參考文獻
王瓊珠（民90）提升特殊教育品質：從一篇讀寫障礙回顧性研究談起。 載於特殊教育學會主編。特殊教育學會年刊-特殊教育品質的提昇。13-26。
朱慧君（民90）國小閱讀補救教學方法之分析研究。國立嘉義大學國民 教育所碩士論文，未出版。
李吉松、王淑珍、吳銀河（民70）王明德教學法教學研究報告。高雄市：高雄市立七賢國民小學。
李淑媛（民88）不同教學法對國小二年級學習障礙學童識字教學成效之研究。國立新竹師範學院國民教育所碩士論文，未出版。
吳敏而（民82）摘取文章大意的教材教法。載於國民小學國語科教材教法研究第三輯（pp.87-101）。台灣省國民學校教師研習會。
呂美娟（民88）基本字帶字識字教學對國小識字困難學生成效之探討。國立臺灣師範大學特殊教育研究所。碩士論文，未出版。
何東墀、胡永崇（民85）後設認知策略教學對國小閱讀障礙兒童閱讀理解成效研究。特殊教育學報，11，173-210。
邱明秀（民93）中文部首分色識字教學法對國小識字困難學童教學成效之研究。中原大學教育研究所碩士論文。
林玟慧（民84）閱讀理解策略對國中閱讀障礙學生閱讀效果之研究。特殊教育研究學刊，12，109-152。
林素貞（民87）相似字與非相似字呈現方式對國小一年級國語科低成就學生生字學習效果之比較。特殊教育與復健學報，6，261-277。
林宜真（民86）。識字困難學生之教學策略。特教園丁，1卷，13期，36-39。
林建平（民86）學習輔導－理論與實務。台北，五南。
林建平（民83）整合學習策略與動機的訓練方案對國小閱讀理解困難兒童的輔導效果。國立台灣師範大學教育心理與輔導研究所博士論文，未出版。
林寶貴、錡寶香（民88）中文閱讀理解測驗。教育部特殊教育工作小組。
林寶貴、錡寶香（民89）中文閱讀理解測驗之編製。特殊教育研究學刊，19，79-104。
林寶貴、黃瑞珍（民88）國小兒童書寫語言評量指標研究。特殊教育學刊，17，163-188。
胡永崇（民89）學習障礙之教育。載於王文科主編，特殊教育導論（頁345-390）。台北，心理。
胡永崇（民90）不同識字教學策略對國小三年級閱讀障礙學童教學成效比較之研究。屏東師院學報第十四期，（pp.179-218）。台灣：屏東。
周台傑、詹文宏（民84）後設認知閱讀策略教學對國小閱讀障礙兒童閱讀理解能力之研究。特殊教育與復健學報，4，261-277。
柯華葳（民82）台灣地區閱讀研究文獻回顧。載於中國語文心理學研究第一年度結案報告（pp.31-76）。國立中正大學心理系認知科學研究中心。
柯華葳（民88）閱讀理解困難篩選測驗施測說明。行政院國家科學委員會特殊教育工作小組印行。
詹詩韻（民93）相互教學法對國小資源班學生閱讀理解能力成效之研究。國立臺東大學教育研究所碩士論文，未出版。
施惠玲（民89）認字困難兒童之認字教學－個案研究。國立台東師範學院國民教育研究所碩士論文，未出版。
秦麗花、許家吉（民89）形聲字教學對國小二年級一般生和學障學生識字教學效果之研究。特殊教育研究學刊，18，191-206。
洪儷瑜（民84）。學習障礙者教育。台北，心理
洪儷瑜（民88）漢字視知覺測驗施測說明。行政院國家科學委員會特殊教育工作小組印行。
孫宛芝（民93）基本字帶字電腦輔助教學對國小識字困難學生之識字成效研究。國立台北師範學院特殊教育學系碩士班碩士論文，未出版。
張莉珍（民92）故事構圖策略與摘要策略對增進國小六年級低閱讀能力學生閱讀理解之比較研究。中原大學教育研究所碩士論文，未出版。
張維真（民93）兒歌圖畫結合部首歸類識字教學對識字困難學童學習成效之個案研究。屏東師範學院國民教育研究所碩士論文，未出版。
教育部（民91）。身心障礙學生及資賦優異學生鑑定標準。台北，教育部。
陳小娟、曾世杰（民88）。聽障兒童的閱讀教學。聽障孩童閱讀指導研討會，6-13。
陳姝蓉（民92）故事結構教學對增進國小閱讀障礙學生閱讀理解能力之研究。台北市立師範學院身心障礙教育研究所碩士論文，未出版。
陳姝蓉、王瓊珠（民92）故事結構教學對增進國小閱讀障礙學生閱讀理解能力之研究。特殊教育研究學刊，25，221-242。
陳榮華（民86）。魏氏兒童智力量表（WISC-III）指導手冊。台北，中國行為科學社。
陳秀芬（民88）中文一般字彙知識教學法在增進國小識字困難學生識字學習成效之探討。特殊教育研究學刊，17，225-251。
陳靜子（民85）國語低成就兒童之生字學習：部首歸類與聲旁歸類教學效果之比較。國立彰化師範大學特殊教育研究所碩士論文，未出版。
陳慶順（民88）注音符號認讀測驗施測說明。行政院國家科學委員會特殊教育工作小組印行。
郭生玉（民83）。心理教育研究法。台北，精華。
傅淳鈴（民87）國小學童後設語言知覺之測量及其實驗教學成效分析。國立台南師範學院國民教育研究所碩士論文，未出版。
黃道賢（民92）增進識字困難學生識字學習之探討。國立台北師範學院特殊教育學系碩士班碩士論文，未出版。
