參考文獻 |
中文部分
李子瑄、曹逢甫。(2009)。漢語語言學。台北:正中書局。
李佳穎(2009)。中文識字的認知與神經基礎。基礎教育學報,18(2),63-85。
李俊仁(2010)。工作記憶與閱讀。載於柯華葳主編,中文閱讀障礙(頁95-114)。台北:心理。
李俊仁、柯華葳(2007)。中文閱讀弱讀者的認知功能缺陷——視覺處理或是聲韻覺識?特殊教育研究學刊,32(4),1-25。
李濤、王理嘉。(1995)。語音學教程。台北:五南。
柯華葳、李俊仁(1996)。國小低年級學生聲韻覺識與認字能力的發展——一個縱貫的研究。國立中正大學學報,7,29-47。
柯華葳、詹益綾(2006)。國民小學閱讀理解篩選測驗指導手冊。台北:國立台灣師範大學特殊教育中心。
洪儷瑜、王瓊珠、張郁雯、陳秀芬(2006)。識字量估計測驗指導手冊。台北:國立台灣師範大學特殊教育中心。
陳淑麗、曾世杰(1999)。閱讀障礙學童聲韻能力發展之研究。特殊教育研究學刊,17,205-223。
陳榮華(1997)。魏氏兒童智力量表第三版(中文版)指導手冊。台北:中國行為科學社。
郭為藩(1978)。我國學童閱讀缺陷問題的初步調查及其檢討。師大教育研究所集刊,20,57-75。
教育部(2011)。國民中小學九年一貫課程綱要語文學習領域(國語文)。台北:教育部。網址:http://www.edu.tw/eje/content.aspx?site_content_sn=15326
英文部分
Ben-Artzi, E., Fostick, L., & Babkoff, H. (2005). Deficits in temporal-order judgments in dyslexia: evidence from diotic stimuli differing spectrally and from dichotic stimuli differing only by perceived location. Neuropsychologia, 43, 714-723.
Boets, B., Ghesquière, P., Wieringen, A., & Wouters, J. (2007). Speech perception in preschoolers at risk for dyslexia: relations with low-level auditory processing and phonological ability. Brain and Language, 101, 19-30.
Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read: a causal connection. Nature, 30, 419-421.
Bretherton, L., & Holmes, V. M. (2003). The relationship between auditory temporal processing, phonemic awareness, and reading disability. Journal of Experimental Child Psychology, 84, 218-243.
Bryant, P.E., Maclean, L., & Bradley, L. (1990). Rhyme, language, and children's reading. Applied Psycholinguistics, 11, 237-252.
Chung, K. K. H., McBride-Chang, C., Wong, S. W. L., Cheung, H., Penney, T. B., & Ho, C. S.-H. (2008). The role of visual and auditory temporal processing for Chinese children with developmental dyslexia. Annals of Dyslexia, 58, 15–35.
DeFrancis, J. (1984). The Chinese language: Fact and fantasy. Honolulu: University of Hawaii Press.
Durgunoğlu, A. Y., & Öney, B. (2002). Phonological awareness in literacy acquisition: It’s not only for children. Scientific Studies of Reading, 6, 245–266.
Farmer, M. E. & Klein, R. M. (1995). The evidence for a temporal processing deficit linked to dyslexia: A review. Psychonomic Bullitin & Review, 2(4), 460-493.
Goswami, U. (2000). Phonological representations, reading development and dyslexia: towards a cross-linguistic theoretical framework. Dyslexia, 6, 133-151.
Goswami, U. (2002a). Phonology, reading development, and dyslexia: a cross-linguistic perspective. Annals of Dyslexia, 52, 141-163.
Goswami, U. (2002b). Amplitude envelope onsets and developmental dyslexia: a new hypothesis. PNAS, 99, 10911-10916.
Goswami, U. (2011). A temporal sampling framework for developmental dyslexia. Trends in Cognitive Science, 15, 3-10
Goswami, U. & Bryant, P. E. (1990). Phonological skills and learning to read. Hillsdale, NJ: Lawrence Erlbaum.
Habib, M. (2000). The neurobiological basis of developmental dyslexia: An overview and working hypothesis. Brain, 123, 2373–2399.
Ho, C. S. &Bryant, P. (1997). Phonological skills are important in learning to read Chinese. Developmental Psychology, 33, 946-951.
Huang, H. S., & Hanley, J. R. (1995). Phonological awareness and visual skills in learning to read Chinese and English. Cognition, 54, 73-98.
Jusczyk, P. W., Rosner, B. S., Reed, M. A., & Kennedy, L. J., (1989). Could temporal order differences underlie 2-month-olds’ discrimination English voicing contrasts? Journal of the Acoustical Society of America, 85, 1741-1749.
Lee, C. Y., Huang, H. W., Kuo, W. J., Tsai, J. L., & Tzeng, O. J. L. (2010). Cognitive and neural basis of the consistency and lexicality effects in reading Chinese. Journal of Neurolinguistics, 23, 10–27.
