二、英文部分

Catts, H. W. & Kamhi A. (2001). Language and reading disabilities. Boston, MD:

Allyn and Bacon.

Chall, J. S. (1983). The stages of reading development. New York: McGraw-Hill.

Chall, J. S. (1996). Stages of reading development (2nd ed.). Orlando, FL: Harcourt Brace.

Chan, L., & Nunes, T. (2001). Explicit teaching and implicit learning of Chinese characters. In L. Tolchinsky (ED.), Developemental aspects in learning to writing (pp. 33-53). Dordrecht; Boston: Kluwer Academic Publishers.

Chen, Y. P. (1993). Word recognition and reading in Chinese. Unpublished doctoral dissertation, University of Oxford, England.

Chow, B. W.-Y., McBride-Chang, C., & Burgess, S. (2005). Phonological processing skills and early reading abilities in Hong Kong Chinese kindergarteners learning to read English as a second language. Journal of Educational Psychology, 97, 81-87.

Chung, W.-L., Hu, C.-F., (2007). Morphological awareness and learning to read Chinese. Reading and Writing, 20, 441-461.

Frith, U. (1985). Beneath the surface of developmental dyslexia. In K. E. Patterson, J. C. Marshall & M. Coltheart (Eds.), Surface dyslexia: Neuropsychological and cognitive studies of phonological reading (pp. 301-330). London:

Lawrence Erlbaum Associates.

Gagne′, E. D. (1985). The cognitive psychology of school learning. Boston：

Little,Brown.

Georgiou, G. K., Parrila, R., Papadopoulos, T. C. (2008). Predictors of Word Decoding and Reading Fluency Across Languages Varying in Orthographic

Consistency. Journal of Educational Psychology, 100(3), 566-580.

Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read.

Hillsdale, NJ: Lawrence Erlbaum Associartes.

Hoosain, R. (1992). Psychological reality of the word in Chinese. In J. L. Tzeng, &

H. C. Chen (Eds.), Language processing in Chinese (pp.111-130). Amsterdam:

North-Holland.

Ho, C. S. H., & Bryant, P. (1997). Phonological skill are important in learning to read Chinese. Developmental Psychology, 33, 946-951.

Ho, C. S.-H., Yau, W.-Y., & Au, A. (2003). Development of orthographic knowledge and its relationship with reading and spelling among Chinese kindergarten and primary school children. In C. McBride-Chang & H.-C.

Chen (Eds.), Reading development in Chinese children (pp. 51-71). Westport, Conn: Praeger.

Hu, C.-F., & Catts, H.W. (1998). The role of phonological processing in early reading ability: what we can learn from Chinese. Scientific Studies of Reading, 2(1), 55-79.

Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indices in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55.

Huang, H. S. & Hanley, J. R. (1994a). Phonological awareness and visual skills in learning to read Chinese and English. Congnition, 54(1), 73-98.

Huang, H. S. & Hanley, J. R. (1994b). The comparative study of phonological awareness, visual skills and reading ability in pinyin and non-Pinyin group in Hong Kong.

八十二學年度師範學院教育學術論文集

Joshi, R. M. & Aaron, P. G. (2000). The component model of reading: Simple view

of reading made a little more complex. Reading Psychology, 21, 85-97.

Joshi, R. M. (2005). Vocabulary: A critical component of comprehension. Reading

& Writing Quarterly, 21, 209-219.

Kendeou, P., Broek, P., White, M. J., Lynch, J. S. (2009). Predicting Reading Comprehension in Early Elementary School: The Independent Contributions of Oral Language and Decoding Skills. Journal of Educational Psychology, 101(4), 765-778.

Kohsom, C., & Gobet, F. (1997). Adding spaces to Thai and English: Effects on reading. In M. G. Shafto & P. Langley. (Eds.), Proceedings of the nineteenth annual conference of the Cognitive Science Society (pp. 388-393). Mahwah, London: Lawrence-Erlbaum Associates.

Ku, Y.-M., & Anderson, R. C. (2003). Development of morphological awareness in Chinese and English. Reading and Writng: An Interdisciplinary Journal, 16, 399-422.

LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.

Leong, C. K., & Ho, M. K. (2008). The role of lexical knowledge and related linguistic components in typical and poor language comprehenders of Chinese.

Read Write, 21, 559-586.

Liao, C.-H. (2006). The Development of Phonological Awareness, Rapid, Naming, and Orthographic Processing in Children Learning to Read Chinese.

Unpublished doctoral dissertation, University of Albert, Canada.

Liao, C.-H., Georgiou, G. K., & Parrila, R. (2008). Rapid naming speed and Chinese character recognition. Reading and Writing: An Interdisciplinary Journal, 21, 231-253.