黃秀霜（民88）中文年級認字量表施測說明。行政院國家科學委員會特殊教育工作小組印行。
黃秀霜（民88）不同教學方式對學習困難兒童之實驗教學助益分析。課程與教學季刊，2（1），69-82。
黃瓊儀（民92）不同閱讀理解策略教學對國小閱讀理解障礙學生教學成效之研究。國立台北師範學院特殊教育學系碩士班。碩士論文，未出版。
曾月紅（民87）。從兩大學派探討全語文教學理論。教育研究資訊，6（1），76-90。
曾世杰（民85）。閱讀低成就學童及一般學童的閱讀歷程成分分析研究。國科會研究報告。（編號：NSC-83-0301-H024-009；NSC-84-0301-H-024-001）
曾世杰、陳淑麗（民88）閱讀障礙學童聲韻能力之研究。特殊教育研究學刊，17，205-223。
曾世杰（民88）國語文低成就學童之工作記憶、聲韻處理能力與唸名速度之研究。載於學童閱讀困難的鑑定與診斷研討會文集，5-28頁。嘉義：國立中正大學認知科學研究中心。
曾世杰（民88）聲韻覺識測驗施測說明。行政院國家科學委員會特殊教育工作小組印行。
歐素惠（民92）三種詞彙教學法對閱讀障礙兒童的詞彙學習與閱讀理解之成效研究。臺北市立師範學院身心障礙教育研究所。碩士論文，未出版
溫瓊怡（民92）電腦多媒體漢字部件教學系統對國小閱讀障礙學生識字學習成效之研究。國立嘉義大學特殊教育學系碩士班碩士論文，未出版。
楊坤堂（民92）。口語語言障礙的認識與衡鑑。國教新知，49（4），1-12。
錡寶香（民88）口語述說：理論、評量與學習障礙。載於中華民國特殊教育學會主編，迎千禧談特教，249-291。中華民國特殊教育學會
劉玲吟（民83）後設認知閱讀策略的教學隊國中低閱讀能力學生效果之研究。國立彰化師範大學特殊教育研究所碩士論文，未出版。
薄雯霙（民92）綜合高效識字法對國小識字困難學生生字學習成效之探討。臺中師範學院特殊教育與輔助科技研究所碩士論文，未出版。
藍慧君（民80）。學習障礙兒童與普通兒童閱讀不同結構文章之閱讀理解語閱讀理解策略的比較研究。國立台灣師範大學特殊教育所碩士論文，未出版。
蘇宜芬（民80）後設認知訓練課程對國小低閱讀能力學生的閱讀理解能力與後設認知能力之影響。國立台灣師範大學輔導研究所碩士論文，未出版。
Allen,R.V.（1961）.More ways than one. Childhood Education,38,108-111.
American Psychiatric Association（1994）.Diagnostic and statistical manual of mental disorders.（4th ed.）（DSM-IV）.85-91.Washington,DC20005.
Bradley,L., ＆ Bryant,P.E.（1985）.Children’s reading problem.Oxford：Blackwell.
Bryant,N.D.（1985）.Dyslexia.In T.Husen ＆ T.N.Postlethwaite（Eds.）.The International Encyclopedia of Education.New York：Pergamon Press.
Card,S.,Moran,T ＆ Newell,A.（1986）.The model human processor.In K.Boff,L.Kaufman,and J.Thomas（eds.）,Handbook of perception and human performance.New York：Wiley.
Catts,H.W. ＆ Kamhi,A.G.（1999a）.Defining reading disabilities.In Catts,H.W. ＆ Kamhi,A.G. （ED.）Language and reading disabilities（pp.25-49）.Boston：Allyn ＆ Bacon.
Catts,H.W. ＆ Kamhi,A.G.（1999b）.Causes of reading disabilities.In Catts,H.W. ＆ Kamhi,A.G. （ED.）Language and reading disabilities（pp.95-127）. Boston：Allyn ＆ Bacon.
Catts,H.W.,Fay,M.E.,Zhang,X., ＆ Tomblin,J.B.（1999）.Language basis of reading and reading disabilities：Evidence from a longitudinal investigation. Scientific Studies of Reading,3,331-361.
