本研究旨在探究思考地圖應用於國小學生英文閱讀和寫作教學之可行性及影響效果，所以研究的目的有四，即：（一）探討思考地圖應用在國小學生的英文閱讀與寫作教學之可行性；（二）分析思考地圖對國小學生在英文閱讀和寫作的學習成效；（三）分析國小學生所繪製的思考地圖之轉變，及其和閱讀、寫作成效的關連；（四）整合研究結果，提出具體建議，供國小英文閱讀與寫作教學的參考。
本研究分成兩個主要研究，在研究一中，先針對思考地圖應用於國小學生英文閱讀理解和寫作表現實施試驗性教學的行動研究，以快樂國小（化名）為研究場域，以研究者任教的一班四年級學生為研究對象，計有24位學生，其中男生14位、女生10位，進行一學期的試驗性教學。而後，透過寫作練習、寫作產品、學生繪製的思考地圖、學生的訪談紀錄、學生對教學的回饋問卷、教師省思札記及課堂教學錄影等質性資料的蒐集，並輔以閱讀理解和寫作表現之前、後測的量化資料佐證，檢視思考地圖應用於國小學生的英文閱讀和寫作教學之實施歷程，及可能遭遇的困難和問題，以綜合評估此教學應用的可行性。一學期的試驗性行教學經不斷反思、調整與修正的歷程，解決了此教學應用遭遇的困難和問題，同時亦發現：國小學生在思考地圖策略介入後，增進了閱讀理解的後測成績，英文寫作表現也顯著的提昇，足見思考地圖應用於國小學生之英文閱讀和寫作教學的可行性。
根據試驗性教學之行動研究的結果，於調整及修正課程設計後，提高了思考地圖應用於國小學生之英文閱讀和寫作教學的可行性，再以準實驗設計考驗思考地圖應用於國小學生英文閱讀理解和寫作表現的實驗
效果。

在研究二中，以快樂國小六年級學生為研究對象，以班級為單位，隨機抽取兩班學生，再隨機分派其中一班為實驗組，接受「思考地圖策略應用於國小英文閱讀和寫作教學」之實驗處理，另一班為控制組，接受「一般英文的閱讀和寫作教學」，進行每週三節課、為期一學期的教學實驗處理。接著以教學實驗處理組別為自變項、閱讀理解測與寫作表現之前測為共變數、閱讀理解與寫作表現之後測為依變項，進行單因子共變數分析以考驗教學介入處理的實驗效果，並進一步分析不同教學介入處理階段的漸進效果及學生所繪製的思考地圖之轉變。另外，輔以英文閱讀及寫作教學回饋問卷及學生訪談的質性資料佐證。
研究二的結果發現，實驗組學生在閱讀測驗之閱讀字彙、推論理解及總分的得分，都顯著高於控制組的學生，唯在直接提取訊息未達顯著差異；經由趨向分析結果顯示，隨著教學實驗處理介入的次數增加，實驗組學生的閱讀理解呈直線增進的趨向。在寫作表現方面，實驗組學生在內容思想、組織結構、文句流暢及寫作表現的總分，都顯著高於控制組的學生，唯在文法規則及標點符號則未有顯著的差異；經由趨向分析結果顯示，隨著教學實驗處理介入的次數增加，實驗組學生的寫作表現呈直線增進，尤其是初期的增進效果特別顯著，而後增進效果趨緩。進一步分析實驗組學生所繪製的思考地圖之圖像結構，和其閱讀理解和寫作表現均達顯著的相關，且隨著教學實驗處理時間與次數增加，實驗組學生對思考地圖的繪製漸趨熟練，後期所繪製之思考地圖的圖像結構得分與閱讀理解、寫作表現，顯示更高的相關；當教學實驗處理介入後期，實驗組學生的思考地圖之圖像結構得分提高時，其閱讀理解和寫作表現亦明顯的增進，足見思考地圖有助於學生的閱讀理解和寫作表現。此外，根據實驗組學生在「英文閱讀及寫作教學回饋問卷」的反應，以及學生訪談的結果，可見實驗組學生對思考地圖應用於英文的閱讀和寫作教學，多數仍抱持正向、肯定的態度。
最後，研究者根據研究結果提出幾項建議，作為思考地圖應用於國小學生的英文閱讀和寫作教學，以及未來進一步研究的參考。

The purpose of the present research was to investigate the effects of the “Thinking Map” learning technique on Taiwanese elementary-school students, especially in the areas of reading comprehension and writing performance. It incorporates (1) a feasibility study; (2) analysis of the effectiveness of the technique; (3) an examination of the particular Thinking Maps created by study participants, as well as their implications for the usefulness of the technique; and (4), a conclusion presenting the results of this research, plus a few suggestions for future research and instruction.
Two experimental studies were conducted. In the first, the Thinking Map techniques were taught to 24 fourth-grade students. Adjustments and revisions were made to the original teaching plan as a result of discussion and collaboration with the students’ regular teachers. Significant differences between pre-test and post-test scores indicate that Thinking Map techniques are indeed feasible and effective for this age level.
The second study—including experimental and control groups of 22 students each (randomly assigned from grade six classes)—was designed on the basis of the first, with the suggested adjustments and revisions. Here significant differences were found between pre-test and post-test scores with respect to reading comprehension (including “vocabulary comprehension,” and “inferential understanding,” but not
“information retrieval”) and writing performance (including “content,” “organization,” and “sentence fluency” measurements, but not “conventions”). Scores in reading comprehension tended to rise in a straight line as the number of interventions rose, suggesting a progressive effect. A similar pattern appeared with respect to writing performance, at least initially, but improvement slowed.
The particular Thinking Maps created by the experimental group were analyzed according to “expand,” “clarify,” “assimilate,” and “describe” subheadings. The data reveals a positive, linear correlation between increased instruction using Thinking Maps and improvements in reading comprehension and writing performance. Based on questionnaire feedback as well as student interviews, most participants in the experimental group regard Thinking Maps positively.
These results have implications for the use of Thinking Map techniques in elementary-school contexts, and suggest particular directions for future research in this area.