Lee, C. Y., Tsai, J. L., Su, E. C. I., Tzeng, O. J. L., & Hung, D. L. (2005). Consistency, regularity, and frequency effects in naming Chinese characters. Language and Linguistics, 6, 75–107.
Lei, L., Pan, J., Liu, H., McBride-Chang, C., Li, H., Zhang, Y., et al. (2011). Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children. Journal of Child Psychology and Psychiatry, 52:2, 212-220.
Liberman, I. Y., Shankweiler, D., Fischer, F. W., & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young children. Journal of Experimental Child Psychology, 18, 201-212.
Liu, W., Shu, H., & Yang, Y. (2009). Speech perception deficits by Chinese children with phonological dyslexia. Journal of Experimental Child Psychology, 103, 338-354.
Luo, H., Boemio, A., Gordon, M., & Poeppel, D. (2007). The perception of FM sweeps by Chinese and English listeners. Hearing Research, 224, 75-83.
McBride-Chang, C. (1995). Phonological processing, speech perception, and reading disability: an integrative review. Educational Psychologist, 30, 109-121.
McBride-Chang, C., Lam, F., Lam, C., Chan, B., Fong, C.Y.-C., Wong, T. T.-Y., et al. (2011). Early predictors of dyslexia in Chinese children: familial history of dyslexia, language delay, and cognitive profiles. Journal of Child Psychology and Psychiatry, 52:2, 204-211.
Meng, X., Sai, X., Wang, C., Wang, J., Sha, S., & Zhou, X. (2005). Auditory and speech processing and reading development in Chinese school children: Behavioural and ERP evidence. Dyslexia, 11, 292–310.
Mody, M., Studdert-Kennedy, M., & Brady S. (1995). Speech Perception Deficits in Poor Readers: Auditory Processing or Phonological Coding? Journal of Experimental Psychology, 64, 199-231.
Morais, J., Bertelson, P., Clay, L., & Algeria, J. (1986). Literacy training and speech segmentation. Cognition, 24, 45-64.
Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J.(2004)Phonemes, rises, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study. Developmental Psychology, 40, 665-681.
Ramus, F. (2001). Dyslexia---Talk of two theories. Nature, 412, 393-395.
Read, C., Zhang, Y., Nie, H., Ding, B. (1986). The ability to manipulate speech sounds depends on knowing alphabetic writing. Cognition, 55, 151-218.
Rey, V., Martino, S. D., Espesser, R., & Habib, M. (2002). Temporal processing and phonological impairment in dyslexia: effects of phoneme lengthening on order judgment of two consonants. Brain and Language, 80, 576-591.
Rozin, P., Poritsky, S., & Sotsky, R. (1971). American Children with Reading Problems Can Easily Learn to Read English Represented by Chinese Characters. Science, 171, 1264-1267.
Siok, W.T., Perfetti, C.A., Jin, Z., & Tan, L.H. (2004). Biological abnormality of impaired reading is constrained by culture. Nature, 431, 71-76.
Sperling, A. J., Lu, Z., Manis, F. R., & Seidenberg, M. S. (2005). Deficits in perceptual noise exclusion in developmental dyslexia. Nature Neuroscience, 8, 862-863.
Stone, B.H. & Brady, S.A. ( 1995). Evidence for phonological processing deficits in less-skilled readers. Annals of Dyslexia, 45, 51–78.
Swan, D. & Goswami, U. (1997). Phonological awareness deficits in developmental dyslexia and the phonological representations hypothesis. Journal of Experimental Child Psychology, 66, 18-41.
Tallal, P. (1980). Auditory temporal perception, phonics and reading disabilities in children. Brain and Language, 9, 182–198.
Tallal, P. (1984). Temporal or phonetic processing deficits in dyslexia? That is the question. Applied Psycholinguistics, 5, 167-169.
Tallal, P., & Piercy, M. (1973). Developmental aphasia: Impaired rate of nonverbal processing as a function of sensory modality. Neuropsychologia, 11, 389–398.
Tallal, P., & Piercy, M. (1974). Developmental aphasia: Rate of auditory processing and selective impairment of consonant perception. Neuropsychologia, 12, 83–93.
Tallal, P., & Piercy, M. (1975). Developmental aphasia: The perception of brief vowels and extended stop consonants. Neuropsychologia, 13, 69–74.
Tallal, P., & Stark, R. E. (1981). Speech acoustic cue discrimination abilities of normally developing and language-impaired children. Journal of the Acoustical Society of America, 69,568–574.
Vandermosten, M., Boets, B., Luts, H., Poelmans, H., Golestani, N., Wouters, J., & Ghesquière, P. (2010). Adults with dyslexia are impaired in categorizing speech and nonspeech sounds on the basis of temporal cues. PNAS, 197, 10389–10394.
Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M., (2004). Specific reading disability (dyslexia): what have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45, 2-40.
Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3-29.
Ziegler, J. C., Pech-Georgel, C., George, F., & Lorenzi, C. (2009). Speech-perception-in-noise deficits in dyslexia. Developmental Science, 12:5, 732-745.
|