Chaney,C.（1998）.Preschool language and metalinguistic skills are links to reading success. Applied Psycholinguistics,19,433-446.
Crowder,R.G.（1982）.The demise of short-term memory. Acta Psychologia,50,291-323.
Dickinson.D.K., ＆ McCabe.A ＆Anastasopoulos.L ＆ Peisner-Feinberg.E.S ＆Poe.M.D（2003）.The Comprehensive language approach to early literacy：the interrlationships among vocabulary、phonological sensitivity,and print knowledge among preschool-aged children. Jounrnal of Educational Psychology,vol 95,3,465-481
Ehri,L.C.（1992）.Reconceptualizing the development of sight word reading and its relationship to recoding. In P.B.Gough,L.C. Ehri,＆ R.Treiman（Eds.）,Reading acquisition（pp.107-143）.Hillsdale,NJ：Erlbaum.
Ferguson,A.M., ＆Fairburn,J.（1985）.Language experience for problem solving in math. The Reading Teacher,38,504-507.
Fehrenback,R.,Greer,F.S. ＆ Daniel,T.B.（1986）.LEA on the moon. Science and Children,23,15-17.
Frith,U.（1985）.Beneath the surface of development dyslexia.In Patterson,K.E.,Marshall,C. ＆ Coltheart,M.（Eds.）,Surface dyslexia.London：Erlbaum.
Gagn’e,E.D.,Yekovich,C.W.,＆ Yekovich,F.R.（1993）.The cognitive psychology of school learning（2nd ed.）.New York：Harper College Publishers.
Goswami.U.（2001）.Early phonological development and the acquisition of literacy.In S. B. Neuman ＆ D.K.Dickson（Eds.）,Handbook of early literacy research（pp.111-125）.New York：Guilford Press.
Gough,P.B.,＆Juel,C.（1991）.The first stages of word recognition. In L.Rieben ＆ C.A.Perfetti（Eds.）,Learning to read：Basic research and its implications（pp.47-56）.Hillsdale,NJ：Erlbaum.
Gerber,A.（1993）.Language-related learning disabilities：The nature and treatment.Baltimore：Brooks.
Gunning,T.G.（1996）.Creating reading instruction for all children.（2nd ed.）.Needham Height,MA：Allyn ＆ Bacon.
Howell,D.C.（2002）.Statistical methods for psychology.（5th ed）.Thomson Learning.
Hutchins,J.,＆ Singleton,C.（1996）.Dyslexia Adults and Computers.Hull：Dyslexia Computer Resource Center.
Leadholm,B.J. ＆ Miller,J.F.（2003）語言樣本分析：威斯康辛州指導手冊。（吳啟誠譯）。台北心理。（原著出版於1992年）
Leadholm,B.J. ＆ Miller,J.F.（1994）.Language sample analysis：The Wisconsin guide（2nd ed.）. Wisconsin Department of Public Instruction.Madison. Wisconsin.
Lerner,J.（2000）.Learning disabilities：Theories,diagnosis,and teaching strategies.（8th ed.）.Boston, MA：Houghton Mifflin Co.
Mann,V.A.,＆ Liberman,I.Y.（1984）.Phonological awareness and verbal short-term memory. Journal of Learning Disabilities,17,592-599.
Mason,J.,Stewart,J.,Peterman,C.,＆Dunning,D.（1992）.Toward an integrated model of early reading development（Thechnical Report No.566）.Champaign,IL：Center for the Study of Reading.（ERIC Document Reproduction Service No.ED350-595）
Mather,N.,＆Robert,R.（1994）.Learning disabilities：A field in danger of extinction？.Learning disabilities Research Practice,9（1）,49-58.
Mayer ,R.E.（1997）教育心理學－認知取向。（林清山譯）。台北，遠流。（原著出版於1987年）
McCabe（2004）Grasping the Whole elephat：the Comprehensive Language approachto early literacy.發表於敘事探就：不同取向的分析與詮釋國際學術研討會。台北：國立台北師範學院
Metsala.J.L.（1999）Young children’s phonological awareness and nonword repetition as a function of vocabulary development.Journal of Educational Psychology,91,3-19.
Nippold,M.A.（1993）.Developmental makers in adolescent language：Syntax,semantics,and pragmatics.Language,Speech,and Hearing Services in Schools,24,21-28.
Nittrouer, S.,＆ Burton, L. T.（2005）.The role of early language experience in the development of speech perception and phonological processing abilities: evidence from 5-year-olds with histories of otitis media with effusion and low socioeconomic status. Journal of Communication Disorders,38,29-63.
Pressley,M.（2000）.What should comprehension instruction be the instruction of？In M.L.Kamil,P.B.Mosenthal,P.D.Pearson,＆ R.Barr.（Eds.）,Handbook of Reading Research Volume III（pp.545-561）.Mahwah,NJ：Lawrence Erlbaum Associates.
Scanlon,D.M.,＆ Vellutino,F.R.（1997）.A comparison of the instructional backgrounds and cognitive profiles of poor, average, and good readers who were initially identified as at risk for reading failure. Scientific Studies of Reading,1,191-216.
