參考文獻
中文部分
吳歆嬫（2004）。從讀百本英文童書開始。英語教育電子月刊，3。
線上檢索日期：2004年10月30日。網址： http://ejee.ncu.edu.tw/teacherarticle/5-2hundreds-of-books.htm
沈添鉦（1999）。全語理念在小學英語教學的應用：省思與展望。論文發表於跨世紀國小英語教學研討會，屏東。
沈添鉦、黃秀文（1997）。全語教學在小學語文課實施的活動設計舉隅（一）。教師之友，38(3)，30-36。邱憶惠（1999）。個案研究：質化取向。國立高雄師範大學教育系教育研究，7，頁113-127。
林武獻（2000）。做好親子閱讀的撇步。女性電子報，71。
線上檢索日期：2004年10月30日。網址：
http://forum.yam.org.tw/bongchhi/old/light/light69-2.htm
林佩璇（2000）。個案研究及其在教育研究上的應用。載於 中正大學 主編，質的教育研究方法 (頁239-262)。
林進才（1998）。教學研究發展及其對師資培育的啟示。初等教育學報，11（2），頁146。
吳芝儀、李奉儒（1995）。質的評鑑與研究。台北： 桂冠。
柳雅梅（2005）。平衡閱讀教學對國小學童英文閱讀能力及閱讀動機之影響。未出版之博士論文，國立台南大學，嘉義。胡幼慧、姚美華（1996）。一些質性方法上的思考：信度與效度？如何抽樣？如何收集資料、登錄與分析？載於胡幼慧主編，質性研究：理論、方法及本土女性研究實例（頁141-158）。台北：巨流。
韋金龍（2003）。英文泛讀納入正規課程的具體可行建議。英語教育電子月刊，3。
線上檢索日期：2004年10月30日。網址：http://ejee.ncu.edu.tw/teacherarticle/3-3extensivereading.htm
高淑清（2002）。教育研究二－質性教育研究。載於楊國賜 主編，新世紀的教育學概論－科際整合導向（頁517-576）。台北：學富文化。
高敬文（1996）。質化研究的方法。台北：師大書苑。
陳李綢（2000）。個案研究。台北：心理出版
張湘君（1995）。兒童讀物「田園之春叢書」--另一種鄉土教學的資源。北師語文教育通訊，3，17-25。教育部（1998）。國民教育階段九年一貫課程總綱綱要。台北：作者。
曹世珍（2005）。平衡式的閱讀教學對國小五年級學童英語閱讀能力與閱讀態度的影響。未出版之碩士論文，國立台南師範學院，台南。陳秋蘭（2001）。全語言理念與英語教學。載於陳秋蘭、廖美玲 主編，嶄新而實用的英語教學－國小國中英語學指引(頁59-76)。台北：敦煌書局。
黃秀霜（1997）。兒童早期音韻覺識對其三年後中文認字能力關係之縱貫性研究。國立台南師院學報，30，頁263-288。
黃瑞琴（1994）。質的教育研究方法。台北：心理。
謝國村（2004）。國小語文領域平衡閱讀教學實施之行動研究。未出版之碩士論文，國立台南師範學院，台南。簡紅珠（1992）。教學研究的主要派典及其啟示之探討。高雄：光復。
外文部分
Adams, M. J. (1990). Beginning to read : Thinking and learning about print. Cambridge: Massachusetts Institute of Technology Press.
Adams, M. J. (1990). Beginning to read: thinking and learning about print. In J. E. Cowen, A balanced approach to beginning reading instruction (pp. 39-51). Newark: IRA.
Alexander, P. A., & Fox, E. (2004). A historical perspective on reading research and practice. In R. B. Ruddell & N. J. Unrau (Eds). Theoretical Models of reading (5th ed.)(pp.33-68). Newark: International Reading Association.
Anderson, R. C., & Person, P. D. (1984). A schema-theoretic view of basis processes in reading comprehension. In P. D. Pearson, (Ed.). Handbook of reading research (pp. 225-291). New York: Longman.
Anderson, V. (1992). A teacher development project in transactional strategy instruction for teachers of severely reading-disabled adolescents. Teaching & Teacher Education, 8, 391-403.
Armbruster, B. B., & Osborn, J. H. (2002). Reading instruction and asses- ment
–Understanding the IRA standards. Boston: Alley and Bacon.
