臺灣博碩士論文加值系統

本研究藉由分析二十位台灣小學生在朗讀英文故事時所出現的錯誤，以及在理解英文故事時所使用的線索系統，探討台灣小學生閱讀英文的過程，進而獲得有助於英文閱讀教學的資訊。
研究對象來自同一所台北公立小學，並具備三年以上學習英文經驗的學童。每位學生（讀者）需朗讀一篇英文故事、並翻譯成中文，接著回答有關如何理解該英文故事的問題。讀者在朗讀過程所出現的錯誤以「錯誤分析」來分析，訪問的回答被歸類成四個線索系統，包括：「單字所提供的線索系統」、「文法與語意線索系統」、「讀者線索系統」如讀者本身的背景知識、以及「語言及讀者以外的線索系統」如圖畫。
研究結果發現：（一）讀者在朗讀英文故事過程中所出現的錯誤，主要是由所不認識的字引起（二）讀者在朗讀和理解故事的過程中，皆會使用四個線索系統（三）讀者較常利用字母和聲音之間的對應關係試著唸出不認識的字（四）讀者具備足夠的文法和字彙能力理解該英文故事，並且也常使用「文法與語意線索系統」。
歸納讀者能夠成功地使用各種線索系統理解文意的情況、以及導致讀者使用線索失敗的原因，發現語言知識和閱讀策略兩者在以學習英文為外語的學生的閱讀過程扮演重要的角色。因此，根據研究結果，本研究建議在為以學習英文為外語的學生設計英文閱讀教學時，應該兼顧「由下而上」和「由上而下」閱讀教學知識與技巧，亦應即包含建立學生的基本語言知識，例如認字、字彙和文法，以及訓練學生使用閱讀策略理解文意之方法。

In attempt to discover the instructional implications of understanding the reading process, this study investigated the reading processes of young EFL readers in Taiwan in terms of their miscues and utilization of cue systems as they read an English story.
Twenty grade six students with at least three-years of English learning experience were involved in this study. They came from a public elementary school in Taipei. Participants in this study were given three tasks: reading aloud an English story, translating the story into Chinese, and being interviewed about how they decoded words and comprehended the story.
Data collected from the read-aloud task was analyzed with miscue analysis, and the readers’ interviews were analyzed using four cue systems, including cues within the word, cues in the flow of language, cues within the reader, and cues external to the reader and language.
The results of study indicated: (1) Non-word substitutions occupied the most portion of miscues, and unfamiliar words were the main sources of miscues. (2) The participants have used four cue systems to read aloud and comprehend the English story. (3) The participants tended to make use of their phonics knowledge to decode unfamiliar words, and it was an useful strategy for word decoding. (4) The participants had sufficient syntactic and semantic knowledge, and they had frequently used cues in the flow of language. (5) The useful cues used by the participants to comprehend unfamiliar words and sentences included semantic cues, cues within the reader and picture cues.
The successful and unsuccessful cases of cue use reflected the importance of language knowledge and strategy use for EFL reading comprehension. Consequently, the findings from the present study suggest that instructors should design reading instruction on the basis of the interactive reading model. Namely, both lower-level skills such as word recognition, vocabulary, grammar, and high-level skills such as using strategy to comprehend meanings should be emphasized.

CHAPTER 1 INTRODUCTION......................................1
1.1 Motivation..........................................1
1.2 Research Purpose & Questions........................2
1.3 Significance of this Study..........................2
1.4 Definitions of Key Terms............................3
CHAPTER 2 LITERATURE REVIEW.................................5
2.1 Reading Models......................................5
2.1.1 Bottom-Up Model...............................5
2.1.2 Top-Down Model................................7
2.1.3 Interactive Models...........................10
2.2 Miscue Analysis Researches.........................11
2.3 Cue Systems Involved in the Reading Process........15
2.3.1 Cues within the Word.........................15
2.3.1.1 Graphic Cues.........................16
2.3.1.2 Phonics..............................17
2.3.2 Cues in the Flow of Language.................20
2.3.2.1 Researches on Using Cues in the Flow of
Language.............................21
2.3.2.2 Factors Hindering Use of Contextual
Information..........................22
2.3.3 Cues Within the Reader.......................23
2.3.4 Cues External to the Reader and Language.....26
CHAPTER 3 METHODOLOGY......................................31
3.1 Setting............................................31
3.2 Participants.......................................31
3.3 Screening Test.....................................31
3.4 Data Collection....................................33
3.4.1 Reading Materials............................33
3.4.2 Read-aloud...................................34
3.4.3 Translations.................................34
3.4.4 Interviews ..................................34
3.5 Data Analysis......................................35
3.5.1 Miscue Analysis..............................36
3.5.1.1 Types of Miscues.....................36
3.5.1.2 Miscue Analysis at the Word Level....37
3.5.1.3 Miscue Analysis at the Sentence Level39
3.5.2 Interview Analysis...........................41
3.5.2.1 Use of Cues within the Word..........42
3.5.2.2 Use of Cues in the Flow of Language..42
3.5.2.3 Use of Cues within the Reader........43
3.5.2.4 Use of Cues External to the Reader and
Language.............................44
3.5.2.5 Reliability of Coding Cue Systems....44
CHAPTER 4 RESULTS..........................................45
4.1 Numbers & Types of Miscues.........................45
4.2 Utilization of Cue Systems.........................48
4.2.1 Cues within the Word.........................49
4.2.1.1 Findings from Miscue Analysis at the
Word Level...........................49
4.2.1.2 Finds from Interview Analysis........51
4.2.2 Cues in the Flow of Language.................58
4.2.2.1 Findings from Miscue Analysis at the
Sentence Level.......................58
4.2.2.2 Findings from Interview Analysis-
Syntactic Cues.......................60
4.2.2.3 Findings from Interview Analysis-
Semantic Cues........................62
4.2.3 Cues within the Reader- Background Knowledge.72
4.2.4 Cues External to the Reader and Language
— Picture Cues.................................75
4.3 Summary of Findings................................83
CHAPTER 5 DISCUSSIONS AND CONCLUSIONS……………………………87
5.1 An Active & Interactive Reading Process............87
5.2 Comparison with Young EFL Beginning Readers........88
5.3 Discussion on Cue Use..............................91
5.3.1 Useful Cues..................................91
5.3.2 Factors Causing Unsuccessful Cue Use.........95
5.4 Conclusion & Instructional Implication.............97
5.5 Research Limitation...............................100
5.6 Suggestions for Future Study......................100
REFERENCES................................................101
APPENDICES................................................111
A. Vocabulary Test....................................111
B. Participants’ Performance on Screening Test &
English Learning Experience.......................112
C. Reading Material...................................113
D. Transcription Form.................................114
E. Miscue Analysis Coding Form. ......................116
F. Examples of Each Type of Miscues...................119
G. English Translations of the Participants’
Interviews.........................................120

Adams, M. J. (1980). Failure to comprehend and levels of
processing in reading. In R. J. Spiro, B. C. Bruce, & W. F.