Scarborough,H.S.（2001）.Connecting early language and literacy to reading （dis）abilities：Evidence, Theory, and Practice. In S. B. Neuman ＆ D.K.Dickson（Eds.）,Handbook of early literacy research（pp.97-110）.New York：Guilford Press.
Scarborough,H.S.,＆Dobrich,W.（1994）.On the efficacy of reading to preschoolers.Developmental Review,14,245-302.
Sharp,S.J.（1989）.Using content subject matter with LEA in middle school. Journal of Reading,33,108-112.
Spear-Swerling, L., ＆ Sternberg , R.J.（1992）Information processing,experience,and Reading disability：Cognitive science and clinical disorders：（ed）D.J.Stein ＆ J.E.Young：ACADEMIC Press, INC.
Spear-Swerling, L., ＆ Sternberg , R.J.（1996）.Off track：When poor readers become “learning disabled.” Boulder, CO：Westview Press.
Stanovich,K.E.（1986）.Matthew effects in reading：Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly,86,360-406.
Sternberg,R.J., ＆ Grigorenko,E.L.（2002）.探索學習障礙兒童。（呂偉白譯）。台北：洪葉。
Swanson,H.L.（1993）.Working memory in learning disability subgroups.Journal of Experimental Child Psychology,72,1-31.
Swanson,H.L ＆ Ashbaker,M.H.（2000）.Working memory,short-term memory,speech rate,word recognition and reading comprehension in learning disabled readers:Does the executive system have a role?Intelligence,28,1-31
Vellutino（1979）.Dyselexia：Theory and research.Cambridge：MIT Press.
Vellutino,F.R.,＆ Scanlon,D.M.（1987）.Phonological coding,phonological awareness, and reading ability：Evidence from a longitudinal and experimental study. Merrill-Palmer Quarterly,33,321-363.
Wagner,R.K.,＆ Torgesen,J.K.（1987）.The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin,2,1-21.
Wagner,R.K., ＆ Sternberg,R.J.（1987）.Executive control in reading comprehension.In B.K.Britton ＆ S.M.Glynn（Eds.）, Executive control processes in reading（pp.1-21）.Hillsdale,NJ：Erlbaum.
Westby,C.（1984）,Development of narrative language abilities.In G.Wallach and K.Butler（Eds.）,Language learning disabilities in school-age children（pp.103-127）.Baltimore,MD：Williams and Wilkins.
Ysseldyke,J.E.,＆Algozzine,B.（1995）.Special education：A practical approach for teachers. Princeton,NJ：Houghton Merrill.
系統編號:
094NHCT5625001
出版年:
-
研究生:
林淑珍
學號:
9183011
論文名稱:
交互教學法對閱讀障礙學生閱讀能力提升之研究--以五年級學生為例
指導教授:
楊榮蘭博士
學位類別:
碩士
校院名稱:
國立新竹教育大學
系所名稱:
進修部語文教學碩士班
學年度:
94
語文別:
中文
論文頁數:
154
開放範圍:
網際網路
中文關鍵字:
交互教學法 ，閱讀理解 ，閱讀障礙學生閱讀小組 ，閱讀理解策略
英文關鍵字:
reciprocal teaching method, ，reading comprehension, ，study group of reading disabilities, ，reading comprehension strategy
A Study on the Effects of Reciprocal Teaching for Reading Comprehension to A Reading Disability Group of Fifth Graders
Lin, Swun Jien
ABSTRACT
This study investigated the effects of reciprocal teaching on the changes of teacher-students interaction, on reading comprehension of students with reading disabilities, and students’ attitudes towards the reciprocal teaching.
Three 5th graders who were identified as reading disabilities by test participated in the study to form a reading group under the instruction of reciprocal teaching by a trained teacher. The design of this study is qualitative in nature. Non-participant observation, in-depth interviews and document analysis are the major research tools employed to gathering data. Four major findings are listed.
1. The interaction between the teacher and students are changed according to the stages of development on reciprocal teaching of reading comprehension. At the beginning stage, students’ learning relied mainly on the teacher’s illustration, inquiring, encouragement, correction and feedback. Later students took up a more constructive role in peer-inducing interaction, characterized by multi-thinking in activities such as questioning, correction and evaluative discussion. Meanwhile, the teacher helped students take on their own responsibility in learning by playing a less active role than the previous stage.
2. Students’ performance in reading comprehension improved along with the developmental stage of reciprocal teaching. Their reading comprehension strategies were gradually perfected in either group or individual reading. In addition, they moved from a passive learning mode and inability to get the gist of an article to actively explore the content of an article as well as to examine their own learning pace.
3. There is no difference between the effects of summarizing, self-question, and multiple choice reading comprehension test of the reading disability group by use of reciprocal teaching and the traditional method. However, when test scores are analyzed, it seems that the reciprocal teaching method is better than traditional one in the literal comprehension of multiple choice reading comprehension test, meaning comprehension, and inference comprehension.
