一、中文部分
仇小屏 (2003)。小學限制式寫作之設計與實作。台北：萬卷樓。
天下雜誌（2007）。教出英語力。台北：天下雜誌2007 親子天下專刋，28，66。
王志成 (1995)。 海峽兩岸小學語文科看圖作文之比較。第一屆小學語文課程教材教法國際學術研討會論文集，437-460。
江素卿 (2006)。國小低年級看圖教學與充實文句之研究。國立台北教育大學語文教育研究所碩士論文。江惜美 (1995)。小學語文教學論叢。台北：台北市立師範學院。
江慧英 (2002)。國小級任老師以歌謠韻文將英語融入各科教學之模式研究-以一個四年級的班級為例。國立台北師範學院兒童英語教育研究所碩士論文，未出版。吳詠蘭 (2007)。看圖作文教學策略探討：以九年一貫課程綱要寫作能力指標(1-6年級)為例。教育研究與發展月刋4卷2期。杜淑貞 (1986)。國小作文教學研究。 臺北: 臺灣學生書局。
李佳容 (1999)。創造性英語教學策略對國小學童英語學習態度之影響。國立台南師範學院國民教育研究所碩士論文，未出版。李漢偉 (1995)。國語科教學探索。高雄：麗文文化公司。
李麗霞 (1998)。新竹縣國小教師實施作文教學之現況調查。國教世紀，25(4)，11-18。林淑美（2000）。北市國小英語正式課程將倍增。國語日報，民89年2月4日。
林寶山 (1990）。教學論。台北：五南。
施玉惠 (1999)。國民中小學英語教學及評量模式研究。教育部委託專題研究計畫成果報告。台北市:教育部。民93年8月5日，取自: http://class.eje.isst.edu.tw/files/20000628國民中小學英語教學及評量模式研究/index.htm
徐守濤 (1996)。兒童作文評鑑的探討。國語科教學法。台北：師大學院。張保隆、謝寶煖 (2006)。學術論文寫作：APA 規範。台北：華泰文化。
張春榮 (2004)。看圖作文三部曲。國文天地，20(1)，110-111。張春榮 (2005)。看圖作文新智能。台北: 萬卷樓圖書股份有限公司。
張春興 (1994)。教育心理學－三化取向的理論與實際。台北：東華。
張新仁 (1992)。寫作教學研究-認知心理學取向。高雄: 復文。教育部 (2001)。國民中小學九年一貫課程綱要。台北: 教育部。
梁雅美 (2003)。語音多媒體工具對國小學童英語口語表達能力的影響-以Talkworks軟體為例。國立台北師範學院兒童英語教育研究所碩士論文，未出版。陳志哲 (2003)。林良的兒童文學理念在小學語文教材上的運用。國立花蓮師範學院語文科教學碩士班碩士論文。陳秋蘭、廖美玲 (1999)。嶄新而實用的英語教學:國小國中英語教學指引。台北：敦煌。
陳碧蓮 (2004)。英語配對練習模式對內外向學生之影響研究。國立台北師範學院兒童英語教育研究所碩士論文，未出版，台北市。
陳錦芬 (2004)。國民中小學英語教學銜接問題之探討與建議。教育研究月刊，127，130-142。
曾坤暘 (1998)。怎樣教好作文。台北：水牛圖書出版公司。
曾信雄 (1983)。提早寫作指導。台北：台灣學生書局。
黃素月 (1999)。國中國小英語寫作教學之原則。陳秋蘭、廖美玲主編，嶄新而實用的英語教學:國小國中英語教學指引。(p 99)台北：敦煌。
黃毓翎 (2004)。以語談分析方法解析鷹架輔助之線上即時互動。國立中央大學碩士碩文。黃瑞琴 (1991)。質的教育研究方法。台北：心理。
楊錫溱 (2004)。兩種作文教學法對不同學習風格的國小低年級學生之影響。國立新竹師範院台灣語言與語文教育研究所語文教學碩士論文，未出版，新竹市。楊寶玉(2003)。應用學習風格理論改善學生自然科學習態度之行動研究。國立台北師範學院兒童英語教育研究所碩士論文，未出版，台北市。劉芳純 (1999)。國小低年級作教學由「繪畫」到「寫作」。民國以來國民小學文課程教材教法學術研詩論文集，新竹：新竹師院主編。
魏世台 (1981）。奧素柏認知教學理論之分析研究。台北師範大學教育研究所碩士論文，未出版，台北市。譚達士 (1975)。作文教學方法革新。台中：台灣省教育廳。
二、西文部分
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Atkinson, R., & Raugh, M. R. (1975). An application of the mnemonic keyword method to the acquisition of a Russian vocabulary. Journal of Experimental Psychology: Human learning and Memory, 104, 126-133.