Baghban, M. (1984).Our daughter learns to read and write. Newark: International Reading Association.
Baumann, J. F., Hoffman, J. V., Moon, J., & Duffy-Hester A. M. (1998). Where are teachers’ voices in the phonics/whole language debate? Results from a survey of U.S. elementary classroom teachers. The Reading Teacher, 51(8), 636-650.
Beck, I., ＆ McKeown, M. (1991). Conditions of vocabulary acquisition. In R. Barr, M. L. Kamil,＆ P. D. Pearson(Eds), Handbook of reading research(v.2)（pp.789-814）.White Plains, New York: Longman.
Bell, T. (1998). Extensive Reading: Why? and How? Journal of the Internet TESL 4(12). Retrieved October 31, 2004 from the World Wide. Web: http://iteslj.org/Articles/Bell-Reading.html.
Bellon, M. & Ogletree, B. (2000). Repeated storybook reading as an instructional method. Intervention in School and Clinic, 36(2), 75-81.
Bender, M. (1994). Learning disabilities: Beyond the school years. In A. J. Capute, P. J. Accardo, & B. K. Shapiro(Eds). Learning disabilities spectrum: ADD, ADHD, LD. Baltimore: York Press.
Bereiter, C., & Bird, M. (1985). Use of thinking aloud in identification and teaching of reading comprehension strategies. Cognition and instruction, 2(2), 131-156.
Berliner, D.C. (1997). Educational psychology meets the Christian Right: Differing views of children, schooling, teaching, and learning. Teachers College Record, 98, 381-416.
Blair-Larsen, S. M. & Williams, K. A. (Eds) (1999). The balanced reading program: Helping all students achieve success. Delaware: International Reading Association.
Blevins, W. (1998). Phonics from A to Z. New York: Scholastic.
Bond, G. L., & Dykstra, R. (1967). The cooperative research program in first-grade reading instruction. Reading Research Quarterly, 2, 5-142.
Brown, R., Pressley, M., Van Meter, P., & Schuder, T. (1996). A quasi-experimental validation of transactional strategies instruction with low-achieving second grade readers. Journal of Educational Psychology, 88, 18-37.
Brunning, E. H., Glover, J. A., & Ronning, R. R. (1990). Cognitive psychology for teachers. New York: Macmillan.
Burke E. M. (1999). Literature in a Balanced Reading Program. In S.M. Blair-Larsen & K. A. Williams (Eds). The Balanced reading program—Helping all students achieve success (pp.53-71). Delaware: International Reading Association.
Burns, P. C., Roe, B. D.,& Ross, E. P. (1999). Teaching reading in today’s elementary schools (7th ed ). Boston: Houghtin Mifflin.
Cambourne, B. (1995). Toward an educationally relevant theory of literacy learning:
Carbo, M. (1996). Whole language or phonics？Use both！Education Digest, 61(6), 60-65.
Carbo, M. (1996). Whole language vs. phonics: The great debate. Principal , 75, 36-38.
Carroll, J., & Scheu, J. (1997). Balanced literacy instruction: A teacher's resource book. Norwood: Christopher Gordon.
Chall, J.S. (1967). Learning to read: The great debate. New York: McGraw-Hill.
Chall, J.S. (1995). Learning to read: The great debate. (3rd ed). New York: Wadsworth.
Chang, F.C. (2002). English phonological awareness and reading comprehension in three EFL children. 輯於第十一屆中華民國英語文教學國際研討會論文集（頁255-264）。台北：文鶴出版社。
Chomsky, N. (1975). Reflections on language. New York: Pantheon Books.
Clay, M. M. (1985). The early detection of reading difficulties: A diagnostic survey with recovery procedure. New Jersey: Heinemann.
Clay, M. M. (1985). The early detection of reading difficulties: A diagnostic survey with recovery procedure. New Jersey: Heinemann.
Cowen, J. E. (2003). A balanced approach to beginning reading instruction. Newark: IRA.
Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.
Dechant, E. (1993). Whole-language reading: A comprehensive teaching guide. Lancaster: Technomic.
Denzin, & Norman, K. (1978). The Research Act: A Theoretical Introduction to Sociological Methods ( 2nd ed). New York: McGraw Hill.