4. Students showed positive attitudes toward reciprocal teaching. They enjoyed the dialogue mode in this method by which more involvement in the learning tasks was facilitated. They recognized the benefits of using reciprocal reading comprehension strategies to other learning contexts. Students also reported an increase of motivation in learning, the change of attitudes, and actively participation in learning activities through the instruction of reciprocal teaching of reading strategies.
Key words: reciprocal teaching method,
reading comprehension,
study group of reading disabilities,
reading comprehension strategy
參考文獻
一、中文部分
王文科（民91）。教育研究法。台北：五南書局。
王文科（民84）。質的教育研究法。台北：師大書苑。
朱敬先（民86）。教育心理學－教學取向。台北：五南書局。
吳訓生（民89）。國小低閱讀能力學生閱讀理解策略教學效果之研究。
國立彰化師範大學特殊教育研究所之博士論文。
吳訓生（民91）。國小高、低閱讀理解能力學生閱讀理解策略之比較研究。
國立彰化師範大學特殊教育學報，第16期，65–99頁。
吳芝儀、李奉儒（譯）（民84）。質的評鑑與研究。（原作者：M.Q.Patton）台北：桂冠書局。
吳金花(民86)。國民小學閱讀障礙學生閱讀錯誤類型分析之研究。國立彰化師範大學特殊教育研究所碩士論文（未出版）。
何東墀、胡永崇（民88）。後設認知策略教學對國小閱讀障礙學童閱讀理解成效之研究。特殊教育學報，第11期，173－210頁。
沈中偉、陳惠玲（民92）。提升英語閱讀障礙學生聲韻覺識之教學策略。
教育與資料研究，第52期，92頁。
李咏吟（民82）。學習輔導－應用性學習心理學。台北：心理出版社。
李玉惠（民89）。資優生真的有較好的後設認知嗎？資優教育季刊，第76期，12-17頁。
汪榮才（民87）。國小資優學生與普通學生後設認知與自然科創造性問題解決之比較。國民教育研究集刊，第4期，1–53頁。
李新鄉、黃秀文、黃瓊儀（民86）。相互教學法對國小六年級學童閱讀理解能力、後設認知能力與閱讀態度之影響。國立嘉義師院學報，第11期，
89－117頁。
吳當（民89）。用新觀念學閱讀。螢火蟲出版社。
周台傑（民89）。學習障礙兒童鑑定原則鑑定基準說明。載於柯華葳、邱上真主編，學習障礙學生鑑定與診斷指導手冊，41-62頁。台北：教育部特殊教育工作小組。
邱上真（民88）。帶好每位學生理論實務與調查研究。行政院國家科學委員會之專題研究成果報告（報告編號NSC89–2413–H–017–004.6）。
林清山（譯）（民89）。教育心理學－認知取向（原作者：R.E.Mayer）。台北：遠流出版社。
岳修平（譯）（民89）。教育心理學－學習的認知基礎。（原作者：E.D.Gagne，C.W.Yekovich＆F.R. Yekovich）。台北：遠流出版社。
胡永崇（民84）。後設認知策略對國小閱讀障礙學童閱讀理解成效之研究。
國立彰化師範大學特殊教育研究所之博士論文。
洪蘭（民91）。活化大腦激發創造力。天下雜誌，第263期，92–94頁。
洪碧霞、邱上真（民85）。國語文低成就學生閱讀表現之追蹤研究（1）－國民小學國語文低成就學童篩選工具系列發展之研究。國科會專案研究成果報告（編號NSC84－2421－I－1－017－00－F5）。
柯華葳（民86）。國語文成就學生之閱讀理解能力研究－第二年。國科會專案研究成果報告（編號NSC86－2413－H－194－002－F5）。
柯華葳（民88）。閱讀理解困難篩選測驗。行政院國家科學委員會特殊教育工作小組。
柯幸玫（民92）。國小資優生閱讀小組實施交互教學之研究。國立彰化師範大學特殊教育學之碩士論文（未出版）。
涂志賢（民87）。相互教學法對國小六年級學童國語科閱讀理解、後設認知自我效能影響之研究。國立花蓮師範學院國民教育研究所之碩士論文（未出版）。
許淑玫（民89）。國小六年級閱讀小組實施交互教學之個案研究。國立台中師範學院國民教育研究所之碩士論文（未出版）。
郭為藩（民67）。特殊兒童的心理與教育。台北：天下遠見出版社。
郭靜姿（民81）。閱讀理解訓練方案對於增進高中學生閱讀策略運用與後設認知能力成效之研究。國立台灣師範大學特殊教育研究所之博士論文。
郭靜姿（民83）。資優生與普通生學習動機、策略運用與後設認知能力差異比較。特殊教育研究學刊，第10期，299-348頁。
張昇鵬（民84）。資賦優異學生後設認知能力與創造思考能力關係之研究。
國立台灣師範大學特殊教育研究所之博士論文。
張春興（民88）。現代心理學。台北：東華書局。
曾淑容（民82）。認識資優者。輯於國立彰化師範大學特殊教育研究所編印：資優鑑定與課程設計。
曾陳密桃（民79）。國民中小學生的後設認知及其與閱讀理解之相關研究。
國立政治大學教育研究所之博士論文。
曾世杰 (民85)：閱讀低成就學童及一般學童的閱讀歷程成份分析研究。載於
八十五學年度師範學院教育學術論文發表會，17－30頁。台北：教育部。
陳奎熹主編（民87）。現代教育社會學。台北：師大師苑。
陳添球（民85）。學校人種誌的案例與實務，載於黃政傑主編：質的教育研究：方法於實例，183－217頁。台北：漢文出版社。
黃政傑主編（民85）。質的教育研究：方法與實例。台北：漢文出版社。
黃瑞琴（民88）。質的教育研究方法。台北：心理出版社。
黃瓊儀（民85）。相互教學法對國小高年級學童閱讀理解能力、後設認知能與閱讀態度之影響。國立嘉義師院國民教育研究所之碩士論文（未出版）。
黃秀霜（民85）：中文年級認字量表之編製及國語低成就兒童認字困難之診斷。國科會專題研究計劃。
