| 期刊論文| 1. | Marín-Martínez, F.、Sánchez-Meca, J.(2010)。Weighting by inverse variance or by sample size in random-effects meta-analysis。Educational and Psychological Measurement，70(1)，56-73。   | | 2. | Valentine, J. C.、Cooper, H.(2008)。A systematic and transparent approach for assessing the methodological quality of intervention effectiveness research: The study design and implementation assessment device (Study DIAD)。Psychological Methods，13(2)，130-149。 | | 3. | Rosenshine, B.、Meister, C.、Chapman, S.(1996)。Teaching students to generate questions: A review of the intervention studies。Review of Educational Research，66(2)，181-221。 | | 4. | Puzio, K.、Colby, G. T.(2013)。Cooperative learning and literacy: A meta-analytic review。Journal of Research on Educational Effectiveness，6(4)，339-360。 | | 5. | Slavin, R. E.、Lake, C.、Chambers, B.、Cheung, A.、Davis, S.(2009)。Effective reading programs for the elementary grades: A best-evidence synthesis。Review of Educational Research，79(4)，1391-1466。 | | 6. | Stevens, R. J.、Madden, N. A.、Slavin, R. E.、Famish, A. M.(1987)。Cooperative Integrated Reading and Composition: Two Field Experiments。Reading Research Quarterly，22(4)，433-454。 | | 7. | Slavin, R. E.(1978)。Student teams and achievement divisions。Journal of Research and Development in Education，12(1)，39-49。 | | 8. | 黃瓊儀(20121200)。臺灣近十年閱讀障礙學童閱讀理解策略教學成效之後設分析。東臺灣特殊教育學報，14，243-267。 延伸查詢 | | 9. | Slavin, Robert E.(2008)。Perspectives on evidence-based research in education: What works? Issues in synthesizing educational program evaluations。Educational Researcher，37(1)，5-14。 | | 10. | Therrien, W. J.(2004)。Fluency and comprehension gains as a result of repeated reading: A meta-analysis。Remedial and Special Education，25(4)，252-261。 | | 11. | Bangert-Drowns, R. L.、Hurley, M. M.、Wilkinson, B.(2004)。The Effects of School-Based Writing-to-Learn Interventions on Academic Achievement: A Meta-analysis。Review of Educational Research，74(1)，29-58。 | | 12. | King, A.(1994)。Guiding Knowledge Construction in the Classroom: Effects of Teaching Children How to Question and How to Explain。American Educational Research Journal，31(2)，338-368。 | | 13. | Raphael, Taffy E.(1986)。Teaching question answer relationships, revisited。The Reading Teacher，39(6)，516-522。 | | 14. | 謝進昌(20150600)。有效的中文閱讀理解策略：國內實徵研究之最佳證據整合。教育科學研究期刊，60(2)，33-77。 延伸查詢 | | 15. | Hedges, Larry V.(1981)。Distribution theory for Glass's estimator of effect size and related estimators。Journal of educational Statistics，6(2)，107-128。 | | 16. | Rosenshine, B.、Meister, C.(1994)。Reciprocal teaching: A review of the research。Review of Educational Research，64(4)，479-530。 | | 17. | De Boer, H.、Donker, A. S.、Van der Werf, M. P. C.(2014)。Effects of the attributes of educational interventions on students' academic performance: A meta-analysis。Review of Educational Research，84(4)，509-545。 | | 18. | Graham, S.、Hebert, M.(2011)。Writing to read: A meta-analysis of the impact of writing and writing instruction on reading。Harvard Educational Review，81(4)，710-785。 | | 19. | Slavin, R. E.、Madden, N. A.(2011)。Measures inherent to treatments in program effectiveness reviews。Journal of Research on Educational Effectiveness，4(4)，370-380。 | | 20. | Paris, S. G.、Cross, D. R.、Lipson, M. Y.(1984)。Informed strategies for learning: a program to improve children's reading awareness and comprehension。Journal of Educational Psychology，76(6)，1239-1252。 | | 21. | Suggate, S. P.(2010)。Why what we teach depends on when: grade and reading intervention modality moderate effect size。Developmental Psychology，46(6)，1556-1579。 | | 22. | Hebert, M.、Bohaty, J. J.、Nelson, J. R.、Brown, J.(2016)。The effects of text structure instruction on expository reading comprehension: A meta-analysis。Journal of Educational Psychology，108(5)，609-629。 | | 23. | Scammacca, N. K.、Roberts, G.、Vaughn, S.、Stuebing, K. K.(2015)。