Diegmueller, K. (1996). The best of both worlds. Education Week. Retrieved October 31, 2004 from the World Wide Web : http://www.edweek.org/ew/vol-15/26read.h15
Doake, D. (1985). Reading-like behavior: It’s role in learning to read. In A. Jagger, & M. T. Smith-Burke (Eds), Observing the language learner. Newark: International Reading Association.
Ehri, L. (1991). Development of the ability to read words. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.). Handbook of reading research(v.2)(pp. 383-417). New York: Longman.
Ehri, L. C., & Nunes, S. R. (2002). The role of phonemic awareness in learning to read. In A. E. Farstrup, & S. J. Samuels (Eds). What research has to say about reading instruction. Newark: IRA.
Ehri, L.C. & Mccormick, S. (1998). Phases of word learning: Implications for instruction with delayed and disabled readers. Reading & Writing quarterly: Overcoming Learning Difficuaties, 14(2), 135-163
Ehri, L.C. (1998). Grapheme-phoneme knowledge is essential for learning to read words in English. In J. Metsala & L. Ehri (Eds), Word recognition in beginning literacy (pp.3-40). New Jersey: Erlbaum.
Ekwall, E. E., & Shanker, J. L. (1985). Teaching reading in the elementary school (2nd ed.), Ohio: Merrill.
Elley, W. B. (1991). Acquiring literacy in a second language: The effect of book-based programs. Language learning, 41, 375-411.
Fitzgerald, J., & Noblit, G.. W.(2000). Balance in the making：Learning to read in an ethnically diverse first grade classroom. Journal of Education Psychology, 92(1), 3-22.
Founta, I. C. & Pinnell, G. S. (1996). Guided reading: good first teaching for all children. Heinemann: NH.
Freire, P. (1970). Pedagogy of the Oppressed. New York: Herder and Herder.
Freppon P. A., & Dahl, K. L. (1998). Learning about phonics in a whole language classroom. In C. Weaver (Ed.), Practicing what we know (pp.26-49). Illinois: National Council of Teachers of English.
Freppon P.A., & Dahl, K.L. (1998). Balanced instruction: Insight and considerations. Reading Research Quarterly, 33(2), 240-251.
Freppon, P., & Dahl, K.L.（1998）. Balanced instruction：Insights and consideration. Reading Research Quarterly, 33, 240-251.
Frith, U. (1985). Beneath the surface of developmental dyslexia. In K.E. Patterspm, K.C. Marshall, & M. Coltheart (Eds.), Surface Dyslexia: Neuropsychological and cognitive studies of phonological reading(pp.301-330). New Jersey: Erlbaum.
Fry, E. (2001). How to teach reading. California: Teacher Created Materials.
Gambrell, L. B. (1996). Creating classroom cultures that foster reading motivation. The Reading Teacher, 50(1), 14-24.
Gee, J.P. (2004). Reading as situated language: A sociocognitive perspective. In R. B. Ruddell & N. J. Unrau (Eds.), Theoretical Models and Processes of Reading 5th Edition (pp. 116-132). Newark, DE: International Reading Associatio . (Appeared originally in Journal of Adolesent & Adult Literacy, 44, 714-725. 2001).
Goodman, K. S. (1966). Dialect barriers to reading comprehension. Linguistics and Reading, NCTE
Goodman, K., Goodman, Y., & Flores, B. (1979). Reading in the bilingual classroom: Literacy and biliteracy. Rosslyn: National Clearing-house for Bilingual Education.
Goodman, K.S. (1986). What’s whole in whole language? New Hampshire: Heinemann.
Goodman, K.S. (1998). Who’s afraid of whole language? Politics, paradigms, pedagogy, and the press. In K. S. Goodman (Ed.), In defense of good teaching.—What teachers need to know about the “Reading War.” (pp3-37). New York: Stenhouse Publishers.
Goodman, K. S. (1993). Phonics phacts. New Jampshire: Heinemann.
Goswami, U. (1996). The Oxford Reading Tree rhyme and analogy programme. Oxford, Oxford University Press.
Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read. New Jeresy: Lawrence Erlbaum Associates.
Gough, P. D. (1983). Context, form, and interaction. In K. Rayner (Ed.), Eye movements in reading (pp. 203-211). New York: Academic Press.
Gunner, A. S., Smith, J.A., & Sauda, D. (1999). Improving comprehension and attitude toward reading using a balanced reading approach. (ERIC Document Reproduction Service No. ED435295)
Gunning, T. G. (1998). Assessing and correcting reading and writing difficulties. Boston: Allyn & Bacon.