萬雲英（民80）。兒童學習漢字的心理特點與教學。輯於楊中芳和高尚仁主編，中國人‧中國心－發展與教學篇，449－550頁。台北－遠流出版社。
齊若蘭（民91）。閱讀新一代的知識革命。天下雜誌，263期，40–51頁。
歐用生（民84）。質的研究。台北：師大書苑。
蔡典謨（民92年4月27日）。資優教育座談會紀實。國語日報，第13版。
蔡桂芳（民83）。國中資優生認知類型及其在資優教學模式上之應用分析。
國立彰化師範大學特殊教育研究所之碩士論文（未出版）。
蔡蕙如（民81）。談閱讀障礙者的特徵及補救教學。特教園丁，8卷2期，
31－35頁。
鄭昭明（民85）。認知心理學。台北：桂冠書局。
蔣家唐（民83）。資優生認知發展特質暨成功資優教師之教學風格研究。
國立彰化師範大學特殊教育學報，第9期，223－256頁。
劉慶仁（民91）。從「不讓孩子落後法」看美國教育改革。教師天地，第121期，76－80頁。
藍慧君（民80）。學習障礙兒童與普通兒童閱讀不同結構文章之閱讀理解與理解策略的比較研究。特殊教育學刊，第8期，175－202頁。
蘇宜芬（民80）。後設認知訓練課程對國小低閱讀能力學生的閱讀理解能力與後設認知能力之影響。國立台灣師範大學教育心理與輔導研究所碩士論文（未出版）。
二、英文部分
Aarnoutse, C. (1997). Teaching reading comprehension strategies to very poor decoders in a listening situation. (ERIC Document Reproduction Service NO. ED406658.)
Afflerbach, P., &Walker, B. (1990). Prediction instruction in basal readers.
Reading Research and Instruction, 29(4),p 26-45.
Alexander,J.M.,Carr,M., &Schwanenflugel,P.J. (1995).Development of metacognition in gifted children:Directions for future research.
Developmental Review,15,p1-37.
Alfassi, M. (1998). Reading for meaning: the efficacy of reciprocal teaching in fostering reading comprehension in high school students in remedial reading classes. American Educational Rsearch Journal, 35(2).p309-32.
Armbruster，B.B.，&Anderson，T.H.（1988）On selecting onsiderate？content area textbooks. Remedial and Special Education，9（1），p47-52.
Bjorklund, D. F., Schneider, W., Harnishfeger, K. K., Cassel, W. S., Bjorklund, B. R., & Bernholtz, J. E. (1992). The role of IQ, expertise, and motivation in the recall of familiar information. Contemporay Educational Psychology, 17, p340-355.
Bogdan, R. C., & Biklen, S. K. (1992). Qualitative research for education: An instruction to theory and methods (2nd ed.). Boston: Allyn and Bacon.
Borkowski,J.G., & Kurtz, B. E. (1987).Metacognition and executive control.In J.G.
Borkowski& J. D. Day（Eds.）,Cognition in special children：Comparative approaches to retardation,learning disabilities,and gifted（p.123-152）.Norwood,NJ：Ablex Publishing Corporation.
Brown, A. L., & Day, J. D. (1983). Macrorules for summarizing texts: The development of expertise. Journal of Verbal Learning and Verbal Behavior, 22,p1-14.
Brown, A. L. (1985). Teaching students to think as they reading: implication for curriculum reform. (ERIC Document Reproduction Service NO. ED273567.)
Brown, A. L., & Palincsar, A. S. (1985).Reciprocal teaching of comprehension strategies: a natureal history of one program for enhancing learning. (ERIC D ocument Reproduction Service No.ED257046.）
Brown, A. L., & Palincsar, A. S. (1986). Guided, cooperative learning and individual knowledge acquisition. Technical report NO.372. (ERIC Document Reproduction Service NO. ED270738.)
