期刊論文| 1. | Blazhenkova, O.、Kozhevnikov, M.(2010)。Visual-object ability: A new dimension of non-verbal intelligence。Cognition，117(3)，276-301。   |
| 2. | Schleppegrell, M. J.(2007)。The linguistic challenges of mathematics teaching and learning: A research review。Reading and Writing Quarterly: Overcoming Learning Difficulties，23(2)，139-159。 |
| 3. | Cain, K.、Lemmon, K.、Oakhill, J.(2004)。Individual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge, and memory capacity。Journal of Educational Psychology，96(4)，671-681。 |
| 4. | 曾雅瑛、黃秀霜(20020700)。國民小學中文詞彙測驗之編製。測驗年刊，49(2)，199-216。 延伸查詢 |
| 5. | Nagy, William E.、Herman, Patricia A.、Anderson, Richard C.(1985)。Learning Words from Context。Reading Research Quarterly，20(2)，233-253。 |
| 6. | Geary, D. C.(2011)。Cognitive predictors of achievement growth in mathematics: A 5-year longitudinal study。Developmental Psychology，47(6)，1539-1552。 |
| 7. | 廖晨惠、黃忻怡、曹傑如、白鎧鋕(20121200)。國小低年級學童聲韻覺識、聲旁表音覺識、造詞能力、斷詞能力、與中文閱讀之縱貫性研究。測驗統計年刊，20(下)，31-65。 延伸查詢 |
| 8. | Ouellette, G. P.(2006)。What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension。Journal of Educational Psychology，98(3)，554-566。 |
| 9. | Shen, Z.(2008)。The roles of depth and breadth of vocabulary knowledge in EFL reading performance。Asian Social Science，4(12)，135-137。 |
| 10. | Edwards, A. S.(1936)。A mathematics vocabulary test and some results of an examination of university freshmen。Journal of Educational Psychology，27(9)，694-697。 |
| 11. | Monroe, E. E.、Orme, M. P.(2002)。Developing mathematical vocabulary。Preventing School Failure: Alternative Education for Children and Youth，46(3)，139-142。 |
| 12. | Powell, S. R.、Nelson, G.(2017)。An investigation of the mathematics-vocabulary knowledge of first-grade students。The Elementary School Journal，117(4)，664-686。 |
| 13. | Powell, S. R.、Driver, M. K.、Roberts, G.、Fall, A.-M.(2017)。An analysis of the mathematics vocabulary knowledge of third-and fifth-grade students: Connections to general vocabulary and mathematics computation。Learning and Individual Differences，57，22-32。 |
| 14. | Riccomini, P. J.、Smith, G. W.、Hughes, E. M.、Fries, K. M.(2015)。The language of mathematics: The importance of teaching and learning mathematical vocabulary。Reading & Writing Quarterly，31(3)，235-252。 |
| 15. | Ritchie, S. J.、Bates, T. C.(2013)。Enduring links from childhood mathematics and reading achievement to adult socioeconomic status。Psychological Science，24(7)，1301-1308。 |
| 16. | Peng, P.、Namkung, J.、Barnes, M.、Sun, C.(2016)。A meta-analysis of mathematics and working memory: Moderating effects of working memory domain, type of mathematics skill, and sample characteristics。Journal of Educational Psychology，108(4)，455-473。 |
| 17. | Moghadam, Soodeh H.、Zainal, Zaidah、Ghaderpour, Mahsa(2012)。A review on the important role of vocabulary knowledge in reading comprehension performance。Procedia--Social and Behavioral Sciences，66，555-563。 |
| 18. | Duff, D.、Tomblin, J. B.、Catts, H.(2015)。The Influence of Reading on Vocabulary Growth: A Case for a Matthew Effect。Journal of Speech, Language, and Hearing Research，58(3)，853-864。 |
| 19. | Taboada, A.(2012)。Relationships of general vocabulary, science vocabulary, and student questioning with science comprehension in students with varying levels of English proficiency。Instructional Science，40(6)，901-923。 |
| 20. | Lin, X.、Powell, S. R.(2021)。The roles of initial mathematics, reading, and cognitive skills in subsequent mathematics performance: A meta-analytic structural equation modeling approach。Review of Educational Research，92(2)，288-325。 |
| 21. | Boschmans, S.-A.、Webb, P.(2014)。Evaluating the relationship between general health vocabulary and student achievement in pharmacology。American Journal of Pharmaceutical Education，78(6)。 |
| 22. | Binder, K. S.、Cote, N. G.、Lee, C.、Bessette, E.、Vu, H.(2017)。Beyond breadth: The contributions of vocabulary depth to reading comprehension among skilled readers。Journal of Research in Reading，40(3)，333-343。 |
| 23. | Fuchs, L. S.、Fuchs, D.、Compton, D. L.、Hamlett, C. L.、Wang, A. Y.(2015)。Is word-problem solving a form of text comprehension?。Scientific Studies of Reading，19(3)，204-223。 |
| 24. | Dulaney, A.、Vasilyeva, M.、O'Dwyer, L.(2015)。Individual differences in cognitive resources and elementary school mathematics achievement: Examining the roles of storage and attention。Learning and Individual Differences，37，55-63。 |
| 25. | Caro, K.、Mendinueta, N. R.(2017)。Lexis, lexical competence and lexical knowledge: A review。Journal of Language Teaching and Research，8(2)，205-213。 |
| 26. | Kyttälä, M.、Lehto, J. E.(2008)。Some factors underlying mathematical performance: The role of visuospatial working memory and non-verbal intelligence。European Journal of Psychology of Education，23(1)，77-94。 |
| 27. | Hansson, K.、Forsberg, J.、Löfqvist, A.、Mäki-Torkko, E.、Sahlén, B.(2004)。Working memory and novel word learning in children with hearing impairment and children with specific language impairment。International Journal of Language & Communication Disorders，39(3)，401-422。 |