第一章 緒論.................................................1
第一節 研究背景.........................................1
第二節 研究動機及研究目的...............................7
第三節 研究的待答問題...................................7
第四節 名詞釋義.........................................8

第二章 文獻探討............................................11
第一節 英文的習得與學習................................11
第二節 英文的閱讀與寫作................................26
第三節 思考地圖的理論與內涵.............................39
第四節 思考地圖在英文閱讀與寫作教學的應用................54

第三章 思考地圖應用於國小英文閱讀和寫作的試驗性教學...........71
第一節 行動研究的意義及選用行動研究的理由.................71
第二節 研究方法......................................73
第三節 研究結果與討論................................91
第四章 思考地圖應用於國小英文閱讀理解和寫作表現的成效.........119
第一節 研究方法 .....................................119
第二節 教學實驗處理...................................126
第三節 研究結果與討論.................................140
第五章 主要發現、結論與建議...............................165
　　第一節 主要發現.......................................165
第二節 結論..........................................167
第三節 建議..........................................168

參考文獻
王雅茵 （2014）。讀讀．談談．寫寫教兒童讀寫英語的概念、策略、活動。書
林。
王佩蘭、張湘君（2004）。以構圖為媒介的英語閱讀寫作學習策略—以國小六年
級學生重寫簡易英語故事為例 [論文發表]。2004英語文教學與翻譯研討會
， 屏東縣，台灣。
王萸芳, 胡依嘉, 曾金金, 齊婉先, 鄭琇仁, 鍾鎮城（主編）(2015)。 第二語言習得
與教學。新書林。
方金雅、鍾易達、邱上真（1998）。 國小學童閱讀摘要能力評定規範之發展。
台南師範學院測驗發展中心。國小教學頻量的反省與前瞻，127-131。
石素錦、陳瑞慧（1999）。從認知心理與社會互動談兒童語言發展--從皮亞傑與
維高斯基理論談兒童英語學習。課程與與教學季刊 2(3)，1 – 22。
朱美玲（2016）。 思考地圖的圖示策略對國小一年級學童故事寫作之影響[未出
版之碩士論文]。 國立新竹教育大學中國語文學系研究所。
行政院新聞傳播室 （2018年1 月11日）。2030 打造台灣成為雙語國家—厚植國
人英語力 提 升國家競爭力 。
https://www.ey.gov.tw/Page/5A8A0CB5B41DA11E/74eb5a0e-436d-4b78-9a1c-
9d379f805331
伍嘉琪（2007）。英語學習兩樣情—淺談英語學習成就雙峰現象。師友月刊，476，64-66。
何秀芬（2014）。 運用思考地圖提升學童繪本 [未出版之碩士論文]。國立新竹
教育大學課程與教學系研究所。
何鈺淇（2014）。 思考地圖融入課文為本之敘事寫作教學研究-國小三年級為
例 [未出版之碩士論文]。國立新竹教育大學語文教學研究所。
李堯 （2018）。幼兒化與行為效能研究。世界圖書出版公司。
李采璇（2017）。運用多媒體從事語言發展遲緩幼兒教學成效之個案研究[未出
版之碩士論文]。國立台南大學教學系科技發展與傳播系研究所。
宋文菊、黃秀霜（1998）。 篇章閱讀理解之實作評量研究。台南師範學
院測驗發展中心。國小教學評量的反省與前瞻，107-121。
沈富源（2014）。英語閱讀：有效的理解策略教學活動。國立彰化師範大學文學
院學報，（9），61-82。
林俞君（2014）。圖象詩導入二年級敘事寫作教學之研究 [未出版之碩士論
文]。國立新竹教育大學語文教學系研究所。
林文真（2003）。圖形組織工具訓練方案對國小資優學生問題解決思考歷程影響
之相關研究 [未出版之碩士論文]。國立台灣師範大學特殊教育研究所。
林蕙蓉（2006）。兒童英語學習與文化知識背景輸入。國教之友，58（1），11-
18。
林人龍（2010）。國中學生「生活科技」課程學習體驗之現象學研究 [未出版之
博士論文]。國立台灣師範大學科技應用與人力資源發展學系研究所。
林生傳 （2003）。教育研究法：全方位的統整與分析。心理。
林素秋（2013）。閱讀理解策略教學成效之行動研究：以國小中年及弱勢低閱讀
能力學童為對象 [未出版之博士論文]。國立屏東教育大學教育行政系研究
所。 http://140.127.82.166/retrieve/18694/101NPTT0576035-001.pdf
吳采峰、張秀穗（2014）。以英文可預測書進行讀寫整合教學對臺北市小五生
英語寫作能力之影響研究。中興大學外語學報 15，（1）。
http://benz.nchu.edu.tw/~intergrams/intergrams/151/151-wu.pdf
吳明隆（2002）。教育行動研究導論理論與實務。五南。
吳裕聖、曾玉村 （2011）。鷹架式概念構圖教學策略對學童生物文章的閱讀表徵情意之影響。教育心理學報，43（1），1-24。
吳怡靜(2007)。香港英語節教你「打橄欖學英文」。天下雜誌親子天下專刊，27，14-15。
吳振豪（2016）。結合思考地圖於組織說明文內容以評估學童閱讀理解能力之研
究 [未出版之碩士論文]。國立新竹教育大學中國語文學系研究所。
吳青蓉（2002）。英語學習歷程模式之驗證暨「主題建構式語言學習策略」對國中生英語學習表現影響之研究 [未出版之博士論文]。國立臺灣師範大學教育心理與輔導學系研究所。
吳青蓉（2004）。在溝通脈絡下的結構取向教學對國中生英語學習表現影響之研究，教育心理學報，35（3）。http:// doi: 10.6251/BEP.20030801
周中天 （2003）。英語成績兩極化的省思。國民中學學生基本學力測驗推動工作委員會通訊，19，17-19。http://www.bctest.ntnu.edu.tw/flying/flying11-20/flying19-6.htm
