一、中文部份
王曉平、張亭亭（2008）。閱讀文本研究述評。寧波大學學報，5，41- 46。
王瓊珠（2009）。閱讀流暢性教學對國小閱讀障礙學童識字與理解表現之影響。2009年5月15日，取自http://creativegp.com/HKU_Conference/PDF_version/F4_1_WangChiungChu
朱敬先（1997）。教育心理學。台北：五南圖書出版公司。
吳宜貞（2004）。重複閱讀及文章難度對五年級學生閱讀能力影響之探討。國立台灣師範大學教育心理與輔導學系教育心理學報，35(4)，319-336。
吳宜真、黃秀霜（2004）。由中文造字原則探討學童認字發展。國立台灣師範大學教育心理與輔導學系教育心理學報，36（1），1-12。
呂素幸（1992）。同儕輔導對國小學生數學學習輔導效果之研究。國立台灣師範大學教育心理與輔導學系碩士論文。林哲璋（2007）。屁屁超人。台北：天下雜誌。
林翠玲（2007）。分享式閱讀教學對國小一年級學童認字能力、閱讀流暢度及閱讀理解之影響。國立屏東教育大學教育心理與輔導學系碩士論文。
岳修平譯（1998）。教學心理學：學習的認知基礎。臺北：遠流。E. D. Gagné, C. W. Yekovich, & F. R. Yekovich, 1993.
洪采菱（2008）。廣泛閱讀與重複閱讀教學法對國小一年級學童識字能力、口語閱讀流暢能力及閱讀理解之影響。國立屏東教育大學教育心理與輔導系碩士論文。洪蘭（2001）。兒童閱讀的理念－認知神經心裡學的觀點。教育資料與研究，38，1-4。
柯華葳、李俊仁（1996）。國小低年級學生語音覺識能力與認字能力的發展：一個縱貫的研究。國立中正大學學報社會科學分冊，7（1），49-66。張世彗、楊坤堂（2005）。閱讀理解測驗指導手冊。台北市立教育大學特殊教育中心編印。
張春興（1994）。現代心理學。台北：東華。
張瓊文（2000）。同儕教導對國小聽覺障礙國語文學習成效之研究。國立嘉義大學國民教育研究所碩士論文。陳東甫（2008）。電腦語音文字同步系統結合重複閱讀教學對識字困難學生學習成效之研究。國立嘉義大學教育科技研究所碩士論文。程小蘋（1997）。同儕輔導實施之探討。學生輔導，52，35-42。彭志業(2003)。基本字帶字教學與重複閱讀識字教學對國小學童識字成效差異之研究。國立新竹師範學院國民教育研究所碩士論文。黃光雄(1981)。課程的界說與模式，國教天地， 7，3-11。
黃秀霜(2001)。中文年級認字量表。台北：心理。
黃德祥（1997）。同儕輔導的功能與推展。學生輔導，52，18-24。萬雲英（1991）。兒童學習漢字的心理特點與教學。載於楊中方、高尚仁（合編）：中國人、中國心－發展與教學篇（頁403－448）。台北：遠流。
魏麗敏（1997）。同儕輔導的理論與實務。學生輔導，52，52-61。羅俊男（2005）。國小中年級自然與生活科技領域實施小組式同儕教學之研究。國立臺南大學教師在職進修自然碩士學位班碩士論文。曾志朗（1991）。華語文的心理學研究：本土化的沉思。載於楊中方、高尚仁（合編）：中國人、中國心－發展與教學篇（頁539-582）。台北：遠流。
曾明勤（2002）。應用網際網路輔助建構式鷹架教學之研究 ---以「研究方法」課程為例。國立高雄第一科技大學資訊管理所碩士論文。鄭昭明（1987）。認知心理學與教學研究－一般介紹。現代教育，2（2），86-114。蘇宜芬（2004）。閱讀理解的影響因素及其在教學上的意義。教師天地，129，21-28。蘇娟代（1997）。全班性同儕指導策略對增進國中輕度智障學生應與字彙學習及同儕關係之成效研究。國立臺灣師範大學特殊教育研究所碩士論文。二、英文部分
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