Bruce, M. E., & Chan, L. K. S. (1991). Reciprocal teac comprehension of students with reading difficulties. Remedial and Special hing and transenvironmantal programming: a program to Education, 12(5), p44-54.
Bruning, R. H., Schraw, G. J., & Ronning, R. R. (1995). Cognitive psychology and instruction(2nd ed.) Englewood Cliffs, N. J.: Prentice-Hall.
Carr, M., Alexander, J. M., & Schwanenflugel, P. J.(1996). Where gifted children do and do not excel on metacognitive tasks. Roeper Review, 18,p212-217.
Carter, C. J. (1997). Why Reciprocal Teaching. Educational Leadership, 54(6), p64-68.
Davis, G. A., & Rimm, S. B.(1998). Education of the Gifted and Talented (4th.ed.)Boston：Allyn and Bacon.
Day, J. D. (1983). The zone of proximal development. In M. Pressley & J. R. Levin(Eds.), Cognition strategy research psychological foundation(p.155-175). New York: Springer-verlag.
Englert, C. S., Mariage, T. V., Germon, M. A. & Tarrant, K. L. (1998). Accelerating reading progress in early literacy project classrooms. Remedial and Special Education, 19(3), p142-159.
Flavell, J. H. (1985). Cognitive development. (2nd ed.). New Jersey: Prentice-Hall.
Frances, S. M., & Eckart, J. A. (1992). The effects of Reciprocal teaching on comprehension. (ERIC Document Reproduction Service NO. ED350572.)
Glover, J. A., Ronning, R. R., & Bruning, R. H. (1990). Cognitive psychology for teachers. NY: Macmillan pub.
Gagne,E. D.,Yekovich, C. W.,& Yekovich, F. R. (1993). The cognitive psychology
of school learning (2nd ed.). New York,NY：HarperCollins College Publishers.
Gersten,R.,Fuchs,L.S.,Williams,J.P.,&Baker,S.（2001）.Teaching reading comprehension strategies to students with learning disabilities：A review of research. Review of Educational Research,71（2）,p279-320.
Hermann, B. A. (1988). Two Approaches for Helping Poor Readers Bcoome More strategies. The Reading Teacher, 46, p24-28.
Hilawani, A., & Yasser, A. (1993). Implementing reciprocal teaching: Was it effective? (ERIC Document Reproduction Service NO. ED363614.)
Hyde, A. A., & Bizar, M. (1989). Thinking in context: Teaching cognitive process across the elementary school curriculum. NY: Longman.
Hacker, D. J., & Tenent, A. (2002). Implementing reciprocal teaching in classroom: overcoming obstacles and making modifications. Journal of Educational Psychology, 94(4), p699-718.
Kelly, M., Moore, D. W., & Tuck, B F. (1994). Reciprocal teaching in a regular primary school classroom. Journal of Educational Reserch, 88(1), p53-61.
Klingner, J. K. & Vaughn, S. (1996). Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use English as a second language. The Elementary School Journal, 96(3), p275-293.Langer,J.A.（1989）.The process of understanding literature. Report series 2.
Albany,NY：National Reasearch center for Leterature Teaching ＆ Learning.（
ERIC Document Reproduction Services No. ED 315 755）.
Lerner,J.（2000）.Learning disabilities:Theories,diagnosis,and teaching strategies（8th ed.）.Boston,MA:Houghton Mifflin Co.
Lijeron, J. T. (1993). Reciprocal teaching of metacognitive strategies to strngthen reading comprehension of high school students in Spanish: A descriptive case study. Unpublished doctoral dissertation, University of Akron.
Lysynchuk, L. M.,Pressley, M., & Vye, N. J. (1990). Reciprocal teaching improves standardize reading-comprehension performance in poor comprehenders. The Elementary School Journal, 90(5), p469-484.
Mercer,C.D.（1997）.Students with learning disabilities（5th ed.）.Upper Saddle River,NJ:Merrill/Prentice.
Moss, E.(1990). Social interaction and metacognitive development in gifted preschoolers. Gifted Child Quarterly, 34, p16-20.
Palincsar, A. S. (1984). Reciprocal teaching: working within the zone of proximal development. (ERIC Document Reproduction Service NO. ED246385.)
Palincsar, A. S. (1986). The role of dialogue in providing scaffolded instruction. Education psychologist, 21, p73-98.
Palincsar, A. S. (1989）. Structured dialogues among communities of first grade learners. (ERIC Document Reproduction Service NO. ED305168.)
Palincsar, A. S. & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, p117-175.
Palincsar, A. S. & Brown, A. L. (1989). Enhancing instructional time through attention to metacognition. Journal of Learning Disabilities, 20(2), p66-75.