邱麗珍（2010）。Teaching EFL Writing to Elementary Students through Thinking
Maps [未出版之博士論文]。國立新竹大學教育系研究所。
洪月女（2014）。兒童外語讀寫能力發展。在王雅茵（主編）讀讀、談談、寫
寫：教 兒童讀寫英語的概念、策略、活動（頁25-45）。書林。
洪月女，楊雅斯（2014）。讀報結合閱讀理解策略教學對國小四年級學童學習成
效之研究，教育科學研究期刊 ，59（4），1-26。
http://doi:10.6209/JORIES.2014.59(4).01
洪蘭、曾志朗（2001）。 兒童閱讀的理念-認知神經心理學的觀點。教育資料與
研究，38，1-4。
施杏枝（2011）。思考地圖融入國小低年級提早寫作教學之研究 [未出版之碩士
論文]。國立新竹教育大學人資處語文教學系研究所。
施宜煌（2013）。 從PIZA評量閱讀素養情形省思臺灣國民中小學閱讀教育推展
的問題。新北市教育：PIZA與上海教育經驗，6，68-71。
柯華葳 (1993)。語文科的閱讀教學。在於李詠吟(主編)，學習輔導-應用 性學習
心理學（頁 307-349）。心理。
柯華葳 (1993)。 台灣地區閱讀研究文獻回顧, 中國語文心理學研究第一年度
結案報告。國立中正大學認知科學研究中心。
柯華葳（2007）。從心裡觀點談兒童閱讀能力的培養。華文世界，74，63-67。
柯華葳（2007）。教出閱讀力。親子天下。
柳雅梅、黃秀霜（2007）。平衡閱讀教學對國小學童英文閱讀能力及閱讀動機之
影響。師大學報，4。
柳雅梅 （2005）。平衡閱讀教學對國小學童英文閱讀能力及閱讀動機之影響[未
出版之博士論文]。台南大學教育經營與管理系研究所。
桂詩春（1985）。心理語言學。上海外語教育。
許淑玫（2003）。談閱讀理解的基模理論。國教輔導，42（5），2-7。
陸怡琮 （2011）。摘要策略教學對提升國小五年級學童摘要能力與閱讀理解的
成效。教育科學研究期刊，56（3），91-118
陳鳳如（1996）。整合性過程導向寫作教學法及其教學內容與教學策略漸次介
入對國小學童寫作品質的影響。教育研究資訊，1（1），68-81。
陳鳳如（1999）。 閱讀與寫作整合的教與學。學生輔導，62，20-29。
陳鳳如（1999）。閱讀與寫作整合的寫作歷程模式驗證及其教學效果之研究[未
出版之博士論文]。國立師範大學教育心理與輔導系研究所。
陳鳳如、郭生玉（2000）。閱讀與寫作整合的寫作歷程模式之適配度研究，師大
學報，45（1）。
陳鳳如（2003）。不同寫作能力的國中生在寫作歷程與讀者覺察能力之研究。國
立臺北教育大學學報，16，63-88。
陳鳳如（(2013)。讓思考看得見－思考地圖對國小教師寫作教學與學生寫作品
質的影響(I)。國科會100年度專題研究計畫成果報告(NSC 101-2410-H-
134- 030-)。
陳鳳如 （2014）。讓思考看得見－思考地圖融入國小寫作教學之成效分析
(Ⅱ)。國科會101年度專題研究計畫成果報告(NSC 102-2410-H-134-013-)。
陳昇飛（2006）。從教室言談看學童語文知識之建構-Vygotsky社會建構取向。
當代教育研究，季刊，14（4）。
陳昇飛（2009）。鷹架的搭建與幼兒創造思考之探究。教育理論與實踐學刊。
http://ntcuir.ntcu.edu.tw/bitstream/987654321/1788/2/19.pdf
陳玉雲（2016）。思考地圖運用在國小學童科學文章閱讀之成效分析[未
出版之碩士論文]。國立新竹大學中國語文學系研究所。
陳秋雯（2003）。從資訊科技功能論建構價學方案的規劃原則。資訊社會研究
（5）,261-281。
陳明來（2001）。臺北市公立國中生課外閱讀行為之研究 [未出版之碩士論
文]。國立政治大學圖書資訊研究所。
陳明資（2007）。應用圖像思考策略於少年小說閱讀教學之研究 [未出版之碩
士論文]。國立新竹教育大學人資處語文教學研究所碩。
陳曉玲（2015）。思考地圖對國小六年級學生在說明文結構辨識及理解的影
響[未 出版之碩士論 文]。國立新竹教育大學中國語文學系研究所。
陳素年（2010）。台語融入國語文教學模式探究─以小一為例 [未出版之碩士論
文]。國立台灣師範大學台灣文化及語言文學研究所。
陳聖謨（1998）。讓思考看得見─簡介「思考圖」在教學上的應用。國教之友，
49（4），56-62。
陳海泓（2015）。CORI融入社會領域教學睡國民小學五年級學生閱讀成效的影
響。教育資料與研究，60.，（1），99-129。
陳欣怡（2016）。心智圖融入英語教學對閱讀理解學習成就 之影響─以新北市 某國中八年級生為例 [未出版之碩士論 文]。聖約翰科技大學機械與電腦輔助工程系研究所。
陳明蕾（2018）。課文本位元閱讀策略教學對國小學童閱讀表現與策略使用覺知情形之影響，教育心理學報，49（4），581-609。 http://doi:10.6251/BEP.20186_49940.004
陳姿青（2002）。國小英語教學的困難與展望。師友，425，15-19。
陳淑敏（1994）。Vygotsky的心理發展理論和教育。屏東師院學報，7，121-143。
陳雲英（2015）。兒童語言發展關鍵期的有效干預。溝通障礙教育期刊。
http://www.tcda.org.tw/wp-content/uploads/2015/09/5.%E9%99%B3%E9%9B%B2%E8%8B%B1%EF%BC%9A%E5%85%92%E7%AB%A5%E8%AA%9E%E8%A8%80%E7%99%BC%E5%B1%95%E9%97%9C%E9%8D%B5%E6%9C%9F%E7%9A%84%E6%9C%89%E6%95%88%E5%B9%B2%E9%A0%90.pdf
教育部（2000）。國民中小學九年一貫課程暫行綱要。教育部。
教育部（2000）。全國兒童閱讀運動師計畫。教育部。
教育部（2005）。國民中小學九年一貫課程綱要語文學習領域。
https://www.k12ea.gov.tw/97_sid17/%E8%8B%B1%E8%AA%9E970526%E5%AE%9A%E7%A8%BF%E5%96%AE%E5%86%8A.pdf
教育部（2011）。教育部中小學資訊教育白皮書。
https://www.edu.tw/News_Content.aspx?n=9E7AC85F1954DDA8&s=C56B0FF1E7E21B45
基隆市市政府（2017）。基隆市市政府新聞稿 。https://www.klcg.gov.tw/tw/klcg1/3168.html
臺北市教育局 （2010）。臺北市教育局。
https://www.doe.gov.taipei/News_Content.aspx?n=0D6223E90A09DAB4&sms=62C3AC02259097F1&s=A76E4A6A8846CC94
臺北市政府教育局 (2010)。臺北市國民小學語文學習領域英語課程綱要。
https://www.doe.gov.taipei/News_Content.aspx?n=188A8633D469F97E&s=2AD142187B01E3EC