Brewer (Eds.). Theoretical Issues in Reading Comprehension,
p.1-32. Lawrence Erlbaum Associates, Inc.
Adams, M.J. (1990). Beginning to Read: Thinking and Learning
about Print. Cambridge, Massachusetts: The MIT Press.
Alderson, J.C. (1984). Reading in a foreign language: A reading
problem or a language problem? In J.C. Alderson & A. H.
Urquhart (Eds.), Reading in A Foreign Language, p.1-27.
Anderson, R. C. & Pearson, P.D. (1988). A schema-theoretic view
of basic processes in reading comprehension. In P. L.
Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive
Approaches to Second Language Reading, p.37-55. Cambridge
University Press.
Andersson, B. V. & Barnitz, J.G. (1984). Cross-cultural
schemata and reading comprehension instruction. Journal of
Reading, 28,2,102-108.
Andersson, B. V. & Gipe, J. P. (1983). Creativity as a
mediating variable in inferential reading comprehension.
Reading Psychology: An International Quarterly, 4, 4, 313-
325.
August, G. (2001). The Road to Second Language Reading: How Do
We Get There? A Doctorial Dissertation Submitted to the
Graduate Faculty in Linguistics of the City University of
New York.
Baron, J. (1979). Orthographic and word specific mechanisms in
children’s reading of words. Child Development, 50, 587-
594.
Bartlett, F. C. (1932). Remembering: A study in experimental
and social psychology. Cambridge University Press.
Biemiller, A. J. (1970). The development of the use of graphic
and contextual information as children learn to read.
Reading Research Quarterly, 6, 75-96.
Biemiller, A. (1979). Changes in the use of graphic and
contextual information as functions of passage difficulty
and reading achievement level. Journal of Reading Behavior,
XI, 4, 307-318
Blaxall, J. & Willows, D. M. (1984). Reading ability and text
difficulty as influence on second graders’ oral reading
errors. Journal of Educational Psychology, 76, 1, 330-341.
Bruck, M. & Treiman, R. (1992). Learning to pronounce words:
The limitations of analogies. Reading Research Quarterly,
27, 4, 375-388.
Carrell, P.L. (1983). Some issues in studying the role of
schemata, or background knowledge, in second language
comprehension. Paper presented at the 17th Annual TESOL
Convention, Toronto, Canda, March, 1983.
Carrell, P.L. (1988). Introduction: Interactive approaches to
second language reading. In P. L. Carrell, J. Devine, & D.
E. Eskey (Eds.), Interactive Approaches to Second Language
Reading, p.1-10. Cambridge University Press.
Carrell, P. L. & Eisterholf, J.C. (1983). Schema theory and ESL
reading pedagogy. TESOL Quarterly, 17, 4, 553-573.
Chang, J. (2003). Developing Fourth Graders’ Word Recognition
and Spelling Abilities in English. A Master’s Thesis
Submitted to National Taipei Teachers College.
Chang, Z. M. (1998). A qualitative inquiry: strategy use by EFL
students in dealing with text difficulties. Paper selected
from Proceedings of the Fifteenth Conference on English
Teaching and Learning in the Republic of China, 295-309.
Chen, H. H. (2003). Exploring the Effects of Illustrations on
Senior High School Students’ EFL Reading. A Master’s
Thesis Submitted to Institute of Applied Foreign Languages
National Yunlin University of Science & Technology.
Chen, H.C. & Graves, M.F. (1995). Effects of previewing and
providing background knowledge on Taiwanese college
students’ comprehension of American short stories. TESOL
Quarterly, 29, 4, 663-686.
Clarke, M. A. (1979). Reading in a Spanish and English:
Evidence from adult ESL students. Language learning, 29, 1,
121-151.
Clarke, M. A. (1980). The Short Circuit Hypothesis of ESL
Reading--Or when Language Competence Interferes with
Reading Performance. Modern language journal, 64, 2, 203-09.
Clay M. M. (1968). A syntactic analysis of reading errors.
Journal of Verbal Learning and Verbal Behavior, 7, 434-438.
Coady, J. (1979). A psycholinguistic model of the ESL reader.
In R. Mackay, B. Barkman, & R. Jordan (Eds.), Reading in A
Second Language, 5-12. Rowley, Mass.: Newbury House.
Cziko, G. A. (1978). Differences in first and second language
reading: The use of syntactic, semantic and discourse
constraints. Canadian Modern Language Review, 34, 473-489.
Denburg, S. D. (1976-1977). The interaction of pictures and
print in reading instruction. Reading Research Quarterly,
12, 2, 176-189.
Devine, J. (1988). The relationship between general language
competence and second language reading proficiency:
Implications for Teaching. In P. L. Carrell, J. Devine, &
D. E. Eskey (Eds.), Interactive Approaches to Second
Language Reading, p.260-277. Cambridge University Press.
Donald, D. R.(1979). Effects of illustrations on early oral
reading accuracy, strategies and comprehension. British
Journal of Educational Psychology, 49, 3, 282-289.
Durrell, D.D. (1968). First-grade reading success study: A
summary. Journal of Education, 140, 2-6.
Ehri, L.C., Nunes, S.R., Stahl, S. A. & Willows, D. M. (2001).
Systematic phonics instruction helps students learn to
read: Evidence from the National Reading Panel’s meta-
analysis. Review of Educational Research, 71, 3, 393-447.
