一、中文部分
王美蓉(2006)。網路後設認知閱讀策略訓練對南台灣高中生英語閱讀成效及網路學習認知之研究。國立高雄師範大學英語學系博士論文，未出版，高雄市。李奐(2000)。歷屆大學學科能力測驗國文試題。台北：學習出版。
余豪章(2005)。國文閱讀測驗式。台北：三民出版。
吳訓生(2000)。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博士論文，未出版，彰化市。吳雯雯(2003)。台灣國中生閱讀中文和英文的後設認知。國立台灣師範大學英語研究所碩士論文，未出版，台北市。吳蕙紋(2003)。敘述文及說明文的閱讀：高職學生閱讀策略的研究。靜宜大學英國語文系碩士論文，未出版，台中縣。林建平(1994)。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裡與輔導研究所博士論文，未出版，台北市。林清文(2003)。高中高職學生基礎學科自我調整課業學習策略研究。中華輔
導學報，13，1-44。
林沅芝(2006)。數學問題解決策略教學對國小數學學習障礙學生解題成效之研究。國立台北市立教育大學身心障礙教育研究所碩士論文，未出版，台北市。胡永崇(1995)。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。國立彰化師範大學特殊教育研究所博士論文，未出版，彰化市。柯華葳(2001)。語文科的閱讀教學。載於李咏吟主編：學習輔導─學習心理學的應用，頁307-349。台北：心理出版。
洪月女(1998)。談閱讀。台北：心理出版。
洪萱珮(2005)。大學生英語閱讀策略使用影響因素之研究。國立彰化師範大學英語學系碩士論文，未出版，彰化市。姚崇昆(1992)。臺灣研究生中英文學術性論文閱讀方法之分析。國家科學委員會專題研究計畫成果報告(報告編號：NSC81-0301-H005-013)，未出版。
姚崇昆(1999)。閱讀理論與英語教學之探討。人文及社會學科教學通訊，10(4)，14-31。徐麗茹(2003)。台灣大學生英語閱讀策略使用覺知與閱讀理解關係之研究。 國立彰化師範大學英語學系碩士論文，未出版，彰化市。財團法人大學入學考試中心(2004)。九十三學年度學科能力測驗試題與解析。台北：大學入學考試中心。
財團法人大學入學考試中心(2003)。九十二學年度學科能力測驗試題與解析。台北：大學入學考試中心。
財團法人大學入學考試中心(2002)。九十一學年度學科能力測驗試題與解析。台北：大學入學考試中心。
財團法人大學入學考試中心(2001)。九十學年度學科能力測驗試題與解析。台北：大學入學考試中心。
財團法人大學入學考試中心(2000)。八十九學年度學科能力測驗試題與解析。台北：大學入學考試中心。
財團法人大學入學考試中心(1999)。八十八學年度學科能力測驗試題與解析。台北：大學入學考試中心。
財團法人大學入學考試中心(1998)。八十七學年度學科能力測驗試題與解析。台北：大學入學考試中心。
財團法人大學入學考試中心(1997)。八十六學年度學科能力測驗試題與解析。台北：大學入學考試中心。
財團法人大學入學考試中心(1996)。八十五學年度學科能力測驗試題與解析。台北：大學入學考試中心。
財團法人大學入學考試中心(1995)。八十四學年度學科能力測驗試題與解析。台北：大學入學考試中心。
許晴珮(2005)。QAR「問題─答案關係」閱讀理解策略教學對國小四年級學童閱讀理解成效之研究。台中師範學院語文教育學系碩士論文，未出版，台中市。