Liu, P. D., & McBride-Chang, C. (2010). What Is Morphological Awareness?

Tapping Lexical Compounding Awareness in Chinese Third Graders. Journal of Education Psychology, 102(1), 62-73.

Lo, M., Hue, C.-W., Tsai, F.-Z. (2007). Chinese Readers’ Knowledge of How Chinese Orthography Represents Phonology.

中華心理學刊，

Lyon, G. R., Shaywitz, S., & Shaywitz, B. A. (2003). A definition of dyslexia.

Annals of Dyslexia, 53, 1-14.

McBride-Chang, C., Tong, X., Shu, H., Wong, A. M.-Y., Leung, K.-W., Tardif, T.

(2008). Syllable, Phoneme, and Tone: Phycholinguistic Units in Early Chinese and English Word Recognition. Scientific Studies of Reading, 12(2), 171-194.

McBride-Chang, C., Ho, C. S.-H. (2005). Predictors of Beginning Reading in Chinese and English: A 2-Year Longitudinal Study of Chinese Kindergartners.

Scientific Studies of Reading, 9(2), 117-144.

McConkie, G. W., Kerr, E. W., Reddix, M. D., & Zola, D. (1988). Eye movement control during reading: I. The location of initial eye fixations in words. Vision Research, 28, 1107-1118.

McConkie, G. W., Kerr, P. W., Reddix, M. D., Zola, D., & Jacobs, A. M. (1989).

Eye movement control during reading: II. Frequency of refixating a word.

Perception & Psychophysics, 46, 245-253.

McDonald, R. P., Ho, M.-H. R. (2002). Principles and practice in reporting structural equation analyses. Psychological Methods, 7(1), 64-82.

O'Regan, J. K. (1981). The convenient viewing position hypothesis. In D. E Fisher, R. A. Monty, & J. W. Senders (Eds.), Eye movements: Cognition and visual perception (pp. 289-298). Hillsdale, NJ: Erlbaum.

Parrila, R., Kirby, J. R., & McQuarrie, L. (2004). Articulation rate, naming speed,

verbal short-term memory, and phonological awareness: Longitudinal predictors of early reading development? Scientific Studies of reading, 8, 3-26.

Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press.

Perfetti, C. A., Liu, Y., & Tan, L. H. (2005). The lexical constituency model: Some implications of research on Chinese for general theories of reading.

Psychological Review, 112, 43-59.

Rayner, K. (1998). Eye movements in reading and information processing:20 years of research. Psychological Bulletin, 124, 372-422.

Rayner, K., & Pollatsek, A. (1996). Reading unspaced text is not easy: comments on the implications of Epelboim et al.’s (1994) study for models of eye movement control in reading. Vision Research, 36, 461-470.

Rayner, K., Fischer, M. H., & Pollatsek, A. (1998). Unspaced text interferes with both word identification and eye movement control. Vision Research, 38, 1129-1144.

Shu, H., Anderson, R. C., & Wu, N. (2000). Phonetic awareness: Knowledge of orthography-phonology relationships in the character acquisition of Chinese children. Journal of Educational Psychology, 92, 52-62.

Shu, H., McBride-Chang, C., Wu, S., & Liu, H. (2006). Understanding Chinese Developemental Dyslexia: Morphological Awareness as a Core Cognitive Construct. Journal of Education Psychology, 98(1), 122-133.

Taft, M. & Zhu, X. (1997). Submorphemic Processing in Chinese. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 761-775.

Tsai, J. L. & McConkie, G. W. (2003). Where do Chinese readers send their eyes?

In J. Hyona, R. Radach, & H. Deubel (Eds.), The mind’s eyes: Cognitive and applied aspects of eye movements (pp.159-176). Amsterdam, Netherlands:

Elsevier Science Publishers.

Tong, X., McBride-Chang, C., Shu, H., Wong, A. M-Y. (2009). Morphological Awareness, Orthographic Knowledge, and Spelling Errors: Keys to Understanding Early Chinese Literacy Acquistion. Scientific Studies Of Reading, 13(5), 426-452.

Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Burgess, S., Hecht, S. (1997).

Contributions of phonological awareness and rapid automatic naming ability to the growth of word-reading skills in second to fifth grade children.

Scientific Studies of Reading, 1, 161-185.

Wu, X., Anderson, R. C., Li, W., Wu, X., Li, H., Zhang, J., Zheng, Q., Zhu, J., Chen, X., Wang, Q. Yin, L., He, Y., Packard, J., Gaffney, J. S. (2009). Morphological Awareness and Chinese Children’s Literacy Development: An Intervention Study. Scientific Studies of Reading, 13(1), 26-52.