慧、曾世杰(20100900)。透過國語文補救教學提升低成就兒童的口語能力。教育與心理研究，33(3)，25-46。 延伸查詢 | | 2. | Al Otaiba, S.、Fuchs, D.(2006)。Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study。Journal of Learning Disabilities，39(5)，414-431。  | | 3. | Berkeley, S.、Bender, W. N.、Peaster, L. G.、Saunders, L.(2009)。Implementation of response to intervention: A snapshot of progress。Journal of Learning Disabilities，42(1)，85-95。 | | 4. | Campbell, F. A.、Ramey, C. T.、Pungello, E.、Sparlin, H.、Johnson, S. M.(2002)。Early childhood education: Young adult outcomes for the abecedarian project。Applied Developmental Science，6(1)，42-57。 | | 5. | Case, L. P.、Speece, D. L.、Silverman, R.、Ritchey, K. D.、Schatschneider, C.、Cooper, D. H.、Montanaro, E.、Jacobs, D.(2010)。Validation of a supplemental reading intervention for first-grade children。Journal of Learning Disabilities，43(5)，402-417。 | | 6. | Denton, C. A.、Fletcher, J. M.、Anthony, J. L.、Francis, D. J.(2006)。An evaluation of intensive intervention for students with persistent reading difficulties。Journal of Learning Disabilities，39(5)，447-466。 | | 7. | 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 teading disability。Journal of Educational Psychology，88(4)，601-638。 | | 8. | 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。Reading and Writing，21(4)，437-480。 | | 9. | 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。 | | 10. | 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。 | | 11. | 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。 | | 12. | 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。 | | 13. | O'Connor, R.(2000)。Increasing the intensity of intervention in kindergarten and first grade。Learning Disabilities Research & Practice，15(1)，43-54。 | | 14. | Pikulski, J. J.(1994)。Preventing Reading Failure: A Review of Five Effective Program。The Reading Teacher，48(1)，30-39。 | | 15. | 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。 | | 16. | Vellutino, F. R.、Scanlon, D. M.、Lyon, G. R.(2000)。Differentiating between Difficult-to-Remediate and Readily Remediated Poor Readers: More Evidence against the IQ-Achievement Discrepancy Definition of Reading Disability。Journal of Learning Disabilities，33(3)，223-238。 | | 17. | 張新仁、韓孟蓉(20040600)。不同識字教學法對國小低年級學生識字教學成效之研究。教育學刊，22，71-88。 延伸查詢 | | 18. | 江素枝、陳惠萍、黃秀霜(20090500)。可預測書教學對偏遠地區國小學童閱讀理解能力及閱讀動機影響之研究。教育學誌，21，91-146。 延伸查詢 | | 19. | 陳淑麗、曾世杰、蔣汝梅(20121100)。初級與次級國語文介入對弱勢低學力學校的成效研究：不同介入長度的比較。特殊教育研究學刊，37(3)，27-58。 延伸查詢 | | 20. | 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。 | | 21. | 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。 | | 22. | Wasik, Barbara A.、Slavin, Robert E.(1993)。Preventing Early Reading Failure with One-to-one Tutoring: A Review of Five Programs。Reading Research Quarterly，28(2)，178-200。 | | 23. | 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 | | 24. | 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 | | 25. | 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。 | | 26. | 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。 | | 27. | 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。 | | 28. | 王瓊珠(20040900)。故事結構教學加分享閱讀對增進國小閱讀障礙學童讀寫能力與故事結構概念之研究。臺北市立師範學院學報. 教育類，35(2)，1-22。 延伸查詢 | | 29. | 簡淑真(20100600)。三種早期閱讀介入方案對社經弱勢幼兒的教學效果研究。臺東大學教育學報，21(1)，93-123。 延伸查詢 | | 30. | 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 | | 31. | 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 | | 32. | 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 | | 33. | 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 | | 34. | Braden, Jeffery P.(1987)。A Comparison of Regression and Standard Score Discrepancy Methods for Learning Disabilities Identification: Effects on Racial Representation。Journal of School Psychology，25(1)，23-29。 | | 35. | Kush, J. C.、Watkins, M. W.、Ward, T. J.、Ward, S. B.、Canivez, G. L.、Worrell, F. C.(2001)。Construct Validity of the WISC-III for White and Black Students from the WISC-III Standardization Sample and for Black Students Referred for Psychological Evaluation。School Psychology Review，30(1)，70-88。 | 研究報告| 1. | 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。Washington, DC：National Center for Educational Evaluation and Regional Assistance, Institute of Education Sciences：U.S. Department of Education。 | 學位論文| 1. | 江美滿(2009)。非營利組織社會行銷的理論與實踐--以天下雜誌教育基金會「希望閱讀」計劃為例(碩士論文)。佛光大學。 延伸查詢 | 圖書| 1. | 陳淑麗(2008)。奇妙文字國。臺北：永齡教育基金會。 延伸查詢 | | 2. | 陳淑麗(2009)。弱勢學生讀寫希望工程--課輔現場的瞭解與改造。臺北：心理。 延伸查詢 | | 3. | 曾世杰(2005)。ㄅㄆㄇ注音王國。臺東縣：臺東縣教育局。 延伸查詢 | | 4. | 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。 | | 5. | 洪儷瑜、王瓊珠、張郁雯、陳秀芬(2006)。識字量評估測驗(國字測驗)。臺北市：國立臺灣師範大學。 延伸查詢 | | 6. | 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 | | 7. | 黃秀霜、鄭美芝(2003)。國小注音符號能力診斷測驗。臺北：心理出版社。 延伸查詢 | | 8. | Raudenbush, Stephen W.、Bryk, Anthony S.(2002)。Hierarchical Linear Models: Applications and Data Analysis Methods。Thousand Oaks, CA：Sage Press。 | | 9. | 教育部(2008)。教育部推動教育優先區計畫( 97 年度）。台北市：教育部。 延伸查詢 | | 10. | Hall, N.、Marsh, J.(2003)。Handbook of early childhood literacy。London：Sage。 | 其他| 1. | King, R.，Torgesen, J. K.(2006)。Improving the effectiveness of reading instruction in one elementary school: A description of the process，http://www.fcrr.org/publications/publicationspdffiles/Hartsfield_chapter.pdf.， 20091102。 | 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。 | | 2. | Berninger, V. W.、Abbott, R. D.(1994)。Redefining Learning Disabilities: Moving beyond Aptitude-achievement Discrepancies to Failure to Respond to Validate Treatment Protocols。Frames of Reference for the Assessment of Learning Disabilities: New Views on Measurement Issues。Baltimore, MD：Paul H. Brookes Publishing Co.。 | |
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