Ehri, L.C., & Robbins, C. (1992). Beginners need some decoding
skill to read words by analogy. Reading Research Quarterly,
27,1, 13-26.
Eldredge, J. L. (1995). Defining decoding. In Teaching decoding
in holistic classrooms, p. 19-20. Prentice Hall, Englewood
Cliffs, New Jersey 07632.
Englander, M. & Harste, J. (1979). Cue System Utilization among
Beginning Readers. ED176228
Eskey, D. E. (1973). A model program for teaching advanced
reading to students of English as a foreign language.
Language Learning, 23, 169-184.
Eskey, D. E. (1988). Holding in the bottom: an interactive
approach to the language problems of second language
readers. In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.),
Interactive Approaches to Second Language Reading, p.93-
100. Cambridge University Press.
Eskey, D. E. & Grabe, W. (1984). Interactive models for second
language reading: Perspectives on instruction. In P. L.
Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive
Approaches to Second Language Reading, p.223-238. Cambridge
University Press.
Goodman, K. S. (1965). A linguistic study of cues and miscues
in reading. In F. V. Gollasch (Ed.), Language and Literacy:
The Selected Writings of Kenneth S. Goodman, Volume I, p.
115-122. Boston: Routledge & Kegan Paul.
Goodman, K. S. (1967). Reading: A psycholinguistic guessing
game. In F. V.Gollasch (Ed.), Language and Literacy: The
Selected Writings of Kenneth S.Goodman, Volume I, p. 33-44.
Boston: Routledge & Kegan Paul.
Goodman, K. S. (1973). Miscues: Windows on the reading process.
In F. V. Gollasch (Ed.), Language and Literacy: The
selected writings of Kenneth S. Goodman,Volume I, p. 93-
102. Boston: Routledge & Kegan Paul.
Goodman, K. (1976). What we know about reading. . In F. V.
Gollasch (Ed.), Language and Literacy: The selected
writings of Kenneth S. Goodman, Volume I, p. 77-88. Boston:
Routledge & Kegan Paul.
Goodman, Y. M. & Burke, C. (1980). Reading and reading
strategies. In Reading Strategies: Focus on Comprehension,
p. 3-13. New York: Richard C. Owen Publishers, Inc.
Goodman, K. S. & Altwerger, B. (1981). Studying text difficulty
through miscue analysis. ED 209657.
Gooman, Y. M. (1982). Retellings of literature and the
comprehension process. Theory into Practice, 21, 4, 300-307.
Goodman, Y. M. (1995). Miscue analysis for classroom teachers:
Some history and some procedure. Primary Voices K-6, 3, 4,
2-9.
Goodman, Y.M., Watson, D. J. & Burke, C. L. (1987). Reading
Miscue Inventory: Alternative Procedures. New York: Richard
C. Owen Publishers, Inc.
Goodykoontz, B. (1936). The relation of pictures to reading
comprehension. Elementary English Review, 13, 4, 125-130.
Goswami, U. (1986). Children’s use of analogy in learning to
read: A developmental study. Journal of Experimental Child
Psychology, 42, 73-83.
Gough, P. B. (1972). One second of reading. In J. F. Kavanagh
and I. G. Mattingly (Eds.), Language by Ear and By Eye.
Cambridge, MA: MIT Press.
Grabe, W. (1991). Current developments in second language
reading research. TESOL Quarterly, 25, 3, 375-406.
Green, G. M. & Olsen, M. S. (1985). Interactions of text and
illustration in beginning reading. Technical Report No.
355. ED 267394.
Hudson, T. (1982). The effects of induced schemata on the
“short circuit” in L2 reading: Non-decoding factors in L2
reading performance. Language Learning, 32, 1, 1-31.
Isakson, R. L., & Miller, J. W. (1976). Sensitivity to
syntactic and semantic cues in good and poor readers.
Journal of Educational Psychology, 68, 787-792.
Johnson, P. (1981). Effects on reading comprehension of
language complexity and cultural background of a text.
TESOL Quarterly, 15, 2, 169-182.
Just, M. A., & Carpenter, P. A. (1980). A theory of reading :
From eye fixations to comprehension. Psychological Review,
87, 329-354.
Keith, R. (1989). Introduction and preliminary information. In
The Psychology of Reading, 3-27. Prentice-Hall, Inc.
Englewood Cliffs, New Jersey.
Kolers, P. A. (1975). Pattern-analyzing disability in poor
readers. Developmental Psychology, 11, 282-290.
Kruse, A. F. (1979). Vocabulary in context. English Language
Teaching Journal, 33, 3, 207-213.
Levin, H. & Kaplan, E. L. (970). Grammatical structure and
reading. In H. Levin and J. P. Williams (Eds.), Basic
Studies on Reading. New York: Basic Books.
Liu (2002). A Case Study of How EFL Children in Taiwan Read in
English. A Master’s Thesis Submitted to National Taipei
Teachers College.
Marchbanks, G., & Levin, H. (1965). Cues by which children
recognizing words. Journal of Educational Psychology, 56,
57-61.
McLaughlin, B. (1990). Restructuring. Applied Linguistics, 11,
113-128.
Miller, W. (1938). Reading with and without pictures.
Elementary School Journal, 38, 676-682.
Nicholson, T. & Hill, D. (1985). Good readers don’t guess-
Taking another look at the issue of whether children read
words better in context or in isolation. Reading
Psychology: An International Quarterly, 6, 181-198.
Omanson, R. C. (1985). Knowing words and understanding texts.
In T. H. Carr (Ed.), The Development of Reading Skills.
San Francisco: Jossey-Bass.
Ou, H. C. (1997). A study of university freshmen’s English
reading proficiency and learning strategies. Paper selected
from Proceedings of the Fourteenth Conference on English
Teaching and Learning in the Republic of China, 95-
105.
Stanvoich, K.E.(1980). Toward an interactive — compensatory
model of individual differences in the development of
reading fluency. Reading research quarterly, 16, 32-71.
Perfetti, C. A. (1985). Reading Ability. New York: Oxford
University Press.
Perfetti, C.A. & Hogaboam, T. (1975). The relationship between
single word decoding and reading comprehension skill.
Journal of educational psychology, 67, 461-469.