Bates, L. (1991). The effects on the structure of young children’s written narrative of using a sequence of pictures or a single picture as a stimulus. Reading, 25 (3), 2-10.
Bull, B. L., & Wittrock, M. C. (1973). Imagery in the learning of verbal definitions. British Journal of Educational Psychology, 43, 289-293.
Clark, K. F., & Graves, M. F. (2005). Scaffolding students’ comprehension of text. The Reading Teacher, 58, 570-580. Retrieved June 1, 2007, from http://proquest.umi.com/pqdweb?did=813745811&sid=1&Fmt=4&clientId=39065&RQT=309&VName=PQD
Cycowicz, Y. M., Friedman, D., Snodgrass, J. G., & Rothstein, M. (1994). Picture naming by young children: Norms for name agreement, familiarity and visual complexity. National Institute of Child health and Human Development (HIH), Bethesda, MD.
Emig, J. (1971). The composing processes of twelfth graders. Urbana, IL: National Council of Teachers of English.
Feeley, J. T. (1975). Developing language via visual literacy. (Database: ERIC, ED 124973)
Flood, J. & Salus, P. (1984). Language and the language arts. Englewood Cliffs, NJ: Prentice-Hall, Inc.
Gage, J. T. (1986). Why write? In Petrosky, A. R. & Bartholomae, D. (Eds), The teaching of writing. (pp. 8-29).
Gazzaniga, M. (1998). The mind’s past. Berkeley, CA: University of California Press
Hooper, S. R., Montgomery, J., Swartz, C., Reed, M. S., Sandler, A. D., Levine, M. D., Watson, T.E., & Wasileski, T. (1994). Measurement of written language expression. Baltimore: Paul H.Brookes.
Hough, R. A., Nurss, J. R., & Wood, D. (1987). Tell me a story: Making opportunities for elaborated language in early childhood. Young Children, 43 (1), 6-12.
Hudelson, S. (1989). Write on children writing in ESL. New Jersey: Prentice Hall Regents.
Joshua, M.B. (2007). The effects of pictures and prompts on the writing of students in primary grades: Action research by graduate students at California State University, Northridge. Action in Teacher Education, 29(2), 80-93.
Jackson, N. R. & Pillow, P. L. (1994). The reading-writing workshop: getting stated. New York: Scholastic, Inc.
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Ko, J., Schallert, . D. L., & Walters, K. (2003). Rethinking scaffolding: Examining negotiation of meaning in an ESL storytelling task. TESOL Quartely, 37, 303-324.
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Markel Mike (1998). Testing visual-based modules for teaching writing. (Database: ERIC, EJ560782)
Miller, S. (1976). Writing: Process and product. Massachusetts: Winthrop Publishers, Inc.
Murray, D. M. (1984). Write to learn. NY: Holt, Rinehart & Winston.
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Raimes, A. (1983). Techniques in teaching writing. New York: Oxford University.
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Rothstein, E. & Gess, D. (1986). Teaching writing. N.Y.: ERA/CCR Corp.
Sarkar, S. (1978). The use of pictures in teaching English as a second language. English Language Teaching Journal, 32, 3, 175-80.
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Sinatra, R. C. (1986). Picture preferences of elementary school children and teachers. University Microfilm, Ann Arbor, MI.
Squire, L. R., & Kandel, E. R. (2000). Memory from mind to molecules. NY: Scientific American Library.
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Wright, A. (1989). Pictures for language learning. N. Y: Cambridge University Press.
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Zamel, V. (1983). Writing: The process of discovering meaning. In Long, M. H. & Richards, J.C. (Eds.), Methodology in TESOL: A book of readings. (pp. 267-277).
Zaragozan, N., & Vaughn, S. (1995). Children teach us to teach writing. The reading teacher, 49(1), 42-47.