| 期刊論文1. | 管秋雄、陳秀紋(20090600)。小學一年級教師入學準備度觀點之探討。中州學報,27,101-133。 延伸查詢 | 2. | Ladd, G. W.、Birch, S. H.、Buhs, E. S.(1999)。Children's social and scholastic lives in kindergarten: Related spheres of influence?。Child Development,70(6),1373-1400。 | 3. | 王柏壽(20040400)。班級裡的人際關係。教師之友,45(2),15-24。 延伸查詢 | 4. | Magnuson, K. A.、Meyers, M. K.、Ruhm, C. J.、Waldfogel, J.(2004)。Inequality in Preschool Education and School Readiness。American Educational Research Journal,41(1),115-157。 | 5. | Trentacosta, C. J.、Izard, C. E.(2007)。Kindergarten children's emotion competence as a predictor of their academic competence in first grade。Emotion,7(1),77-88。 | 6. | 陳宛渝、朱思穎(20131200)。幼兒園及小一家長對特殊需求幼兒入國小準備能力觀點之探究。身心障礙研究,11(4),233-248。 延伸查詢 | 7. | 陳韻珍、朱思穎(20120800)。醫療專業人員對特殊需求幼兒入小學普通班準備能力看法之初探性研究。幼兒教育年刊,23,69-89。 延伸查詢 | 8. | Hindman, A. H.、Skibbe, L. E.、Miller, A.、Zimmerman, M.(2010)。Ecological contexts and early learning: Contributions of child, family, and classroom factors during Head Start, to literacy and mathematics growth through first grade。Early Childhood Research Quarterly,25(2),235-250。 | 9. | Seery, M. E.、Davis, P. M.、Johnson, L. J.(2000)。Seeing eye-to-eye: Are parents and professionals in agreement about the benefits of preschool inclusion?。Remedial and special education,21(5),268-319。 | 10. | 林秀錦、王天苗(20040300)。幼兒入學準備能力之研究。特殊教育研究學刊,26,89-108。 延伸查詢 | 11. | 宣崇慧、林寶貴(20021100)。學前聽障及聽常兒童讀寫萌發情形與口語發展能力之探究。特殊教育與復健學報,10,35-57。 延伸查詢 | 12. | 白華枝、張麗君、蕭佳純(20150300)。影響幼兒語言能力之語文環境之跨層次分析--以家庭及教室語文環境為例。當代教育研究季刊,23(1),1-35。 延伸查詢 | 13. | Alwin, D. F.、Thornton, A.(1984)。Family origins and the schooling process: early versus late influence of parental characteristics。American Sociological Review,49(6),784-802。 | 14. | Sammons, P.、Elliot, K.、Sylva, K.、Melhuish, E.、Siraj-Blatchford, I.、Taggart, B.(2004)。The impact of pre‐school on young children's cognitive attainments at entry to reception。British Educational Research Journal,30(5),691-712。 | 15. | 張芳全(20110600)。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.教育類,25(1),29-56。 延伸查詢 | 16. | Melhuish, E. C.、Sylva, K.、Sammons, P.、Siraj-Blatchford, I.、Taggart, B.、Phan, M. B.、Malin, A.(2008)。Preschool influences on mathematics achievement。Science,321(5893),1161-1162。 | 17. | 陳昇飛(20130600)。社會互動教學與幼兒數概念之研究。朝陽人文社會學刊,11(1),69-92。 延伸查詢 | 18. | 林佳慧、劉惠美、張鑑如(20190900)。家庭脈絡下的親子共讀與幼兒發展關係--臺灣幼兒發展調查資料庫的應用與分析。教育心理學報,51(1),135-159。 延伸查詢 | 19. | Shahaeian, A.、Wang, C.、Tucker-Drob, E.、Geiger, V.、Bus, A. G.、Harrison, L. J.(2018)。Early shared reading, socioeconomic status, and children's cognitive and school competencies: Six years of longitudinal evidence。Scientific Studies of Reading,22(6),485-502。 | 20. | Joe, E. M.、Davis, J. E.(2009)。Parental Influence, School Readiness and Early Academic Achievement of African American Boys。Journal of Negro Education,78(3),260-276。 | 21. | 陳怡慧(20181200)。聽覺損傷兒童幼小轉銜準備能力之初探。特殊教育與復健學報,35,25-46。 延伸查詢 | 22. | Farrant, B. M.、Zubrick, S. R.(2012)。Early vocabulary development: The importance of joint attention and parent-child book reading。First Language,32(3),343-364。 | 23. | 田佳靈、林秀錦(20160600)。家庭語文環境、教室學習環境與五歲特殊幼兒語言能力的關係。溝通障礙教育,3(1),1-22。 延伸查詢 | 24. | 陳素燕、張毓仁、柯華葳(20111100)。The Influence of Parental Education Level, Parental Reading Attitude, and Current Home Reading Activities on Students' Reading Attainment: Findings from the PIRLS 2006。教育心理學報,43(專刊),357-376。 | 25. | 黃馨慧(20200400)。提升幼兒數學能力的家庭介入方案:活動與互動取向。國立屏東大學學報. 教育類,4,181-217。 延伸查詢 | 26. | Anderson, S.、Phillips, D.(2017)。Is pre-K classroom quality associated with kindergarten and middle-school academic skills?。Developmental Psychology,53(6),1063-1078。 | 27. | Barnett, W. S.、Hustedt, J. T.(2003)。Preschool: The most important grade。Educational Leadership,60(7),54-57。 | 28. | Beecher, C. C.、Strand, P.、French, B. F.(2018)。Investigation of the development of pre-academic skills for preschoolers in Head Start。Journal of Education for Students Placed at Risk,23(3),230-249。 | 29. | Cain, M. K.、Kaboski, J. R.、Gilger, J. W.(2019)。