Pick, A. D., Unze, M. G., Brownell, C. A., Drozdai, J. G., &
Hopmann, M.R. (1978). Young children’s knowledge of word
structure. Child Development, 49, 669-680.
Rosinki, R. R., & Wheeler, K. E. (1972). Children use of
orthographic structure in word discrimination. Psychonomic
Science, 26, 97-98.
Rumelhart, D. E. (1977). Toward an interactive model of
reading. In S. Dornic (Ed.), Attention and Performance VI.
Hillsdale, NJ: Erlbaum.
Rumelhart, D. E. (1980). Schemata: the building blocks of
cognition. In R. J. Spiro, B. C. Bruce, & W. F. Brewer
(Eds.). Theoretical Issues in Reading Comprehension, p.33-
58. Lawrence Erlbaum Associates, Inc.
Samuels, S. J. (1968). Effects of pictures on learning to read,
comprehension, and attitudes. Review of Educational
Research, 40, 397-407.
Samuels, S. J. & Kamil, M. L. (1988). Models of the reading
process. P. L. Carrell, J. Devine, & D. E. Eskey (Eds.),
Interactive Approaches to Second Language Reading, p.22-
36. Cambridge University Press.
Schallert, D. (1980). The role of illustrations in reading
comprehension. In R. J. Spiro, B. C. Bruce, & W. F. Brewer
(Eds.). Theoretical Issues in Reading Comprehension, p.503-
524. Lawrence Erlbaum Associates, Inc.
Singer, H. (1981). Instruction in reading acquisition. In O.
Tzeng & H. Singer (Eds.), Perception of Print, 291-311.
Hillsdale, NJ: Lawrence Eflbaum.
Stahl, S.A. (1998). Teaching children with reading problems to
decode: Phonics and “not-phonics” instruction. Reading &
writing quarterly: Overcoming learning difficulties, 14,
165-188.
Stanovich, K. E. (1980). Toward an interactive-compensatory
model of individual differences in the development of
reading fluency. Reading Research Quarterly, XVI, 1, 33-71.
Sullivan, J. (1978). Comparing strategies of good and poor
comprehenders. Journal of Reading, May, 710-715.
Wagner, R. K. & Torgesen, J. K. (1987). The nature of
phonological processing and its causal role in the
acquisition of reading skills. Psychological bulletin,
101, 2, 192-212.
Wang (1995). A Study of NKNU English Majors’ Ability to Guess
Word Meaning From Context and Its Relationship to Reading
proficiency. A Master’s Thesis Submitted to English
Department National Kaohsiung Normal University.
Weber, R. M. (1970). First-graders’ use of grammatical context
in reading. In H. Levin & J. P. Willows (Eds.), Basic
Studies on Reading. New York: Basic Books.
Weintraub, S. (1960). The effect of pictures on the
comprehension of a second grade basbal reader. Unpublished
Doctoral Dissertation, University of Illinois.
Willow, D. M. & Ryan, E. B. (1981). Differential utilization of
syntactic and semantic information by skilled and less
skilled readers in the intermediate grades. Journal of
Educational Psychology, 73, 5, 607-615.
Yorio, C.A. (1971). Some sources of reading problems for
foreign-language learners. Language Learning, 21, 1, 107-
115.
Zhang, J. (1988). Reading miscues and 9 adult Chinese learner
of English. Journal of Reading, 34-41.
郭鳳蘭 （2000）Phonics教學成效之探討。In Selected Papers from
the Ninth International Symposium on English Teaching,
p.606-615.
魏叔倫 （民77）。猜測字意與閱讀的關係。英語教學，13, 1, 12-22。
Adams, M. J. (1980). Failure to comprehend and levels of processing in reading. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.). Theoretical Issues in Reading Comprehension, p.1-32. Lawrence Erlbaum Associates, Inc.
Adams, M.J. (1990). Beginning to Read: Thinking and Learning about Print. Cambridge, Massachusetts: The MIT Press.
Alderson, J.C. (1984). Reading in a foreign language: A reading problem or a language problem? In J.C. Alderson & A. H. Urquhart (Eds.), Reading in A Foreign Language, p.1-27.
Anderson, R. C. & Pearson, P.D. (1988). A schema-theoretic view of basic processes in reading comprehension. In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive Approaches to Second Language Reading, p.37-55. Cambridge University Press.
Andersson, B. V. & Barnitz, J.G. (1984). Cross-cultural schemata and reading comprehension instruction. Journal of Reading, 28,2,102-108.
Andersson, B. V. & Gipe, J. P. (1983). Creativity as a mediating variable in inferential reading comprehension. Reading Psychology: An International Quarterly, 4, 4, 313-325.
August, G. (2001). The Road to Second Language Reading: How Do We Get There? A Doctorial Dissertation Submitted to the Graduate Faculty in Linguistics of the City University of New York.
Baron, J. (1979). Orthographic and word specific mechanisms in children’s reading of words. Child Development, 50, 587-594.
Bartlett, F. C. (1932). Remembering: A study in experimental and social psychology. Cambridge University Press.
Biemiller, A. J. (1970). The development of the use of graphic and contextual information as children learn to read. Reading Research Quarterly, 6, 75-96.
Biemiller, A. (1979). Changes in the use of graphic and contextual information as functions of passage difficulty and reading achievement level. Journal of Reading Behavior, XI, 4, 307-318
Blaxall, J. & Willows, D. M. (1984). Reading ability and text difficulty as influence on second graders’ oral reading errors. Journal of Educational Psychology, 76, 1, 330-341.
Bruck, M. & Treiman, R. (1992). Learning to pronounce words: The limitations of analogies. Reading Research Quarterly, 27, 4, 375-388.
Carrell, P.L. (1983). Some issues in studying the role of schemata, or background knowledge, in second language comprehension. Paper presented at the 17th Annual TESOL Convention, Toronto, Canda, March, 1983.
Carrell, P.L. (1988). Introduction: Interactive approaches to second language reading. In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive Approaches to Second Language Reading, p.1-10. Cambridge University Press.
Carrell, P. L. & Eisterholf, J.C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17, 4, 553-573.
Chang, J. (2003). Developing Fourth Graders’ Word Recognition and Spelling Abilities in English. A Master’s Thesis Submitted to National Taipei Teachers College.