Halliday, M. (1985). Three aspects of children’s language development: Learn language, learn about language, learn through language. Unpublished manuscript.
Hancock, L., & Wingert, P. (1996, May 13). If you can read this…you learned phonics. Or so its supporters say. Newsweek, p.75.
Harris, J. H., & Sipay, E. R. (1990). How to increase reading ability: A guide to developmental and remedial methods. New York: Longman.
Harris, T. L., & Hodges, R. E. (Eds) (1995). The literacy dictionary－The vocabulary of reading and writing. DE: International Reading Association.
Heath, S. B. (Producer), & Hoffman, D. M. (Director). (1986). Interactive reading and writing in elementary classroom.〔film〕. Available from S. B. Heath, Stanford University, Stanford, CA.
Heiden, D. E. (1999). Assessing Literacy Learners: A Tale of Two Children. In S. M. Blair-Larsen & K. A. Williams (Eds.). The Balanced reading program—Helping all students achieve success (pp.72-104). Delaware: International Reading Association.
Heilman, A. W., Blair, T. R., & Rupley, W. H. (1998). Principles and practices of teaching reading. New York：Merrill.
Heilman, A.W., Blair, T. R., & Rupley, W. H. (1998). Principles and practices of teaching reading. New Jersey: Prentice Hall.
Hill, S. (1999). Guiding Literacy Learners. Armadale, Australia: Eleanor Curtain Publishing.
Holdren, J. (1995). Not either/or but both/and: Phonics and whole language. Common Knowledge, 8, 1-4.
Hornsby, D. (2000). A Closer Look at Guided Reading. Armadale, Australia: Eleanor Curtain Publishing.
Huberman, A. M. ＆ Miles, M. B.(2002). The qualitative researcher's companion.
Hudelson, S. (1994). Literacy development of second language children. In F. Genesee (Ed.).Educating second language children (pp. 129-158). Cambridge University Press.
Iversen, S. (1994). Balanced reading instruction: What children need to know and how to teach it. Balanced Reading Instruction, 1(1), 21-30.
Jo Ann Belk E. (1999).Achieving a Balance in First-Grade Instruction. In S.M. Blair-Larsen & K. A. Williams (Eds.), The Balanced reading program—Helping all students achieve success (pp.53-71). Delaware: International Reading Association.
Juel, C., Griffith, P., & Gough, P. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78, 243-255.
Kathryn. A. (1999). The balanced reading program: Helping all students achieve success. Delaware: International Reading Association.
Krashen, S. (1997). The comprehension hypothesis: Recent evidence. English Teachers' Journal (Israel), 51, 17-29.
Levinson, D. J. (1978). The seasons of a man’s life. New York: Ballantine Books.
Liaw, M. L. (2003). Integrating phonics instruction and whole language principles in an elementary school EFL classroom. English Teaching and Learning, 27(3), 15-34.
Lincoln, Y. S., & Guba, E. G.(1985). Naturalistic Inquiry. California：Sage.
Lincoln, Y. S., & Guba, E. G.(1995). Emerging criteria for quality in qualitative and interpretive research. Qualitative Inquiry, 1(3), 275-289.
Lincoln, Y., & Guba, E. (1999). Establishing trustworthiness. In A. Bryman, & R. Burgess, (Eds.), Qualitative Research (v.3) (pp. 397-444). London: Sage.
Linda, K. (1993). Uncovering cognitive process in reading. Paper presented at the annual meeting of the National Reading Conference. (ERIC Document Reproduction Services No. ED 364 842).
Luke, A. & Freebody, P. (1999). A map of possible practices: further notes on the four resources model, Practically Primary. 4(2), June
Maggart, Z.R., ＆ Zintz, M. V. (1992). Reading Process: The teacher and The Learner. New York: William C. Brown.
Malin, M. (2003). Competing Interests between Researcher, Teacher and Srudent in the Ethics of Classroom Ethnography. Westminster Students in education, 26(1),
Manzo, A. V. (1969). The request procedure. Journal of Reading, 13, 123-126.
McConkie, G.. W., & Hogaboam, T. W. (1985). Eye position and word identification during reading. In R. Groner, G.. W., McConkie, & C. Menz (Eds.), Eye movements and information processing (pp. 159-192). Amsterdam: Elsevier/North-Holland.
