一、中文部分
王奎元（2015）。體育師資生應用合作學習策略之探討（未出版之碩士論文）。國立臺灣師範大學，臺北市。庄蘇（2011）。淺析大學英語自主學習與教師介入的關係。英語廣場，5，97-99。
朱敏菁（2011）。兩種字母拼讀教學法對台灣學童英語唸字及唸字信心之影響（未出版之碩士論文）。國立臺北教育大學，臺北市。朱惠美（2003）。淺談字母拼讀教學。載於趙麗蓮（主編），兒童英語教學面面觀（91-126頁）。臺北市：書林。
朱薇、李敏杰（2009）。英語自主學習中的教師介入。河北理工大學學報（社會科學版），9，146-151。
宋佳芸（2017）。搭配可解碼讀本字母拼讀教學和搭配可預測讀本音韻覺知訓練與否對臺灣二年級學童英語認字效益之比較研究（未出版之碩士論文）。國立臺北教育大學，臺北市。呂亦航（2017）。合作學習在體育課不同分組方式對動作技能學習成效與學習動機之影響（未出版之碩士論文）。國立臺灣師範大學，臺北市。李秀玫（2011）。融入韻文歌謠之結合式字母拼讀教學對國小學童字母辨識與音韻覺識能力之影響（未出版之碩士論文）。國立新竹教育大學，新竹市。邱子榮（2015）。合成式與改良的嵌入式字母拼讀教學對國小五年級學童英語唸字能力與口語流暢度之效益比較（未出版之碩士論文）。國立臺北教育大學，臺北市。邱筠佳（2009）。可解碼故事書應用於英語補救教學之成效研究（未出版之碩士論文）。國立政治大學，臺北市。林芳憶（2008）。融合「關鍵字學習法」及「字母拼讀法」之教學對於國小五年級學生學習英語單字之影響（未出版之碩士論文）。臺北市立教育大學，臺北市。林玟君（2011）。英語補救教學對台南市國中低成就學生學習動機與認字能力影響之研究（未出版碩士論文）。國立臺南大學，臺南市。林彥良（2009）。字母拼讀法教學對臺灣國中英語低成就學生認字與閱讀理解之影響。慈濟大學教育研究月刊，5，293-355。
林進材（2004）。教學原理。臺北：五南。
林蕙蓉（2010）。國小英語字母拼讀教學。國教之友，61，31-37。
洪月女（2014）。兒童外語讀寫能力發展。王雅茵主編，讀讀、談談、寫寫：教兒童讀寫英語的概念、策略、活動（25-45頁)。臺北市：書林。
洪麗文（2011)。字母拼讀法在國小英語領域之課程設計與教學研究（未出版之碩士論文）。國立東華大學，花蓮縣。高一波（2015）。國內外語自主學習模式中的教師介入研究綜述。榆林學院學報，25，104-108。
高源令（2010）。發展理論。教育心理學。台北：心理出版社。
張玉成（1999）。教師發問技巧。臺北市：心理出版社。
張美倫 （2013）。可解讀文本教學對國小四年級EFL字彙學習之影響。（未出版之碩士論文）。國立臺北教育大學，臺北市。張春興（1997）。教育心理學。臺北：東華書局。
胡潔芳（1999）。如何協助孩童發展英語音韻覺識。英語教學，23（3），7-14。
陳淳麗 (2001)。國小英語師資訓練手冊。臺北市：師德。
陳婷（2015）。小學英語閱讀遊戲教學中的教師中介。LAOQUJIANSHE，62-64。
陳瑤容（2003）。語音解碼訓練對台灣學童英文認字能力提昇之成效（未出版碩士論文）。國立臺北師範學院，臺北市。章菁（2003）。國小四年級學生英語認定與拼字能力發展之研究（未出版之碩士論文）。國立臺北師範學院，臺北市。郭雅筑（2011）。台灣以英語為外語的大一學生之內/外在動機與完美主義探究（未出版之碩士論文）。朝陽科技大學，臺中市。許炳煌、張淑美（2014）。新北市國小英語教師字母拼讀教學信念與教學行為之研究。國民教育，54（6），101-110。
黃素瑛（2012）。探討密集字母拼讀教學對EFL小五生唸字、拼字能力及英語學習態度的影響（未出版之碩士論文）。國立臺北教育大學，臺北市。鄒文莉（2009）。兒童英語教學13堂課。臺北：三民書局。
楊佳勳（2011）。用故事書於字母拼讀教學對EFL初學者認字學習之個案研究（未出版之碩士論文）。私立南臺科技大學，臺南市。
鄭惠方（2015）。可解讀文本補救教學對新北市國小四年級學生音韻覺識能力影響之個案研究（未出版之碩士論文）。國立臺北教育大學，臺北市。鄭錦桂（2006）。國小英語教科書之內容探究與省思，國教新知，53（3），15-22。
蔡怡汝（2015）。運用字母拼讀法教學結合英語圖畫書提升國小三年級學生音韻覺識能力之行動研究（未出版之碩士論文）。國立臺中教育大學，臺中市。劉加裕（2016）。故事內含字母拼讀教學與直接字母拼讀教學對於台灣幼稚園學童音韻覺識發展與字彙學習的成效影響（未出版之碩士論文）。國立交通大學英語教學研究所，新竹市。戴煖妮（2018）。教師介入英語動畫教學與否對小一學童英語字彙能力的影響（未出版之碩士論文）。國立臺北教育大學，臺北市。二、英文部分
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