黃頤宣（2013）。家長行為與學語期兒童語言發展的關聯性研究 [未出版之碩士
論文]。國立高雄師範 大學聽力學與語言治療系研究所。
黃梅菁（2020）。手足關係與學前幼兒語言發展 [未出版之碩士論 文]。國立臺南大學幼兒教育學系研究所。
黃筱雯、蔡家姍（2004）。國中學生語言能力、閱讀理解能力及寫作表現三者之
關係研究：以桃園縣為例，教育科學期刊，4（2），118-160。
黃瑞琴（1993）。幼兒語文經驗。五南。
黃曼舒（2015）。運用思考地圖於國文科教學對提升國中學習障礙學生閱讀理解
成效之研究 [未 出版之碩士論 文]。國立新竹教育大學特殊教育學系研究
所。
黃春騰（2000）。從第二語言習得的觀點試探教師在啟蒙階段英語教學中完全使用英語之必要性。第十七屆中華民國英語文教學研討會論文集，台北市，臺灣。
黃惠雅 （2005）。「韋伯，不要光是站在那裡呀！」－臺灣兒童英語閱讀教育不應再等待。兒童文學學刊 ，13，213 - 240。
郭生玉、陳鳳如（1995）。整合性過程導向寫作教學法對國小兒童寫作品質及寫
作歷程的影響。師大學報，40，1-35。
楊璧華（2013）。應用思考地圖結合摘要策略於國語課文教學之研究—以國小中
年級記敘文為例 [未 出版之碩士論 文]。國立新竹教育大學中國語文學系
研究所。
彭子芸（2011）。思考地圖融入國小二年級故事體課文教學之研究 [未出版之碩
士論文]。國立新竹教育大學語文學系研究所。
彭聃齡、張必隱 （2000）。認知心裡學。東華書局。
曾慧禎（2002）。國小六年級學童在寫作歷程後設認知行為研究 [未出版之碩士
論文]。國立屏東師範學院國民教育研究所。
程嬇玲（2011）。思考地圖運用於生活故事寫作之研究 [未出版之碩士論文]。
國立新竹教育大學人資處語言教學系研究所。
張德銳、李俊達（2003）。教學行動研究及其對國小教師教學省思影響之研究。
臺北市立教育大學學報，38，（1），22-66 。
張惠雯（2009）。華語為外語之兒童教材研究-以兒童語言發展及認知發展過程
探討 [未出版之碩士論文]。國立臺灣師範大學華語文教學研究所。
張新仁（2008）。學習與教學新趨勢。心理。
張景媛 (2001)。學業低成就學生的學習輔導。在何英奇、毛國楠、張景媛、
周文欽（主編），學習輔導 （頁278-304）。心理。
張春興（2003）。教育心理學。東華。
張顯達（2009）。語言習得的規則與運用問題。載於蘇以文、畢永峨（主編），
語言與認知，（頁321-339）。台大。
張武昌（2006）。臺灣的英語教育：現況與省思。教育學資料與研究，（69），
129- 144。
張武昌（2014）。臺灣英語教育的「變」與「不變」：面對挑戰提升英語力。中
等教育，3（65）。
廖長彥、張菀真、陳秉成、陳德懷（2016）。興趣驅動之提問式主題閱讀模式發展與評估。教育學報，44（2），1-25。
游毓玲（2014）。國小英語課課程目標：英語讀寫之社會文化背景。在王雅茵
（主編）讀讀、談談、寫寫：教 兒童讀寫英語的概念、策略、活動（頁1-
24）。書林。
詹餘靜、姜毓玟（2004）。國小英語補就教學：英語同輸閱讀教學策略之應用。
　　國民教育，44（5），20-28。
劉沛琳（2008）。概念構圖理解策略在大學英文閱讀教學之成效。課程與教學季
刊，11（4），137-162。
劉志群（2006）。英語寫作策略分類探討。湖北民族學院學報，24（1），118-
122。
劉瑩（2009）。讀而優則寫─論童話之「讀寫一貫」教學策略。國文天地，25
（5），4-16。
葉兆祺（2003）。從語言學習理論探究國小英語教學之現況。南投文教，19，85-
88。
葉聖陶（2007）。怎樣寫作。北京中華。
葉德明、張惠雯（2009）。華語為外語之兒童教材研究-以兒童語言發展及認知
發展過程探討。 http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/86403
楊裕貿（2009）。營造閱讀與寫作連結的學習情境。北縣教育，69。
廖信達 （2002）。建構主義及其對幼教課程的啟示--從皮雅傑與維高斯基的理論
談起。德育學報，18，93-110。
廖本裕（2010）。寫作歷程模式數位元教學之設計與實施成效之研究。教育學刊（34），臺北，高等教育。
應巧君 （2013）。互動式高中英語課外閱讀實踐。山東師範大學外國語學院學報（基礎英語教育）（1）。
潘儀軒（2014）。思考地圖融入閱讀教學對國小學習障礙學生閱讀理解成效之探
究 [未出版之碩士論文]。國立新竹教育大學中國語文學系語文教學研究
所。
蔡銘津（2003）。寫作構思歷程的認知及其在寫作教學上的涵意。國教之友，54
（1）。
鄭依琳 （2013）。從知識結構的ACT-R模式論國小寫作教學的新方向。教育資
料與研究（112）。 https://special.moe.gov.tw/_downfile.php?flag=3&fn=old_spc_upload_file/upload_file/all/270712a8dad72a427cb0f47977bee463.pdf
歐冠宇 （2014）。功能論暨社會建構論應用於大學翻譯教學之紮根理論研究 [未
出版之博士論文]。 國立師範大學翻譯研究所。
謝雅筑（2013）。思考地圖融入國語科教學對國小四年級學生閱讀理解成效的影
響 [未出版之碩士論文]。國立新竹大學語文教學研究所。
謝慧貞（2011）。重新思考數位時代的閱讀能力，圖書教師電子報 ，11。
http://teacherlibrarian.lib.ntnu.edu.tw/vj-attachment/TL011/TL011_01.pdf
謝進昌（2014），合作學習相關閱讀教學模式成效統合：後設分析結果間一致性
討論，教育與心理研究，37（4）。
謝進昌（2015），有效的中文閱讀理解策略：國內實徵研究之最佳證據整合，教
育科學研究期刊，60（2），33-77。http://doi:10.6209/JORIES.2015.60(2).02
賴淑媛（2003）。維高斯基符號中介與心智社會建構理論之研究[未出版之碩士
論文]。南華大學教育 社會學研究所。
簡馨瑩、曾文蕙、陳凱築（2005）。閱讀悅有趣-開發孩子閱讀策略的書。幼獅
文化。
聶澎齡（2004）。台灣國小畢業學童英語能力之因素分析[未出版之博士
論文]。國立高雄師範大學 英語學系研究所未出版。
鐘雅琪 (2013)。心智圖法融入英語閱讀教學對國中學生學業成就與學習態度之
影響 [未出版之碩士 論文]。國立臺灣師範大學教育學院創造力發展研究
所。
饒聖宏（2018）。思考地圖融入閱讀理解與寫作之研究-以國小中年級為例 [未
出版之碩士 論文]。義守大學資訊管理學習研究所。
錡寶香 （2009）。兒童語言障礙-理論、評量與教學。心理。
Adolf, S. M., Catts, H. W., & Little, T. D (2006). Should the simple view of
reading include a fluency component? Reading and Writing, 19(9), 933-958.