McGahey, J. T. (2002). Differences between a Direct Instruction Reading Approach and a Balanced Reading Approach among Elementary School Students. Unpublished doctoral dissertation, Auburn University, U.S.A.
Moustafa, M. (1998). Reconceptualizing phonics instruction. In C. Weaver (Ed.) Reconsidering a balanced approach to reading (pp. 135-157). Urbanna: NCTE.
Nagy, W. E., & Scott, J. A. (2000). Vocabulary process. In M. L. Kamil & P.B. Mosenthal (Eds).Handbook of reading research(v.3)
Nation, P. (1997). The Language Learning Benefits of Extensive Reading. The Language Teacher Online. Retrieved October 31 , 2004 from the World Wide Web : http://langue.hyper.chubu.ac.jp/jalt/pub/tlt/97/may/benefits.html.
Newman, J., & Church, S. M. (1990). Myths of whole language. The Reading Teacher, 44, 20-26.
Nicholson, T. (1991). Do children read words better in context or in lists? A classic study revisited. Journal of Educational Psychology, 83, 444-450.
Nunan, D. (1999). Research Methods in Language Learning. Cambridge: CUP.
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension- fostering and monitoring activities. Cognition and instruction, 1, 117-175.
Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B.F. Jones & L. Idol (Eds), Dimensions of thinking and cognitive instruction (pp. 15-52). New Jersey: Lawrence Erlbaum Associates.
Pearson, P. D., & Dole, J. A. (1987). Explicit comprehension instruction: A review of research and a new conceptualization of instruction. Elementary School Journal, 88, 151-165.
Pearson, P. D., & Fielding, L.(1991). Comprehension instruction. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds), Handbook of reading research, 2, (pp. 815-860). New York: Longman.
Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press.
Pflaum, S. W., Walberg, H. J., Karegianes, M. L., & Rasher, S. P. (1980). Reading instruction: A quantitative analysis. Educational Researcher, 9, 12-18.
Pratt, A., & Brady, S. (1998). Relation of phonological awareness to reading disability in children and adults. Journal of educational psychology, 80, 319-323.
Pressely, M., Johnson, C. J., Symons, S., McGoldrick, J. A., & Kurita, J. A.(1989). Strategies that improve children’s memory and comprehension of text. Elementary School Journal, 96, 363-384.
Pressley, M. (1998). Reading instruction that works: The case for balanced teaching. New York: Guilford.
Pressley, M. (2000). What should comprehension instruction be the instruction of? In Barr, R. , Kamil, M. L., Mosenthal, P. B., & Pearson, P. D. (Eds.), Handbook of reading research (pp. 545-561). New Jersey: Lawrence Erlbaum Associates.
Pressley, M., El-Dinary, P. B., Gaskins, I.W., Schuder, T., Bergman, J.L., Almaasi, J., & Brown, R. (1992). Beyond direct explanation: Transactional instruction of reading comprehension
RAND Reading Study Group (2004). A research agenda for improving reading comprehentsion. In R. B. Ruddell & N. J. Unrau (Eds), Theoretical Models of reading (5th ed) (pp.720-754). Newark, DE: International Reading Association.
Raphael, E. T. (1986). Teaching question answer relationships, revisited. Reading Teacher, 39(6), 516-522. Reading Recovery New Zealand http://www.readingrecovery.ac.nz/reading_recovery/history_and_development.php
Rich, S. J. (1985). Restoring power to teachers: The impact of whole language. Language Arts, 62, 717-724.
Rosenblatt, L. (1978). The reader, the text, the poem: The transactional theory of the literary work. Illinois: Southern Illinois University Press.
Rosenblatt, L. M. (1994). The transactional theory of reading and writing. In Ruddell, R. B. & Ruddell, M. R. & Singer, H. Theoretical models and processes of reading (4th ed.)(pp. 1057-1092). Newark, Del: International Reading Association.
Ruddell, R. B. & Unrau, N. J. (Eds) (2004) . Theoretical models and processes of reading (5th ed). Newark, Del: International Reading Association.
Ruddell, R. B. (1999). Teaching children to read and write: Becoming an influential teacher( 2nd ed). Boston: Allyn and Bacon.
Rupley, W. H., Loan, J. W., & Nichols, W. D. (1999). Vocabulary instruction in a balanced reading program. The Reading Teacher, 55, 338-355.