| 28. | Green, C. T.、Bunge, S. A.、Chiongbian, V. B.、Barrow, M.、Ferrer, E.(2017)。Fluid reasoning predicts future mathematical performance among children and adolescents。Journal of Experimental Child Psychology，157，125-143。 |
| 29. | Lin, X.、Peng, P.、Zeng, J.(2021)。Understanding the relation between mathematics vocabulary and mathematics performance: A meta-analysis。The Elementary School Journal，121(3)，504-540。 |
| 30. | Lin, X.(2021)。Investigating the unique predictors of word-problem solving using meta-analytic structural equation modeling。Educational Psychology Review，33(3)，1097-1124。 |
| 31. | Lervåg, A.、Dolean, D.、Tincas, I.、Melby-Lervåg, M.(2019)。Socioeconomic background, nonverbal IQ and school absence affects the development of vocabulary and reading comprehension in children living in severe poverty。Developmental Science，22(5)。 |
| 32. | Moschkovich, J. N.(2015)。Scaffolding student participation in mathematical practices。Mathematics Education，47(7)，1067-1078。 |
| 33. | Morosanova, V. I.、Fomina, T. G.、Bondarenko, I. N.(2015)。Academic achievement: Intelligence, regulatory, and cognitive predictors。Psychology in Russia，8(3)，136-156。 |
| 34. | Peng, P.、Lin, X.(2019)。The relation between mathematics vocabulary and mathematics performance among fourth graders。Learning and Individual Differences，69，11-21。 |
| 35. | Peng, P.、Lin, X.、Ünal, Z. E.、Lee, K.、Namkung, J.、Chow, J.、Sales, A.(2020)。Examining the mutual relations between language and mathematics: A meta-analysis。Psychological Bulletin，146(7)，595-634。 |
| 36. | Peng, P.、Sun, C.、Li, B.、Tao, S.(2012)。Phonological storage and executive function deficits in children with mathematics difficulties。Journal of Experimental Child Psychology，112(4)，452-466。 |
| 37. | Pina, V.、Fuentes, L. J.、Castillo, A.、Diamantopoulou, S.(2014)。Disentangling the effects of working memory, language, parental education, and non-verbal intelligence on children's mathematical abilities。Frontiers in Psychology，5。 |
| 38. | Powell, S. R.、Fuchs, L. S.、Fuchs, D.(2013)。Reaching the mountaintop: Addressing the common core standards in mathematics for students with mathematics difficulties。Learning Disabilities Research & Practice，28(1)，38-48。 |
| 39. | Purpura, D. J.、Hume, L. E.、Sims, D. M.、Lonigan, C. J.(2011)。Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development。Journal of Experimental Child Psychology，110(4)，647-658。 |
| 40. | Purpura, D. J.、Reid, E. E.(2016)。Mathematics and language: Individual and group differences in mathematical language skills in young children。Early Childhood Research Quarterly，36，259-268。 |
| 41. | Pyburn, D. T.、Pazicni, S.、Benassi, V. A.、Tappin, E. E.(2013)。Assessing the relation between language comprehension and performance in general chemistry。Chemistry Education Research and Practice，14(4)，524-541。 |
| 42. | Sayeski, K. L.、Paulsen, K. J.(2010)。Mathematics reform curricula and special education: Identifying intersections and implications for practice。Intervention in School and Clinic，46(1)，13-21。 |
| 43. | Sasanguie, D.、Göbel, S. M.、Moll, K.、Smets, K.、Reynvoet, B.(2013)。Approximate number sense, symbolic number processing, or number-space mappings: What underlies mathematics achievement?。Journal of Experimental Child Psychology，114(3)，418-431。 |
| 44. | Rosado, N.、Caro, K. G.(2018)。The relationship between lexis and reading comprehension: A review。English Language Teaching，11(11)，136-147。 |
| 45. | Simpson, A.、Cole, M. W.(2015)。More than words: A literature review of language of mathematics research。Educational Review，67(3)，369-384。 |
| 46. | Toll, S. W. M.、Van Luit, J. E. H.(2014)。The developmental relationship between language and low early numeracy skills throughout kindergarten。Exceptional Children，81(1)，64-78。 |
| 47. | Zhang, X.、Hu, B. Y.、Ren, L.、Fan, X.(2017)。Pathways to reading, mathematics, and science: Examining domain-general correlates in young Chinese children。Contemporary Educational Psychology，51，366-377。 |
| 48. | Ünal, Z. E.、Powell, S. R.、Özel, S.、Scofield, J. E.、Geary, D. C.(2021)。Mathematics vocabulary differentially predicts mathematics achievement in eighth grade higher- versus lower- achieving students: Comparisons across two countries。Learning and Individual Differences，92。 |
| 49. | Cain, K.、Oakhill, J. V.、Elbro, C.(2003)。The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties。Journal of Child Language，30(3)，681-694。 |
| 50. | Spinath, B.、Harald Freudenthaler, H.、Neubauer, A. C.(2010)。Domain-specific school achievement in boys and girls as predicted by intelligence, personality and motivation。Personality and Individual Differences，48(4)，481-486。 |
| 51. | LeFevre, J.-A.、Fast, L.、Skwarchuk, S.-L.、Smith-Chant, B. L.、Bisanz, J.、Kamawar, D.、Penner-Wilger, M.(2010)。Pathways to mathematics: Longitudinal predictors of performance。Child Development，81(6)，1753-1767。 |
| 52. | Swanson, H. L.、Sachse-Lee, C.(2001)。Mathematical problem solving and working memory in children with learning disabilities: Both executive and phonological processes are important。Journal of Experimental Child Psychology，79(3)，294-321。 |