Chang, Z. M. (1998). A qualitative inquiry: strategy use by EFL students in dealing with text difficulties. Paper selected from Proceedings of the Fifteenth Conference on English Teaching and Learning in the Republic of China, 295-309.
Chen, H. H. (2003). Exploring the Effects of Illustrations on Senior High School Students’ EFL Reading. A Master’s Thesis Submitted to Institute of Applied Foreign Languages National Yunlin University of Science & Technology.
Chen, H.C. & Graves, M.F. (1995). Effects of previewing and providing background knowledge on Taiwanese college students’ comprehension of American short stories. TESOL Quarterly, 29, 4, 663-686.
Clarke, M. A. (1979). Reading in a Spanish and English: Evidence from adult ESL students. Language learning, 29, 1, 121-151.
Clarke, M. A. (1980). The Short Circuit Hypothesis of ESL Reading--Or when Language Competence Interferes with Reading Performance. Modern language journal, 64, 2, 203-09.
Clay M. M. (1968). A syntactic analysis of reading errors. Journal of Verbal Learning and Verbal Behavior, 7, 434-438.
Coady, J. (1979). A psycholinguistic model of the ESL reader. In R. Mackay, B. Barkman, & R. Jordan (Eds.), Reading in A Second Language, 5-12. Rowley, Mass.: Newbury House.
Cziko, G. A. (1978). Differences in first and second language reading: The use of syntactic, semantic and discourse constraints. Canadian Modern Language Review, 34, 473-489.
Denburg, S. D. (1976-1977). The interaction of pictures and print in reading instruction. Reading Research Quarterly, 12, 2, 176-189.
Devine, J. (1988). The relationship between general language competence and second language reading proficiency: Implications for Teaching. In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive Approaches to Second Language Reading, p.260-277. Cambridge University Press.
Donald, D. R.(1979). Effects of illustrations on early oral reading accuracy, strategies and comprehension. British Journal of Educational Psychology, 49, 3, 282-289.
Durrell, D.D. (1968). First-grade reading success study: A summary. Journal of Education, 140, 2-6.
Ehri, L.C., Nunes, S.R., Stahl, S. A. & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis. Review of Educational Research, 71, 3, 393-447.
Ehri, L.C., & Robbins, C. (1992). Beginners need some decoding skill to read words by analogy. Reading Research Quarterly, 27,1, 13-26.
Eldredge, J. L. (1995). Defining decoding. In Teaching decoding in holistic classrooms, p. 19-20. Prentice Hall, Englewood Cliffs, New Jersey 07632.
Englander, M. & Harste, J. (1979). Cue System Utilization among Beginning Readers. ED176228
Eskey, D. E. (1973). A model program for teaching advanced reading to students of English as a foreign language. Language Learning, 23, 169-184.
Eskey, D. E. (1988). Holding in the bottom: an interactive approach to the language
problems of second language readers. In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive Approaches to Second Language Reading, p.93-100. Cambridge University Press.
Eskey, D. E. & Grabe, W. (1984). Interactive models for second language reading: Perspectives on instruction. In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive Approaches to Second Language Reading, p.223-238. Cambridge University Press.
Goodman, K. S. (1965). A linguistic study of cues and miscues in reading. In F. V. Gollasch (Ed.), Language and Literacy: The Selected Writings of Kenneth S. Goodman, Volume I, p. 115-122. Boston: Routledge & Kegan Paul.
Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. In F. V.
Gollasch (Ed.), Language and Literacy: The Selected Writings of Kenneth S.
Goodman, Volume I, p. 33-44. Boston: Routledge & Kegan Paul.
Goodman, K. S. (1973). Miscues: Windows on the reading process. In F. V. Gollasch
(Ed.), Language and Literacy: The selected writings of Kenneth S. Goodman,
Volume I, p. 93-102. Boston: Routledge & Kegan Paul.
Goodman, K. (1976). What we know about reading. . In F. V. Gollasch (Ed.), Language and Literacy: The selected writings of Kenneth S. Goodman, Volume I, p. 77-88. Boston: Routledge & Kegan Paul.
Goodman, Y. M. & Burke, C. (1980). Reading and reading strategies. In Reading Strategies: Focus on Comprehension, p. 3-13. New York: Richard C. Owen Publishers, Inc.
Goodman, K. S. & Altwerger, B. (1981). Studying text difficulty through miscue analysis. ED 209657.
Gooman, Y. M. (1982). Retellings of literature and the comprehension process. Theory into Practice, 21, 4, 300-307.
Goodman, Y. M. (1995). Miscue analysis for classroom teachers: Some history and some procedure. Primary Voices K-6, 3, 4, 2-9.
Goodman, Y.M., Watson, D. J. & Burke, C. L. (1987). Reading Miscue Inventory: Alternative Procedures. New York: Richard C. Owen Publishers, Inc.
Goodykoontz, B. (1936). The relation of pictures to reading comprehension. Elementary English Review, 13, 4, 125-130.
Goswami, U. (1986). Children’s use of analogy in learning to read: A developmental study. Journal of Experimental Child Psychology, 42, 73-83.
Gough, P. B. (1972). One second of reading. In J. F. Kavanagh and I. G. Mattingly (Eds.), Language by Ear and By Eye. Cambridge, MA: MIT Press.
Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25, 3, 375-406.
Green, G. M. & Olsen, M. S. (1985). Interactions of text and illustration in beginning reading. Technical Report No. 355. ED 267394.
Hudson, T. (1982). The effects of induced schemata on the “short circuit” in L2 reading: Non-decoding factors in L2 reading performance. Language Learning, 32, 1, 1-31.
Isakson, R. L., & Miller, J. W. (1976). Sensitivity to syntactic and semantic cues in good and poor readers. Journal of Educational Psychology, 68, 787-792.
Johnson, P. (1981). Effects on reading comprehension of language complexity and cultural background of a text. TESOL Quarterly, 15, 2, 169-182.
Just, M. A., & Carpenter, P. A. (1980). A theory of reading : From eye fixations to comprehension. Psychological Review, 87, 329-354.
Keith, R. (1989). Introduction and preliminary information. In The Psychology of Reading, 3-27. Prentice-Hall, Inc. Englewood Cliffs, New Jersey.