Alikhan, N. (2014).Thoughts on Thinking Maps: A New Way to Think. New Horizon
School-Los Angeles
http://www.isna.net/wp-content/uploads/2016/10/thoughts_on_thinking_maps-_nishat_alikhan_paper.pdf
Alasdair, A. & Gaynor, C. J. (2000). Second language acquisition and writing : a
multi-disciplinary approach. Learning and Instruction (10), 1-11.
Al-naqs & Abu-Owda (2014). The Effect of Using Thinking Maps Strategy to
Improve Science Processes in Science Course on Female Students of the Ninth Grade. Science Journal of Education. https://doi:10.11648/J.SJEDU.20140202.12
Andoko, B. S., Hayashi,Y., & Hirashim, T. (2017). Analysis of the concept mapping style in EFL reading comprehension comparison between kit-build and scratch-build concept mapping from the viewpoint of paragraph structure of text. ICSITech , (3), 322-325.
Anderson, J.R. (1993). Rules of mind. NJ: Lawrence Erlbaum.
Anderson, J. R., & Fincham, J. (1994). Acquisition of procedural skills from
examples. Journal of Experimental Pshchology , 20, 1332-1340.
Armbruster, B. B., Anderson, T. H., & Ostertag, J. (1987). Does text
structure/summarization instruction facilitate learning from expository text?
Reading Research Quarterly, 22(3), 331–346. https://doi.org/10.2307/747972
Armbruster, B. B., Lehr, F., & Osborn, J. M. (2002). Put reading first. The
Research Building Blocks for Teaching Children to Read (3rd ed.) .Washington,
DC : The National Institute for Literacy
Ausubel, D. P. (1963). The psychology of meaningful verbal learning. New York:
Grune & Stratton
Ball, K. M. (2011). Stories from Mississippi: Results from college to
kindergarten in Hyerle, D. N., & Alper, L.Student Successes with Thinking Maps.
CA: Corwin Press
Belanger, J. (1987).Theory and research into reading and writing connection: a critical
review. Reading-Canada-Lecture, 5, 10-18.
Benjamin, R. (2005). A ceiling effect in traditional classroom foreign language instruction: The Morden Language Journal. https://doi.org/10.1111/j.0026-7902.2005.00262.x
Bereiter, C., & Scardamalia, M. (1984). Learning about writing from reading. SAGE Journal. https://doi.org/10.1177%2F0741088384001002001
Berger, K. S. (2008). The developing person through the life span (7th ed.), WH:
Freeman & Co.
Bromley, K., Irwin-De Vitis, L., & Modlo, M. (2010). Graphic organizers圖像化學習（四版）（李欣蓉譯）。遠流。（原著出版於1995）
Brown, N. D.（2014）. Principles of language learning and teaching第二語教學
最高指導原則（林俊宏、李延輝、羅雲廷、賴慈芸譯）。臺灣培生教育。
（原著出版於2007）
Buckner, J. (2000). Write…from the beginning. NC: Innovative Sciences Britton
Buckley, M. H., & Boyle, O. (1981). Mapping the Writing Journey. California:
University of California, Berkeley Bay Area Writing Project. (ERIC Document
Reproduction Service No. ED225191)
Buckner, J. (2011). Empowering students from thinking to writing in Students
successes with Thinking Maps (72-82). CA: Corwin Press
Buzan, T. （2007）。心智磨法師（孫易新、陳素宜譯）。耶魯。
Cameron, C. A., & Lee, K. (1999). Emergent use of English grammatical
morphemes by Chinese-speaking children. International Review of Applied Linguistics, 36, 43-58.
Campbell, C. (1990). Writing with other’s words: using background reading text
in academic compositions. In Barbara Kroll (Ed.) Second Language Writing: Research insight for the classroom,211-230. Cambridge University Press.
https://doi.org/10.1017/CBO9781139524551.018
Cattell, R. （2006）。兒童語言發展-溝通障礙7 (曾進興譯) 。心理。
Chevallier, V. E., (2011). Feeder patterns and feeding the flame at Blalack middle
school in Hyerle, D. N. Student successes with Thinking Maps, CA: Corwin
Press
Chio, K. U. (2009). Reading and second language acquisition. Applied Language
Studies 13, 153-175.
Chomsky, N. (1965). Aspects of the Theory of Syntax. Cambridge: M.I.T Press.
Chomsky, N. (1976). Approaching reading through invented spelling. Paper presented
at the Conference on Theory and Practice of Beginning Reading Instruction.
University of Pittsburgh Learning Research and Development Center.
Clashen, H. (1990). The Comparative Study of First and Second Language
Development. SSLA,12,135-153. https://www.jstor.org/stable/44488289
Collins, J.L., Lee, J.,Fox, J.D., & Madiganm, T, P.(2017). Bring together reading and
writing: An experimental study of writing intensive reading comprehension in
low-performing Urban elementary schools. Reading Research Quarterly, 52(3)
Engaging Interventions,311-332. https://www.jstor.org/stable/26622569
Collier, V.P. (1989). How long? A synthesis of research on academic achievement
in a Second Language. Tesol Quarterly, 23(3). https://www.jstor.org/stable/3586923
Cook, V. J. (1985). Chomsky's Universal Grammar and Second Language
Learning Applied Linguistics, 6(1), 2–18.