Samules, S. J., & Kamil, M. J. (1984). Models of the reading process. In P. D. Person, R. Barr, M. L. Kamil, & P. Mesenthal (Eds), Handbook of reading research(pp.185-224). Newark, DE: International Reading Association.
Short, K. G. (1999). The search for “balance” in a literature-rich curriculum. Theory into Practice, 38(3), 130-137.
Shulman L. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M. C. Wittrock (Ed.), Handbook of research on teaching(3rd Eds.)(pp.3-36). New York: Macmillan
Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Education Researcher, 15(2),4-14.
Smith, F. (1988). The language arts and the learner’s mind. Language Arts, 56, 118-125.
Smith, J. A. (1998). Mr. Smith goes to first grade. Educational Leadership, 55(6), 19-22.
Smith, M. S., Stevenson, D. L., & Li, C. P. (1998). Voluntary national tests：Helping schools improve instruction and learning in reading and mathematics. Phi Delta Kappan, 80(3), 213-218.
Snow, C. E., Burns, M. S., & Griffin, P. (Eds) (1998). Preventing reading difficulties in young children. National Academy Press. Retrieved December 12, 2003 from the World Wide Web: http://books.nap.edu/html/prdyc/
Spiegel, D. L. (1998). Silver bullet, babies, and bath water: Literature response groups in a balanced reading program. The Reading Teacher, 52, 114-124
Spiegel, D. L. (1999). The perspective of the balanced approach. In S.M. Blair-Larsen & K. A. Williams (Eds), The Balanced reading program—Helping all students achieve success (pp.8-23). Delaware: International Reading Association.
Stahl, S. (1986). Three principles of effective vocabulary instruction. Journal of Reading, 29, 662-668.
Stahl, S., & Fairbanks, M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56(1), 72-110.
Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.
Stanovich, K. E. (1994). Romance and reality. The Reading Teacher, 47, 280-290.
Stanovich, K. (1986). Matthew effects in reading. Reading Research Quarterly, 21, 360-407.
Stauffer, R.G. (1967). The first grade studies: Findings of individual investigations. Newark: International Reading Association.
Stoodt, B. D. (1989). Reading instruction. (2nd ed). New York: Harper & Row Publisher.
Strickland, D. (1998). Balanced literacy: Teaching the skills and thrills of reading. Instructor [Online]. Retrieved from: www.scholastic.com/instructor/curriculum/lnagarts/reading/balanced.htm
Tabors, P. O., & Snow, C. E. (2001). Young bilingual children and early literacy. In Neuman, S. B., & Dickinson, D. K. (Eds). Handbook of early literacy research (pp. 159-178) , New York: The Guilford Press.
Teale, W., & Sulzby, E.(1986). Emergent literacy as a perspective for examing how young children become writers and readers. In W. Teale and E. Sulzby (Eds), Emergent literacy: writing and reading. New Jersey: Ablex.
Thompson, R. A. (1997). The philosophy of balanced reading instruction. The Journal of Balanced Reading Instruction, 4(D1), 28-29.
Thompson, R.A. (1999). Balancing vocabulary instruction with teacher-directed and student-centered activities. In S. M. Blair-Larsen & K. A. Williams (Eds), The Balanced reading program—Helping all students achieve success (pp.24-36). Delaware: International Reading Association.
Torgesen, J. K. (1982). Factors related to poor performance of rote memory task in reading disable children. Learning Disabilities Quarterly, 2, 17-23.
Twenty years of inquiry, The Reading Teacher, 49(3), 182 – 190.
Wagstaff, J. (1994). Phonics that work! New strategies for the reading/writing classroom. New York: Scholastic.
Wallace, C. (1988). Learning to read in a multicultural society: The social context of second language literacy. Hertfordshire, England: Prentice-Hall International.
Weaver, C. (1988). Reading Process and practice. Portsmouth, NH: Heinemann.
Weaver, C. (Ed.)(1998). Reconsidering a balanced approach to reading. Illinois: National Council of Teachers of English.
Wells, G. (1990). Apprenticeship in literacy. In C. Walsh (Ed.), Literacy as praxis: Culture, language and pedagogy. New Jewsey: Ablex.
Yates, L. (1997). Research methodology, education, and theoretical fashions: constructing a methodology course in an era of deconstruction. Qualitative Studies in Education, 10(4), pp. 487-496