Kolers, P. A. (1975). Pattern-analyzing disability in poor readers. Developmental Psychology, 11, 282-290.
Kruse, A. F. (1979). Vocabulary in context. English Language Teaching Journal, 33, 3, 207-213.
Levin, H. & Kaplan, E. L. (970). Grammatical structure and reading. In H. Levin and J. P. Williams (Eds.), Basic Studies on Reading. New York: Basic Books.
Liu (2002). A Case Study of How EFL Children in Taiwan Read in English. A Master’s Thesis Submitted to National Taipei Teachers College.
Marchbanks, G., & Levin, H. (1965). Cues by which children recognizing words. Journal of Educational Psychology, 56, 57-61.
McLaughlin, B. (1990). Restructuring. Applied Linguistics, 11, 113-128.
Miller, W. (1938). Reading with and without pictures. Elementary School Journal, 38, 676-682.
Nicholson, T. & Hill, D. (1985). Good readers don’t guess-Taking another look at the issue of whether children read words better in context or in isolation. Reading Psychology: An International Quarterly, 6, 181-198.
Omanson, R. C. (1985). Knowing words and understanding texts. In T. H. Carr (Ed.), The Development of Reading Skills. San Francisco: Jossey-Bass.
Ou, H. C. (1997). A study of university freshmen’s English reading proficiency and learning strategies. Paper selected from Proceedings of the Fourteenth Conference on English Teaching and Learning in the Republic of China, 95-105.Stanvoich, K.E.(1980). Toward an interactive — compensatory model of individual differences in the development of reading fluency. Reading research quarterly, 16, 32-71.
Perfetti, C. A. (1985). Reading Ability. New York: Oxford University Press.
Perfetti, C.A. & Hogaboam, T. (1975). The relationship between single word decoding and reading comprehension skill. Journal of educational psychology, 67, 461-469.
Pick, A. D., Unze, M. G., Brownell, C. A., Drozdai, J. G., & Hopmann, M.R. (1978). Young children’s knowledge of word structure. Child Development, 49, 669-680.
Rosinki, R. R., & Wheeler, K. E. (1972). Children use of orthographic structure in word discrimination. Psychonomic Science, 26, 97-98.
Rumelhart, D. E. (1977). Toward an interactive model of reading. In S. Dornic (Ed.), Attention and Performance VI. Hillsdale, NJ: Erlbaum.
Rumelhart, D. E. (1980). Schemata: the building blocks of cognition. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.). Theoretical Issues in Reading Comprehension, p.33-58. Lawrence Erlbaum Associates, Inc.
Samuels, S. J. (1968). Effects of pictures on learning to read, comprehension, and attitudes. Review of Educational Research, 40, 397-407.
Samuels, S. J. & Kamil, M. L. (1988). Models of the reading process. P. L. Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive Approaches to Second Language Reading, p.22-36. Cambridge University Press.
Schallert, D. (1980). The role of illustrations in reading comprehension. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.). Theoretical Issues in Reading Comprehension, p.503-524. Lawrence Erlbaum Associates, Inc.
Singer, H. (1981). Instruction in reading acquisition. In O. Tzeng & H. Singer (Eds.), Perception of Print, 291-311. Hillsdale, NJ: Lawrence Eflbaum.
Stahl, S.A. (1998). Teaching children with reading problems to decode: Phonics and “not-phonics” instruction. Reading & writing quarterly: Overcoming learning difficulties, 14, 165-188.
Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, XVI, 1, 33-71.
Sullivan, J. (1978). Comparing strategies of good and poor comprehenders. Journal of Reading, May, 710-715.
Wagner, R. K. & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological bulletin, 101, 2, 192-212.
Wang (1995). A Study of NKNU English Majors’ Ability to Guess Word Meaning From Context and Its Relationship to Reading proficiency. A Master’s Thesis Submitted to English Department National Kaohsiung Normal University.
Weber, R. M. (1970). First-graders’ use of grammatical context in reading. In H. Levin & J. P. Willows (Eds.), Basic Studies on Reading. New York: Basic Books.
Weintraub, S. (1960). The effect of pictures on the comprehension of a second grade basbal reader. Unpublished Doctoral Dissertation, University of Illinois.
Willow, D. M. & Ryan, E. B. (1981). Differential utilization of syntactic and semantic information by skilled and less skilled readers in the intermediate grades. Journal of Educational Psychology, 73, 5, 607-615.
Yorio, C.A. (1971). Some sources of reading problems for foreign-language learners. Language Learning, 21, 1, 107-115.
Zhang, J. (1988). Reading miscues and 9 adult Chinese learner of English. Journal of Reading, 34-41.
郭鳳蘭 （2000）Phonics教學成效之探討。In Selected Papers from the Ninth International Symposium on English Teaching, p.606-615.
魏叔倫 （民77）。猜測字意與閱讀的關係。英語教學，13, 1, 12-22。
Adams, M. J. (1980). Failure to comprehend and levels of processing in reading. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.). Theoretical Issues in Reading Comprehension, p.1-32. Lawrence Erlbaum Associates, Inc.
Adams, M.J. (1990). Beginning to Read: Thinking and Learning about Print. Cambridge, Massachusetts: The MIT Press.
Alderson, J.C. (1984). Reading in a foreign language: A reading problem or a language problem? In J.C. Alderson & A. H. Urquhart (Eds.), Reading in A Foreign Language, p.1-27.
Anderson, R. C. & Pearson, P.D. (1988). A schema-theoretic view of basic processes in reading comprehension. In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive Approaches to Second Language Reading, p.37-55. Cambridge University Press.
Andersson, B. V. & Barnitz, J.G. (1984). Cross-cultural schemata and reading comprehension instruction. Journal of Reading, 28,2,102-108.
Andersson, B. V. & Gipe, J. P. (1983). Creativity as a mediating variable in inferential reading comprehension. Reading Psychology: An International Quarterly, 4, 4, 313-325.
August, G. (2001). The Road to Second Language Reading: How Do We Get There? A Doctorial Dissertation Submitted to the Graduate Faculty in Linguistics of the City University of New York.
Baron, J. (1979). Orthographic and word specific mechanisms in children’s reading of words. Child Development, 50, 587-594.