Profiles and academic trajectories of cognitively gifted children with autism spectrum disorder。Autism,23(7),1663-1674。 | 30. | Davies, S.、Janus, M.、Duku, E.、Gaskin, A.(2016)。Using the early development instrument to examine cognitive and non-cognitive school readiness and elementary student achievement。Early Childhood Research Quarterly,35,63-75。 | 31. | Duncan, G. J.、Dowsett, C. J.、Claessens, A.、Magnuson, K.、Huston, A. C.、Klebanov, P.、Pagani, L. S.、Feinstein, L.、Engel, M.、Brooks-Gunn, J.、Sexton, H.、Duckworth, K.、Japel, C.(2007)。School readiness and later achievement。Developmental Psychology,43(6),1428-1446。 | 32. | Ferretti, L. K.、Bub, K. L.(2017)。Family routines and school readiness during the transition to kindergarten。Early Education and Development,28(1),59-77。 | 33. | Gallardo, L. O.、Barrasa, A.、Guevara-Viejo, F.(2016)。Positive peer relationships and academic achievement across early and midadolescence。Social Behavior and Personality: An International Journal,44(10),1637-1648。 | 34. | Hamre, B.、Hatfield, B.、Pianta, R.、Jamil, F.(2014)。Evidence for general and domain-specific elements of teacher-child interactions: Associations with preschool children's development。Child Development,85(3),1257-1274。 | 35. | Jacobi-Vessels, J. L.、Brown, E. T.、Molfese, V. J.、Do, A.(2016)。Teaching preschoolers to count: Effective strategies for achieving early mathematics milestones。Early Childhood Education Journal,44(1),1-9。 | 36. | Jacobsen, G. M.、Joanette, Y.、Kristensen, C. H.、Fonseca, R. P.(2017)。Executive processing in children on verbal fluency tasks: The predictive role of child age and parental education。Psychology and Neuroscience,10(3),273-280。 | 37. | Leerkes, E. M.、Blankson, A. N.、O'Brien, M.、Calkins, S. D.、Marcovitch, S.(2011)。The relation of maternal emotional and cognitive support during problem solving to pre-academic skills in preschoolers。Infant and Child Development,20(6),353-370。 | 38. | Rabiner, D. L.、Godwin, J.、Dodge, K. A.(2016)。Predicting academic achievement and attainment: The contribution of early academic skills, attention difficulties, and social competence。School Psychology Review,45(2),250-267。 | 39. | Reid, E. E.、Diperna, J. C.、Missall, K.、Volpe, R. J.(2014)。Reliability and structural validity of the teacher rating scales of early academic competence。Psychology in the Schools,51(6),535-553。 | 40. | Roebers, C. M.、Röthlisberger, M.、Cimeli, P.、Michel, E.、Neuenschwander, R.(2011)。School enrolment and executive functioning: A longitudinal perspective on developmental changes, the influence of learning context, and the prediction of pre-academic skills。European Journal of Developmental Psychology,8(5),526-540。 | 41. | 黃毅志(20080600)。如何精確測量職業地位?--「改良版臺灣地區新職業聲望與社經地位量表」之建構。臺東大學教育學報,19(1),151-159。 延伸查詢 | 42. | 賴孟龍、陳芸鍾(20100300)。三至五歲幼兒基本加減法的發展:「性別」&「社經地位」的差異開始了嗎?。台灣數學教師(電子)期刊,21,20-51。 延伸查詢 | 研究報告1. | Carlson, E.、Jenkins, F.、Bitterman, A.、Keller, B.(2011)。A longitudinal view of the receptive vocabulary and math achievement of young children with disabilities。 | 2. | Markowitz, J.、Carlson, E.、Frey, W.、Riley, J.、Shimshak, A.、Heinzen, H.、Strohl, J.、Klein, S.、Lee, H.(2006)。Preschoolers' with disabilities: Characteristics, services, and results: Wave 1 overview report from the Pre-Elementary Education Longitudinal Study (PEELS)。 | 學位論文1. | 宣崇慧(2000)。學前聽障及聽常兒童讀寫發展能力與口語發展能力之探究(碩士論文)。國立臺灣師範大學。 延伸查詢 | 圖書1. | 邱皓政(2006)。量化研究與統計分析:SPSS中文視窗版資料分析範例解析(基礎版)。台北:五南。 延伸查詢 | 2. | 王天苗(2010)。2010年SNELS次級資料分析工作坊會議手冊。中原大學。 延伸查詢 | 3. | 教育部(2009)。九十八年度中華民國特殊教育統計年報。教育部。 延伸查詢 | 4. | 教育部(2020)。一○九年度中華民國特殊教育統計年報。教育部。 延伸查詢 | 5. | 盧美貴(2003)。我國五歲幼兒基本能力與學力指標建構研究。教育部國民教育司。 延伸查詢 | 其他1. | Blackorby, J.,Knokey, A.-M.,Wagner, M.,Levine, P.,Schiller, E.,Sumi, C.(2007)。What makes a difference? Influences on outcomes for students with disabilities,https://www.seels.net/designdocs/SEELS_W1W3_FINAL.pdf。 | 2. | Early Childhood Technical Assistance Center(2020)。Child outcomes,https://ectacenter.org/eco/pages/childoutcomes.asp。 | |