A meta-analysis of interventions for struggling readers in grades 4-12: 1980-2011。Journal of Learning Disabilities，48(4)，369-390。 | | 24. | Guthrie, J. T.、Van Meter, P.、McCann, A. D.、Wigfield, A.、Bennett, L.、Poundstone, C. C.、Mitchell, A. M.(1996)。Growth of literacy engagement: Changes in motivations and strategies during concept-oriented reading instruction。Reading Research Quarterly，31(3)，306-332。 | | 25. | 陳明蕾(20190900)。臺灣十年來教師閱讀教學與學生閱讀表現關係之探討：來自PIRLS 2006、2011與2016的證據。教育心理學報，51(1)，51-82。 延伸查詢 | | 26. | Ardasheva, Y.、Wang, Z.、Adesope, O. O.、Valentine, J. C.(2017)。Exploring effectiveness and moderators of language learning strategy instruction on second language and self-regulated learning outcomes。Review of Educational Research，87(3)，544-582。 | | 27. | Cheung, A. C. K.、Slavin, R. E.(2012)。How features of educational technology applications affect student reading outcomes: A meta-analysis。Educational Research Review，7(3)，198-215。 | | 28. | Cheung, A. C. K.、Slavin, R. E.(2016)。How methodological features affect effect sizes in education。Educational Researcher，45(5)，283-292。 | | 29. | Cole, M. W.(2014)。Speaking to read: Meta-analysis of peer-mediated learning for English language learners。Journal of Literacy Research，46(3)，358-382。 | | 30. | Cook, B. G.、Buysse, V.、Klingner, J.、Landrum, T. J.、McWilliam, R. A.、Tankersley, M.、Test, D. W.(2015)。CEC's standards for classifying the evidence base of practices in special education。Remedial and Special Education，36(4)，220-234。 | | 31. | Garcia, J. R.、Cain, K.(2014)。Decoding and reading comprehension: A meta-analysis to identify which reader and assessment characteristics influence the strength of the relationship in English。Review of Educational Research，84(1)，74-111。 | | 32. | Gersten, R.、Fuchs, L. S.、Compton, D.、Coyne, M.、Greenwood, C.、Innocenti, M. S.(2005)。Quality indicators for group experimental and quasi-experimental research in special education。Exceptional Children，71(2)，149-164。 | | 33. | Hall, M. S.、Burns, M. K.(2018)。Meta-analysis of targeted small-group reading intervention。Journal of School Psychology，66，54-66。 | | 34. | Scammacca, N. K.、Roberts, G. J.、Cho, E.、Williams, K. J.、Roberts, G.、Vaughn, S. R.、Carroll, M.(2016)。A century of progress: Reading interventions for students in grades 4-12, 1914-2014。Review of Educational Research，86(3)，756-800。 | | 35. | Stevens, E. A.、Park, S.、Vaugh, S.(2019)。A review of summarizing and main idea interventions for struggling readers in grade 3 through 12: 1978-2016。Remedial and Special Education，40(3)，131-149。 | | 36. | Suggate, S. P.(2016)。A meta-analysis of the long-term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions。Journal of Learning Disabilities，49(1)，77-96。 | | 37. | Vaughn, S.、Linan-Thompson, S.、Kouzekanani, K.、Bryant, D. P.、Dickson, S.、Blozis, S. A.(2003)。Reading instruction grouping for students with reading difficulties。Remedial and Special Education，24(5)，301-315。 | | 38. | Viechtbauer, W.、Cheung, M. W.-L.(2010)。Outlier and influence diagnostics for meta-analysis。Research Synthesis Methods，1(2)，112-125。 | | 39. | Wanzek, J.、Wexler, J.、Vaughn, S.、Ciullo, S.(2010)。Reading interventions for struggling readers in the upper elementary grades: A synthesis of 20 years of research。Reading and Writing，23(8)，889-912。 | | 40. | Wood, S. G.、Moxley, J. H.、Tighe, E. L.、Wagner, R. K.(2018)。Does use of text-to-speech and related read-aloud tools improve reading comprehension for students with reading disabilities? A meta-analysis。Journal of Learning Disabilities，51(1)，73-84。 | | 41. | Duval, Sue J.、Tweedie, Richard L.(2000)。Trim and fill: A simple funnel-plot-based method of testing and adjusting for publication bias in meta-analysis。Biometrics，56(2)，455-463。 | | 42. | Higgins, Julian P. T.、Thompson, Simon G.(2002)。Quantifying heterogeneity in a meta-analysis。Statistics in Medicine，21(11)，1539-1558。 | | 43. | Palincsar, A. S.