Bartlett, F. C. (1932). Remembering: A study in experimental and social psychology. Cambridge University Press.
Biemiller, A. J. (1970). The development of the use of graphic and contextual information as children learn to read. Reading Research Quarterly, 6, 75-96.
Biemiller, A. (1979). Changes in the use of graphic and contextual information as functions of passage difficulty and reading achievement level. Journal of Reading Behavior, XI, 4, 307-318
Blaxall, J. & Willows, D. M. (1984). Reading ability and text difficulty as influence on second graders’ oral reading errors. Journal of Educational Psychology, 76, 1, 330-341.
Bruck, M. & Treiman, R. (1992). Learning to pronounce words: The limitations of analogies. Reading Research Quarterly, 27, 4, 375-388.
Carrell, P.L. (1983). Some issues in studying the role of schemata, or background knowledge, in second language comprehension. Paper presented at the 17th Annual TESOL Convention, Toronto, Canda, March, 1983.
Carrell, P.L. (1988). Introduction: Interactive approaches to second language reading. In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive Approaches to Second Language Reading, p.1-10. Cambridge University Press.
Carrell, P. L. & Eisterholf, J.C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17, 4, 553-573.
Chang, J. (2003). Developing Fourth Graders’ Word Recognition and Spelling Abilities in English. A Master’s Thesis Submitted to National Taipei Teachers College.
Chang, Z. M. (1998). A qualitative inquiry: strategy use by EFL students in dealing with text difficulties. Paper selected from Proceedings of the Fifteenth Conference on English Teaching and Learning in the Republic of China, 295-309.
Chen, H. H. (2003). Exploring the Effects of Illustrations on Senior High School Students’ EFL Reading. A Master’s Thesis Submitted to Institute of Applied Foreign Languages National Yunlin University of Science & Technology.
Chen, H.C. & Graves, M.F. (1995). Effects of previewing and providing background knowledge on Taiwanese college students’ comprehension of American short stories. TESOL Quarterly, 29, 4, 663-686.
Clarke, M. A. (1979). Reading in a Spanish and English: Evidence from adult ESL students. Language learning, 29, 1, 121-151.
Clarke, M. A. (1980). The Short Circuit Hypothesis of ESL Reading--Or when Language Competence Interferes with Reading Performance. Modern language journal, 64, 2, 203-09.
Clay M. M. (1968). A syntactic analysis of reading errors. Journal of Verbal Learning and Verbal Behavior, 7, 434-438.
Coady, J. (1979). A psycholinguistic model of the ESL reader. In R. Mackay, B. Barkman, & R. Jordan (Eds.), Reading in A Second Language, 5-12. Rowley, Mass.: Newbury House.
Cziko, G. A. (1978). Differences in first and second language reading: The use of syntactic, semantic and discourse constraints. Canadian Modern Language Review, 34, 473-489.
Denburg, S. D. (1976-1977). The interaction of pictures and print in reading instruction. Reading Research Quarterly, 12, 2, 176-189.
Devine, J. (1988). The relationship between general language competence and second language reading proficiency: Implications for Teaching. In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive Approaches to Second Language Reading, p.260-277. Cambridge University Press.
Donald, D. R.(1979). Effects of illustrations on early oral reading accuracy, strategies and comprehension. British Journal of Educational Psychology, 49, 3, 282-289.
Durrell, D.D. (1968). First-grade reading success study: A summary. Journal of Education, 140, 2-6.
Ehri, L.C., Nunes, S.R., Stahl, S. A. & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis. Review of Educational Research, 71, 3, 393-447.
Ehri, L.C., & Robbins, C. (1992). Beginners need some decoding skill to read words by analogy. Reading Research Quarterly, 27,1, 13-26.
Eldredge, J. L. (1995). Defining decoding. In Teaching decoding in holistic classrooms, p. 19-20. Prentice Hall, Englewood Cliffs, New Jersey 07632.
Englander, M. & Harste, J. (1979). Cue System Utilization among Beginning Readers. ED176228
Eskey, D. E. (1973). A model program for teaching advanced reading to students of English as a foreign language. Language Learning, 23, 169-184.
Eskey, D. E. (1988). Holding in the bottom: an interactive approach to the language
problems of second language readers. In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive Approaches to Second Language Reading, p.93-100. Cambridge University Press.
Eskey, D. E. & Grabe, W. (1984). Interactive models for second language reading: Perspectives on instruction. In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive Approaches to Second Language Reading, p.223-238. Cambridge University Press.
Goodman, K. S. (1965). A linguistic study of cues and miscues in reading. In F. V. Gollasch (Ed.), Language and Literacy: The Selected Writings of Kenneth S. Goodman, Volume I, p. 115-122. Boston: Routledge & Kegan Paul.
Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. In F. V.
Gollasch (Ed.), Language and Literacy: The Selected Writings of Kenneth S.
Goodman, Volume I, p. 33-44. Boston: Routledge & Kegan Paul.
Goodman, K. S. (1973). Miscues: Windows on the reading process. In F. V. Gollasch
(Ed.), Language and Literacy: The selected writings of Kenneth S. Goodman,
Volume I, p. 93-102. Boston: Routledge & Kegan Paul.
Goodman, K. (1976). What we know about reading. . In F. V. Gollasch (Ed.), Language and Literacy: The selected writings of Kenneth S. Goodman, Volume I, p. 77-88. Boston: Routledge & Kegan Paul.
Goodman, Y. M. & Burke, C. (1980). Reading and reading strategies. In Reading Strategies: Focus on Comprehension, p. 3-13. New York: Richard C. Owen Publishers, Inc.
Goodman, K. S. & Altwerger, B. (1981). Studying text difficulty through miscue analysis. ED 209657.
Gooman, Y. M. (1982). Retellings of literature and the comprehension process. Theory into Practice, 21, 4, 300-307.
Goodman, Y. M. (1995). Miscue analysis for classroom teachers: Some history and some procedure. Primary Voices K-6, 3, 4, 2-9.
Goodman, Y.M., Watson, D. J. & Burke, C. L. (1987). Reading Miscue Inventory: Alternative Procedures. New York: Richard C. Owen Publishers, Inc.