陳惠秋(2003)。高中閱讀教學-小組設計。國立政治大學英語教學碩士論文，未出版，台北市。陳玟里(2003)。合作學習閱讀理解策略對高職學生閱讀成就與閱讀態度之研究。國立彰化師範大學工業教育學系碩士論文，未出版，彰化市。陳如娟(2004)。明示閱讀策略教學對台灣高中生之效益。國立高雄師範大學英語學系碩士論文，未出版，高雄市。陳雅文(2004)。國小高年級學生閱讀理解策略量表編製研究。國立台中師範學院教育測驗統計研究所碩士論文，台中市。陳世杰(2005)。國小學童閱讀理解策略與數學文字題閱讀理解、數學文字題表現之相關研究。國立高雄師範大學教育學系碩士論文，未出版。陳曉萍(2004)。後社認知策略教學對提升數學低成就學生數學解題能力與數學態度之成效。國立台中師範學院特殊教育與輔助科技研究所碩士論文，未出版，台中市。曹逢甫(2004)。利用閱讀教育突破在台灣教授英語的困境—語言規劃的觀點。 英語教學，28(3)，1-15。張德榮、李咏吟、林本喬、賀孝銘、洪寳蓮(1995)。高中(職)學生學習與讀書策略量表指導手冊。台北：中國行為科學社。
程炳林(2001)。動機、目標設定、行動控制、學習策略之關係：自我調整學習歷程模式之建構及驗證。師大學報：教育類，46(1)，67-92。
郭靜姿(1992)。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之成效研究。國立台灣師範大學教育研究所博士論文，未出版，台北市。郭鴻淇(2002)。以克漏字測驗為本探討EFL學生閱讀策略與語言能力之相關性。 國立政治大學英國語文學系研究所碩士論文，未出版，台北市。郭麗華(2004)。竹苗地區高中生之中文閱讀與英文閱讀的關係。國立高雄師範大學英語教學研究所碩士論文，未出版，高雄市。黃淑眉(2003)。發展字彙以增進閱讀理解。 載於第六屆兩岸外語教學研討會論文集，163-176頁。 台北：淡江大學外國語文學院。
黃淑芬(2002)。台灣高中生之字彙及語法與英文閱讀理解的關係。國立高雄師範大學英語教學研究所碩士論文，未出版，高雄市。黄瓊儀(2003)。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論文，未出版，台北市。
黃姿綺(2003)。解題策略對國小聽障學生數學文字題學習效果之行動研究。國立台中師範學院國民教育所碩士論文，未出版，台中市。楊育芬(1996)。L1與L2閱讀策略運用之異同。載於第五屆英語文教學國際研討會論文集，127-135。
葉惠貞(2003)。語文閱讀策略融入社會學習領域之研究。國立新竹師範學院臺灣語言與語文教育研究所碩士論文，未出版，新竹市。鄭麗玉(2000)。認知與教學。台北：五南。
鄭錦桂(2000)。The relationships between four metacognitive factors and reading ability。載於第十七屆中民國英語文教學研討會論文集，277-293。
鄭錦桂(2003)。台灣大學生對中、英文閱讀之後設認知。華岡外語學報，10，133-149。
劉雅筑(2000)。國中學生批判思考、創造思考、閱讀理解策略與閱讀理解成就之相關研究。國立高雄師範大學教育學系碩士論文，未出版，高雄市。劉世明(2003a)。在台灣本國語與第二外語之間閱讀能力正向轉移之研究。高雄師大學報，15，467-484。
劉世明(2003b)。預測第二外語閱讀能力—再審視門檻假設理論並探視內在動機之貢獻。英語教學，27(3)，57-83。
劉毅(2005)。歷屆大學學科能力測驗英文試題。台北：學習出版。
盧雅琪(2005)。交互教學法運用於現代文學閱讀教學之研究。國立屏東科技大學技術及職業教育研究所碩士論文，未出版，屏東市。戴子傑(2003)。從字義到閱讀理解：以竹北高中為例。國立台灣師範大學英語研究所碩士論文，未出版，台北市。薛秉鈞(2006)。合作學習融入閱讀策略教學模式對國中學生科學文本閱讀理解之研究。國立高雄師範大學化學系碩士論文，未出版，高雄市。謝中能(2001)。談「彌補策略」的教學活動設計。英語教學，26(2)，13-21。蘇玉凰(2004)。高中生英文閱讀理解之後設認知策略使用量表之編製。國立成功大學教育研究所碩士論文，未出版，台南市。二、西文部分
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