Cox, C, (2005). Teaching Language Arts: A Student- and Response- Centered
Classroom (5th ed). MA: Allan & Bacon
Chun, H. P. ( 2011). The Singapore experience: student-centered fluency in Hyerle,
D. N. Student successes with Thinking Maps, CA: Corwin Press
Cook. V (2015). Key topics in second language acquisition. Bristol: Multilingual Matters
Cooper, A. (2011). Tools for integrating theories and differentiating practice in
Student successes with Thinking Maps, CA: Corwin Press
Crystal, D. (2003). English as a global language. (2nd ed), Cambridge: Cambridge University Press
Dabašinskienė, I., & Kalėdaitė,V. (2012). Child language acquisition research in the
Baltic Area, Journal of Baltic Studies, 43,(2) , 151-160
Davies, P., & Pearse, E. (2000). Success in Englsih teaching, HK: Oxford University Press
Davies, M. (2011). Concept mapping, mind mapping and argument mapping: what are the differences and do they matter? High Education, 62, 279–301.
De Fina, A. A., Anstendig, L. L., & De Lawter, K. (1991). Alternative integrated reading/writing assessment and curriculum design. Journal of Reading, 2,34(5).
Dialing, R. C. (2014) The role of Chomsky’s universal grammar upon the development of theories on the second language acquisition.
http:// doi: 10.13140/RG.2.2.31422.18249
Duke, N. K., & Pearson, P. D. (2002). Effective practice for developing reading comprehension. In A.E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction, 205-242. DE: International Reading Association.
Eckhoff, B.(1983). How reading affects children’s writing. Language Arts, 60,607-616.
Eftekhari, P. A. (2017). Best practices for improving the writing of 3rd and 4th Grade
students. [Unpublished doctoral dissertation]. University of Wladen
https://scholarworks.waldenu.edu/dissertations/3877/
Egan, M. (1999). Reflection on effective use of graphic organizers. Journal
of Adolescent and Adult Literacy, 42(8) 641-645
Eisterhold, J.C. (1990). Reading-writing connections: toward a description for second
language learners. In Barbara Kroll(ed.), Second Language Writing: Research
insights for the classroom,88-101. Cambridge: Cambridge University Press
Ellis, R. (1986). Understanding second language acquisition. Oxford: Oxford
university Press
Felix, W.S. (1981). The effect of formal instruction on second language acquisition. Language learning, 31(6),87-112. https://onlinelibrary.wiley.com/doi/10.1111/j.1467-1770.1981.tb01374.x
Felix, W.S. (1978). UG-generated knowledge in adult second language acquisition. Linguistic Theory in Second Language Acquisition,8, 227-294.
Flavel, H. J. (1996). Piaget's Legacy. Research Article
https://doi.org/10.1111%2Fj.1467-9280.1996.tb00359.x
Flower, L.S., & Hayes, J.R. (1981). Cognitive process theory of writing
source: College Composition and Communication, 32, No. 4, 365-387.
National Council of Teachers of English Stable.
http://www.jstor.org/stable/356600
Flower, L.S., & Hayes, .R .(1980). Identifying the organizers of writing process. In L. W. Gregg & E. R. Steinberg (Eds), Cognitive processes in writing. NJ: Lawrence Erlbaum.
Franzoi, S. L. (2011). Psychology A Discovery Experience. USA: South-Western.
Freedman, S. W., & Calfee, R.C. (1984). Understanding and comprehending. Written Communication, 1,459-490.
Fitzgerald J., & Shanahan T. (2000). Reading and writing relations and their development, Educational Psychologist,35(1),39-50.
Goodman, K. S. (1967). Reading a psycholinguistic guessing game. https://www.csie.ntu.edu.tw/~r99922026/tmp_zero/Reading_A_Psycholinguistic_Guessing_Game.pdf
Goodman, K. S. (1988). The reading process. In P. L. Carrell, J. Devine & D. E. Eskey (Eds.), Interactive approaches to second language teaching, 11-21. NY: Cambridge University Press.
Goodman, K. S. (1996). On reading. NH: Heinemann. 118-125.
Goodman,K., & Goodman, Y. (1983). Reading and writing relationships: pragmatic
functions. Language Arts, 60, 590-599.
Goodmen.,K (1998)。 談閱讀（洪月女譯）。心理。
Gough, P. B. (1984). Word recognition. In P. D. Pearson (Ed), Handbook of reading research ,225-254. New York: Longman.
Gough, P. B. (1972). One second of reading. In J. F. Kavanagh & I. G. Mattingly
(Eds.), Language by ear and by eye: The relationship between speech and reading. Massachusetts Inst. of Technology P. Retrieved from
https://psycnet.apa.org/record/1972-19902-004
Grough, P., & Tunner, W. (1986). Decoding, reading, and reading disability. Remedial
　　and Special Education, 7.
Grabe, W. (1991). Current developments in second language reading research. TESOL
Quarterly,25,375-406.
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. NY: Cambridge University Press.
Graham, S., & Harris, K.R. (2016). A path to better writing evidence- based practices in the classroom. The Reading Teacher, 69(4).
Graham, S., & Harris, K. R. (1989). Improving learning disabled students’ skills at composing essays: Self-instructional strategy training. Exceptional Children, 56, 201-214.
Graham, S., & Harris, K. R. (2009). Writing better: effective strategies for teaching students with learning difficulties. Maryland: Paul H. Brookes Publishing.
Gradman, L. H., & Hanania, E. (1991). Language learning background factors and
ESL proficiency. The Modern Language Journal.
https://doi.org/10.1111/j.1540-4781.1991.tb01081.x
Graham, S., & Hebert, M. (2011). Writing to read: A meta-analysis of the impact of
writing and writing instruction on reading, Harvard educational review
81(4),710-744.
https://www.researchgate.net/publication/279741659_Writing_to_Read_A_Meta-Analysis_of_the_Impact_of_Writing_and_Writing_Instruction_on_Reading
Graham, S. (2012). Teaching elementary school students to be effective writers. https://files.eric.ed.gov/fulltext/ED533112.pdf
Gradman, H. L., & Hanania, E. (1991). Language learning background factors and ESL proficiency. The Modern Language Journal, 75, 39-50.
Graham, S., & Perin, D. (2007). Writing next: effective strategies to improve writing
of adolescents in middle and high schools. DC： the Alliance for Excellent
Education.
Graham, S. (2008). Effective writing instruction for all students.
https://doc.renlearn.com/KMNet/R004250923GJCF33.pdf
Hall, T., & Strangman, N. (2002). Graphic organizers. National Center on Assessing
the General Curriculum.
http://aim.cast.org/learn/historyarchive/backgroundpapers/graphic_organizers
Harris, R. K., & Graham, S. (2005). Writing better effective strategies for teaching students with learning difficulties, TN: Paul H, Brookes Publishing Co.