、Brown, A. L.(1984)。Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities。Cognition and Instruction，1(2)，117-175。 | | 44. | Cohen, Jacob(1992)。A power primer。Psychological Bulletin，112(1)，155-159。 | | 45. | 謝進昌(20120300)。不同實驗設計之標準化平均數差異效果量整合探討。屏東教育大學學報. 教育類，38，57-92。 延伸查詢 | 學位論文| 1. | 林容妃(2005)。兒童科普讀物的閱讀理解教學對國小學童自然科學習之相關研究(碩士論文)。國立台北師範學院，臺北市。 延伸查詢 | | 2. | Davis, D. S.(2010)。A met-analysis of comprehension strategy instruction for upper elementary and middle school students(博士論文)。Graduate School of Vanderbilt University，Nashville, Tennessee。 | | 3. | 吳裕聖(2007)。鷹架概念構圖教學模式的建立與實施成效研究(博士論文)。國立中正大學，嘉義縣。 延伸查詢 | | 4. | 許慧君(2011)。摘要策略教學對國小五年級學童閱讀理解成效之研究(碩士論文)。銘傳大學，臺北市。 延伸查詢 | | 5. | 吳潔蓉(2010)。運用交互教學法促進國小學童科學閱讀之成效(碩士論文)。國立臺北教育大學，臺北市。 延伸查詢 | | 6. | 吳庭耀(2009)。比較不同閱讀理解策略對國小中年級低閱讀能力學童在不同文體之閱讀流暢度與閱讀理解表現之差異研究(碩士論文)。國立臺南大學，臺南市。 延伸查詢 | | 7. | 程炳林(1995)。自我調整學習的模式驗證及其教學效果之研究(博士論文)。國立臺灣師範大學，臺北市。 延伸查詢 | | 8. | 王玳雅(2013)。故事結構教學對國小學童閱讀理解能力影響之後設分析(碩士論文)。國立臺北教育大學，臺北市。 延伸查詢 | | 9. | 連啟舜(2002)。國內閱讀理解教學研究成效之統合分析研究(碩士論文)。國立臺灣師範大學。 延伸查詢 | | 10. | 洪采菱(2008)。廣泛閱讀與重複閱讀教學法對國小一年級學童識字能力、口語閱讀流暢力及閱讀理解之影響(碩士論文)。國立屏東教育大學，屏東縣。 延伸查詢 | | 11. | 郭玥妦(2009)。引導式閱讀策略融入網路讀書會於提升國小五年級閱讀素養成效之研究(碩士論文)。淡江大學，新北市。 延伸查詢 | | 12. | 魏筱珊(2011)。多媒體閱讀公路教學策略對低閱讀理解能力學生閱讀理解學習成效之研究(碩士論文)。國立臺南大學，臺南市。 延伸查詢 | 圖書| 1. | Organisation for Economic Co-operation and Development(2010)。PISA 2009 Results: Learning to learn-Student engagement, strategies and practices。Paris：OECD。 | | 2. | De Lemos, M. M.(2002)。Closing the gap between research and practices: Foundation for the acquisition of literacy。Camberwell Victoria：Australian Council for Educational Research。 | | 3. | National Institute of Child Health and Human Development(2000)。Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction。Washington, DC：National Institute of Child Health and Human Development。 | | 4. | Beck, I. L.、McKeown, M. G.(2006)。Improving comprehension with questioning the author: A fresh and expanded view of a powerful approach。New York, NY：Scholastic。 | | 5. | Borenstein, Michael、Hedges, Larry V.、Higgins, Julian P. T.、Rothstein, Hannah R.(2009)。Introduction to Meta-Analysis。John Wiley & Sons, Inc.。 | | 6. | Chall, J. S.(1996)。Stages of reading development。Harcourt Brace。 | | 7. | Glass, G. V.、McGaw, B.、Smith, M. L.(1981)。Meta-analysis in social research。Beverly Hills, CA：Sage。 | | 8. | Light, R. J.、Pillemer, D. B.(1984)。Summing up: The science of reviewing research。Cambridge, MA：Harvard University Press。 | | 9. | Snow, C.(2002)。Reading for understanding: Toward an R&D program in reading comprehension。RAND。 | | 10. | Shadish, W. R.、Cook, T. D.、Campbell, D. T.(2002)。Experimental and quasi-experimental designs for generalized causal inference。Belmont, CA：Wadsworth, Cengage Learning。 | | 11. | What Works Clearinghouse(2017)。What works clearinghouse: Standards handbook。 | | 12. | 柯華葳、幸曼玲、陸怡琮、辜玉旻(2010)。閱讀理解策略教學手冊。教育部。 延伸查詢 | 其他| 1. | Mullis, I. V. S.，Martin, M. O.，Foy, P.，Hooper, M.(2017)。PIRLS 2016: International results in reading，TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College and International Association for the Evaluation of Educational Achievement (IEA)。，http://timssandpirls.bc.edu/pirls2016/international-results/。 | | 2. | Viechtbauer, W.(2019)。Package 'metafor'，https://cran.r-project.org/web/packages/metafor/metafor.pdf。 | 圖書論文| 1. | Cote, N.、Goldman, S. R.(1999)。Building representations of informational text: Evidence from children’s think-aloud protocols。The construction of mental representations during reading。Mahwah, NJ：Lawrence Erlbaum Associates。 | | 2. | Rumelhart, David E.(1975)。Notes on a schema for stories。Representing and Understanding: Studies in Cognitive Science。New York, NY：Academic Press。 | | 3. | Lipsey, M. W.(2009)。Identifying interesting variables and analysis opportunities。The handbook of research synthesis and meta-analysis。New York, NY：Russell Sage Foundation。 | |