Palincsar, A. S., David, Y. M., Winn, J. A., & Stevens, D. D. (1991). Examining the context of strategy instruction. Remedial and Special Education, 12(3), p43-53.
Palincsar, A. S. & Klenk, L. J. (1991). Learning dialogues to promote text comprehension. (ERIC Document Reproduction Service NO. ED338724.)
Palincsar, A. S. & Klenk, L. J. (1992). Fostering literacy learning in supportive contexts. Journal of Learning Disabilities, 25(4), p211-229.
Palincsar, A. S. & Perry, N. E. (1995). Development, cognitive, and sociocultural perspectives on assessing and instructing reading. School Psychology Review, 24(3), p331-344.
Palincsar, A. S.,(1989). Structured dialogues among communities of first grade learner. (ERIC Document Reproduction Service NO. ED 305168.)
Palincsar, A. S., David, Y. M., Winn, J. A., & Stevens, D. D.(1991). Examining the context of strategy instruction. Remedial and Special Educational, 12(3),p43-53.
Paris, S. G., Cross, D. R., & Lipson, M. Y. (1984). Informed strategies for learning awareness and comprehension. Journal of Educational Psychology, 76, p1239-1252.
Paris, S. G., & Jacobs, J. E. (1984). The benefits of informed instruction for children’s reading awareness and comprehension skills. Child development, 55, p2083-2093.
Piechowski, M. M.(1997). Emotional giftedness: The measure of intrapersonal intelligence. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education(2nd ed., P.366-381). Boston: Allyn & Bacon.
Pressley, M., & McCormick, C. B. (1995). Cognition, teaching and assessment. NY: Harper Collins College Publishers.
Rimm, S. B.(1997). Underachievement syndrome: A national epidemic. In N. Colangeio, & G. A. Davis(Eds.), Handbook of gifted education(2nd ed,. pp416-434)Boston: Allyn & Bacon.
Rinehart,S.D.,Stahl,S.A.,&Erickson,L.G.（1986）.Some effects of summarization training on reading and studying.Reading Research Quarterly,21,p422-438.
Rogoff, B., & Gardner, W. (1984). Guidance in cognitive development: An examination of mother-child instruction. In B. Rogoff, & J. Lave (Eds.) Everyday cognition: Its development in social context (p. 95-116). Cambridge, MA: Harvard University Press.
Rosenshine, B., & Meister, C. (1994). Reciprocal Teaching: A Review of the Research. Review of Educational Research, 64(4), p479-530.
Rumelhart, D. E. (1981). Schemata: The building blocks of cognition. In J. T. Guthrie (Ed.), Comprehension and teaching: Research reviews (p. 3-26). Newark, DE: International Reading Association.
Rumelhart, D. E., & McCleland, J. L. (1981). Interactive processing through spreading activation. In A. M. Lesgold, & C. A. Perfetti (EDs.), Interactive process in reading (p. 37-60). Hillsdale, NJ: Lawrence Erlbaum.
Schraw, G.., & Graham, M. T.(1997). Helping Gifted Students Develop Metacognitive Awareness . Roeper Review, 20(1),p4-8.
Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychological Review, 7, p351-371.
Sdnz,L.M.,&Fuchs,L.S.（2002）.Examining the reading difficulty of secondary students with learning disabilities.Remedial & Special Education,23（1），p31-41.
Smith, C. B. (1991). Literature for gifted and talend. Reading Teacher, 44,p608-609.
Sternberg, R. J. (2003). Cognitive psychology. (3rd ed.). Belmont, CA: Wadsworth Thomason learning.
Strauss , A., & Cobin, J. (1998). Basics of qualitative research. (2nd ed.). Thousand Oaks, CA: Sage. Harvard.
Swanson,P.N.,&de la Paz,S.（1998）.Teaching effective comprehension strategies to students with learning and reading disabilities.Intervention in School and Clinic,33（4）,p209-218.
Taylor,B.,&Harris,L.A.&Pearson,P.D.&Garcia,G.（1995）.Reading Difficulties
Instruction and Assessment. New York：Mc Graw-Hill, Inc.
Van Tassel-Baska, J.(1997). What matters in curriculum for gifted learners: Reflection on theory, research, and practice. In N. Colangelo & G. A. Davis(Eds.), Handbook of gifted education(2nd ed., pp.126-135). Boston: Allyn & Bacon.
Vygotsky, L. S. (1978). Mind in society: The development higher psychological process. Edited and translated by M. Cole, V. John Steiner, S. Scribner, & E. Souberman. Interaction between learning and development. Cambridge, MA: University Press.
Westera, J., & Moore, D. W. (1995). Reciprocal teaching of reading comprehension in a New Zealand high school. Psychology in the Schools, 32, p225-231.
Williamon, R. A. (1989). The effect of reciprocal teaching on student performance gains in third grade basal reading instruction. Unpublish doctoral dissert, Texas A & M University, College Station.
Yin, R. K. (1994). Case study research, design, and method. (2nd ed.). Thousand Oaks: Sage Publications.