Harris, R. K., Graham, S., & Mason, H. L. (2003). Development in the classroom: part of a balanced approach to writing instruction for students with disabilities, Focus on Exceptional Children , 35 (7).
Harris, R. K., Graham, S., & Mason, H. L.(2006). Improving the writing, knowledge, and motivation of struggling young writers: effects of self-regulated strategy development with and without peer support. American Educational Research Journal, 43(2), 295–340. https://doi.org/10.3102/00028312043002295
Harmer, J. (2004). How to teaching writing. Harlow: Longman.
Harris, R. K, Graham, S., & Mason, H. L., (2003). Self-regulated strategy development in the classroom: part of a balanced approach to writing instruction for students with disabilities. Focus on Exceptional Children ,35.
Hawkin, J., & Blaseslee, S. (2004). On intelligence. New York: Holt.
http://papers.harvie.cz/unsorted/Jeff%20Hawkins%20-%20On%20Intelligence.pdf
Heilman. A., Blair, T., & Ruplev, W. (1994). Principles and Practices of Teaching Reading . New York : Merrill ; Toronto : Maxwell Macmillan ;Canada : New York.
Hidi, S., & Anderson, V. (1986). Producing written summaries: task demands,
cognitive operations and implications for instruction. Review of Educational Research, 56(4), 473-493.
Hickie, K. M. (2006). An examination of student performance after two years of Thinking Maps implementation in three Tennessee schools. http://www.thinkingfoundation.org/research/research_types.html.
Hiebert, E. H., Pearson, P. D., Taylor, B. M., Richardson, V., &Paris, S. G. (1998).
Every child a reader: applying reading research in the classroom. Center for the
improvement of early reading achievement.
https://eric.ed.gov/?id=ED429269
Hirvela, A. (2004). Connecting reading & writing in second language writing instruction, MI: University Michigan Press.
Holzman, S. R. (2004). Thinking Maps: strategy-based learning for English
language learners (and Others).
http://www.scoe.org/files/AH_maps.pdf
Holzman, S. R. (2011). A first language for thinking in a multilingual school in Student Successes with Thinking Maps(118-125). CA: Corwin Press
Hubble ,G.(2011). Becoming a thinking school in Hyerle, D. N. Student Successes with Thinking Maps, CA: Corwin Press
Hyerle, D. N. (1988-1993). Expand your thinking (Series: Pre-K-Grade 8). NC: Innovative Sciences.
Hyerle, D. N. (1990). Designs for thinking connectively. Lyme, NH: Designs for Thinking.
Hyerle, D. N.(1991). Expand your thinking In A. L. Costa (Ed.), Designs for Thinking.
Hyerle, D. N. (1993). As tools for multiple modes of understanding.
[Unpublished doctoral dissertation]. University of California at
Berkeley.
http://www.eggplant.org/tf/research/graduate_studies/pdf/david-hyerle-thesis.pdf
Hyerle, D. N. (1995). Thinking Maps: Seeing is understanding. Educational Leadership,
53 (4): 85-89.
Hyerle, D. N. (1996). Visual tools for constructing knowledge. Alexandria, VA: ASCD.
Hyerle, D. N. (1999). Visual tools: From graphic organizers to Thinking Maps. UT: The LPD Video Journal of Education.
Hyerle, D. N., & Yeager, C. (2000). Thinking Maps training of trainer resource manual. Raleigh, NC: Innovative Sciences.
Hyerle, D. N. (2011). Thinking Maps as a transformational language for learning. In Student successes with thinking maps: School-based research, results, and models for achievement using visual tools (1–16). CA: Corwin Press.
Hyerle, D. N. (2008).Thinking Maps: Visual tools for activating habits of mind. In Learning and leading with habits of mind: 16 essential characteristics for success (149-174).Alexandria, VA: Association for Supervision and Curriculum Development. https://justin.vashonsd.org/Resources/HOM/Learning&LeadingWithHabitsOfMind.pdf
Hyerle, D. N. (2009). Visual tools for transforming in formation into knowledge.
CA: Corwin Press.
Hyerle, D. N. (2011). Successes with Thinking Maps (2nd ed) School-based research,
results, and models for achievement using visual tool. CA: Corwin Press.
Hyerle, D. N., Curtis, S., & Alper, L. (Eds.).( 2011). Student success with Thinking Maps (2ed ed). CA: Crown Press.
Janopoulous, M. (1986). The relationship of pleasure reading and second language
writing proficiency. TESOL Quarterly, 20,247-265.
Jensen, E. (1998). Teaching with the brain in mind. VA: Association for
Supervision and Curriculum Development.
Jin, S. H., & Boling, E. (2010). Instructional designer’s intentions and learners’
perceptions of the instructional functions of visuals in an e-learning context.
Journal of Visual Literacy, 29(2),143-166. https://www.researchgate.net/publication/268271676
Jiang, S.J. (2001). English academic writing and reading: case studies of Taiwanese
graduate students’ second language research Paper Composing in an American
University. [Unpublished doctoral dissertation]. University of
Indiana.
Jensen, E. （2003）。大腦知識與教學（Teaching with the brain in mind）（梁雲霞
譯）。遠流。
Johnson, M. (2004). A philosphy of second language acquisition, Yale University
Press.
Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children
　　from first through fourth grades. Journal of Educational Psychology, 80(4).
Juel, C. (1994). Learning to read and write in one elementary school. NY: Springer-Verlag New York. Inc.
Kamel, F. N., & Malie, H. Y. (2014) Application of Thinking Maps for an austistic student to learn science concepts.
https://www.researchgate.net/publication/340739631_APPLICATION_OF_THINKING_MAPS_FOR_AN_AUTISTIC_STUDENT_TO_LEARN_SCIENCE_CONCEPTS
King, R. J., Biggs, S., & Lipsky,S. (1984). Students’ self-questioning and summarizing as reading study strategies.. Journal of Reading Behavior, 14(3).
Kintsch, W., & van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological Review, 85(5), 363-394.
Klein, W. (1988). Second Language Acquisition, Language,12.
https://www.researchgate.net/publication/44512808_Second_language_acquisition_Wolfgang_Klein
Koons, H. H. (2008). The reading-writing connection: in investigation of the
relationship between reading ability and writing quality across multiple grades
and three writing discourse modes.
https://cdr.lib.unc.edu/concern/dissertations/2801pg72b
Krashen, S. (1982). Principles and Practice in Second Language Acquisition. http://www.sdkrashen.com/content/books/principles_and_practice.pdf
Krashen, S. (1984). Writing: Research, theory and applications. Oxford: Pergamon Institute of English.