Goodykoontz, B. (1936). The relation of pictures to reading comprehension. Elementary English Review, 13, 4, 125-130.
Goswami, U. (1986). Children’s use of analogy in learning to read: A developmental study. Journal of Experimental Child Psychology, 42, 73-83.
Gough, P. B. (1972). One second of reading. In J. F. Kavanagh and I. G. Mattingly (Eds.), Language by Ear and By Eye. Cambridge, MA: MIT Press.
Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25, 3, 375-406.
Green, G. M. & Olsen, M. S. (1985). Interactions of text and illustration in beginning reading. Technical Report No. 355. ED 267394.
Hudson, T. (1982). The effects of induced schemata on the “short circuit” in L2 reading: Non-decoding factors in L2 reading performance. Language Learning, 32, 1, 1-31.
Isakson, R. L., & Miller, J. W. (1976). Sensitivity to syntactic and semantic cues in good and poor readers. Journal of Educational Psychology, 68, 787-792.
Johnson, P. (1981). Effects on reading comprehension of language complexity and cultural background of a text. TESOL Quarterly, 15, 2, 169-182.
Just, M. A., & Carpenter, P. A. (1980). A theory of reading : From eye fixations to comprehension. Psychological Review, 87, 329-354.
Keith, R. (1989). Introduction and preliminary information. In The Psychology of Reading, 3-27. Prentice-Hall, Inc. Englewood Cliffs, New Jersey.
Kolers, P. A. (1975). Pattern-analyzing disability in poor readers. Developmental Psychology, 11, 282-290.
Kruse, A. F. (1979). Vocabulary in context. English Language Teaching Journal, 33, 3, 207-213.
Levin, H. & Kaplan, E. L. (970). Grammatical structure and reading. In H. Levin and J. P. Williams (Eds.), Basic Studies on Reading. New York: Basic Books.
Liu (2002). A Case Study of How EFL Children in Taiwan Read in English. A Master’s Thesis Submitted to National Taipei Teachers College.
Marchbanks, G., & Levin, H. (1965). Cues by which children recognizing words. Journal of Educational Psychology, 56, 57-61.
McLaughlin, B. (1990). Restructuring. Applied Linguistics, 11, 113-128.
Miller, W. (1938). Reading with and without pictures. Elementary School Journal, 38, 676-682.
Nicholson, T. & Hill, D. (1985). Good readers don’t guess-Taking another look at the issue of whether children read words better in context or in isolation. Reading Psychology: An International Quarterly, 6, 181-198.
Omanson, R. C. (1985). Knowing words and understanding texts. In T. H. Carr (Ed.), The Development of Reading Skills. San Francisco: Jossey-Bass.
Ou, H. C. (1997). A study of university freshmen’s English reading proficiency and learning strategies. Paper selected from Proceedings of the Fourteenth Conference on English Teaching and Learning in the Republic of China, 95-105.Stanvoich, K.E.(1980). Toward an interactive — compensatory model of individual differences in the development of reading fluency. Reading research quarterly, 16, 32-71.
Perfetti, C. A. (1985). Reading Ability. New York: Oxford University Press.
Perfetti, C.A. & Hogaboam, T. (1975). The relationship between single word decoding and reading comprehension skill. Journal of educational psychology, 67, 461-469.
Pick, A. D., Unze, M. G., Brownell, C. A., Drozdai, J. G., & Hopmann, M.R. (1978). Young children’s knowledge of word structure. Child Development, 49, 669-680.
Rosinki, R. R., & Wheeler, K. E. (1972). Children use of orthographic structure in word discrimination. Psychonomic Science, 26, 97-98.
Rumelhart, D. E. (1977). Toward an interactive model of reading. In S. Dornic (Ed.), Attention and Performance VI. Hillsdale, NJ: Erlbaum.
Rumelhart, D. E. (1980). Schemata: the building blocks of cognition. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.). Theoretical Issues in Reading Comprehension, p.33-58. Lawrence Erlbaum Associates, Inc.
Samuels, S. J. (1968). Effects of pictures on learning to read, comprehension, and attitudes. Review of Educational Research, 40, 397-407.
Samuels, S. J. & Kamil, M. L. (1988). Models of the reading process. P. L. Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive Approaches to Second Language Reading, p.22-36. Cambridge University Press.
Schallert, D. (1980). The role of illustrations in reading comprehension. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.). Theoretical Issues in Reading Comprehension, p.503-524. Lawrence Erlbaum Associates, Inc.
Singer, H. (1981). Instruction in reading acquisition. In O. Tzeng & H. Singer (Eds.), Perception of Print, 291-311. Hillsdale, NJ: Lawrence Eflbaum.
Stahl, S.A. (1998). Teaching children with reading problems to decode: Phonics and “not-phonics” instruction. Reading & writing quarterly: Overcoming learning difficulties, 14, 165-188.
Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, XVI, 1, 33-71.
Sullivan, J. (1978). Comparing strategies of good and poor comprehenders. Journal of Reading, May, 710-715.
Wagner, R. K. & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological bulletin, 101, 2, 192-212.
Wang (1995). A Study of NKNU English Majors’ Ability to Guess Word Meaning From Context and Its Relationship to Reading proficiency. A Master’s Thesis Submitted to English Department National Kaohsiung Normal University.
Weber, R. M. (1970). First-graders’ use of grammatical context in reading. In H. Levin & J. P. Willows (Eds.), Basic Studies on Reading. New York: Basic Books.
Weintraub, S. (1960). The effect of pictures on the comprehension of a second grade basbal reader. Unpublished Doctoral Dissertation, University of Illinois.
Willow, D. M. & Ryan, E. B. (1981). Differential utilization of syntactic and semantic information by skilled and less skilled readers in the intermediate grades. Journal of Educational Psychology, 73, 5, 607-615.
Yorio, C.A. (1971). Some sources of reading problems for foreign-language learners. Language Learning, 21, 1, 107-115.
Zhang, J. (1988). Reading miscues and 9 adult Chinese learner of English. Journal of Reading, 34-41.
郭鳳蘭 （2000）Phonics教學成效之探討。In Selected Papers from the Ninth International Symposium on English Teaching, p.606-615.
魏叔倫 （民77）。猜測字意與閱讀的關係。英語教學，13, 1, 12-22。