Krashen, S. (1993). The power of reading; Insights from the research. NH: Englewood ; Libraries Unlimited.
Krashen, S. (2009). Principles and practice in second language acquisition. http://www.sdkrashen.com/content/books/principles_and_practice.pdf (Original work published 1982)
Langer, J. A., & Applebee, A. N. (1987). How writing shapes thinking. National Council of Teachers of English Report, 22. https://wac.colostate.edu/docs/books/langer_applebee/langer_applebee.pdf
Larsen-Freeman, D., & Long, M. (1991). An introduction to second language acquisition. London: Longman.
Lau, K. L. (2006). Implementing strategy Instruction in Chinese language classes: A school-based Chinese reading strategy instruction programme. Educational Research 48. 195–209.
Lerner J. W., & Kline, F. (2006). Learning disabilities and related disorders:
characteristics and teaching strategies. (10th ed). New York: Houghton Mifflin.
Long., D.J. (2011). Mind the map: How Thinking Maps affect student
achievement. An On-line Journal for Teacher Research, 13(2).
Maclntyre, B. J. (2011). The challenge of high-stakes testing in middle school
mathematics in Student successes with Thinking Maps (85-92). CA: Corwin Press.
McLaughlin, B. (1990). Reconstructuring. Applied Linguistics, 11, 1-16.
McLeod, S. A. (2018). Skinner - operant conditioning. Simply psychology:
Psychology.
https://www.simplypsychology.org/operant-conditioning.html
McNiff, J. (1988). Action research: Principles and practice. London: Routledge. https://kapanjadibeda.files.wordpress.com/2010/08/action-research-princip-and-practice.pdf
Mede, E. (2010). The effects of instruction of graphic organizers in terms of students’
attitudes towards reading in English. Procedia Social and Behavioral Sciences 2 ,322–325.
Milon, J. P. (1974). The development of Negation in English by a second language learner. TESOL Quarterly, 8 (2),137-173.
Moran, R., & Billen, M. (2014). The reading and writing connection: Merging two
reciprocal content Areas. Georgia Educational Researcher: 11(8).
http://digitalcommons.georgiasouthern.edu/gerjournal/vol11/iss1/8
Murray, D. M. (2004). A writer teaches writing (2nd ed). MA: Thomson; Wadsworth.
Murray, D. M. (2005). Write to learn (8th ed). MA: Thomson; Wadsworth.
National Institute of Child Health and Human Development. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: Author.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction, Reports of the subgroups.
https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf
O’ Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Osam-Jouchoux, R. (1997 ). Linking reading and writing: concept mapping as an organizing Tactic. VisionQuest: Journeys toward Visual Literacy Association (28th, Cheyenne, Wyoming, October, 1996).
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. NY: Newbury House.
Oxman, R. (2004). Think-Maps: Teaching design thinking in design education, Design Studies, 25,63–91.
Perl. S. (1978). Five Writers Writing: Case Studies of the Composing Processes of
Unskilled College Writers [ Unpublished doctoral dissertation]. University
of New York.
Piaget, J., & Inhelder, B.(1966). The psychology of the child (W. Helen, Trams.).
NY: Basic Books.
Piaget, J. (1974). Language and thought of the child. NY: The New American Library.
Piercy, T. D., & Hyerle, D. N. (2004). Maps for the road to reading
comprehension: Bridging reading text structures to writing prompts. In
Student success with Thinking Maps (63-67). CA: Corwin Press.
Pressley, M. (2006). Solving problems in the teaching of literacy. Reading instruction that works: The case for balanced teaching (3rd ed.). NY: Guilford Press.
Pressley, M. （2010）。有效的讀寫教學平衡取向教學 （曾世傑譯）。心理。
Raimes, A. (1991). Out of the Woods: Emerging Traditions in the Teaching of Writing. TESOL Quarterly, 25, 407-430.
Rayner, K., & Pollatsek, A. (1989). The Psychology of Reading. NJ: Prentice Hall.
Reagan, R. (2008). Direct instruction in skillful thinking in fifth-grade American history. Social Studies, 99(5), 217-222.
Richards. J.C., & Rodgers. T. S. (2014). Approaches and methods in language Teaching (3rd ed). U. K: Cambridge
Robb, L.（2003）. Teaching reading in middle school（趙永芬譯）。天衛文化。
Ronowicz, E. (1999). Introduction. In E. Ronowicz & Y. Colin (Eds.), English:
one language, different cultures, 1-25. N Y: Cassell
Ruddell, R. B., & Boyle, O. F. (1989). A study of cognitive mapping as a means to improve comprehension of expository text. Reading Research and Instruction,29(1), 12-22.
Rumelhart, D. E. (1977). Toward an integrative model of reading. In S. Dornic (Ed)
Attention and performance, 573-603. NY: Academy Press.
Rumelhart, D. E. (1984). Schemata and the cognitive system. In R. S. Wryer. Jr.,
& Tulk, the world of text, 76-98. NY: Prentice Hall.
Salah A. Al-naqa, Mohammed F., & Abu-Owda. (2014). The effect of using Thinking
Maps strategy to improve science processes in science course on female students
of the ninth grade, Science Journal of Education, 2(2),44-49.
Salinger, T. (2003). Helping older, struggling readers. Prevent School Failure, 47(2),
79-85.
Santrock, J.W. (2006). Life-span development (10th ed.). NY: McGraw Hill.
Scardamalia, M., Bereiter, C., & Lamon, M. (1994). Bringing the classroom into World III. In K. McGilly (Ed.). Classroom Lessons: Integrating cognitive theory and classroom practice. MA: MIT Press.
Scheider, W., & Shiffrin, R. (1997). Controlled and automatic human information processing; Detection, search and attention. Psychological Review, 84, 1-66.
Schön, D.A. (1983). The reflective practitioner: How professionals think in action. NY: Basic Books.
Schulz, A.R. ( 1991). Second language acquisition theories and teaching practice: How Do They Fit? The Modern Language Journal, 75,17-26.
Schumann, J.H. (1994). Where is cognition? Emotion and cognition in second language acquisition. Studies in Second Language Acquisition.
Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics in Language Teaching, 10 (3), 209-231. https://www.academia.edu/21533333/Selinker-Interlanguage
Shanahan, T. (1984). Nature of the reading-writing relation: An exploratory
multivariate analysis. Journal of Educational Psychology, 76, 466-477.
Shanahan, T., & Lomax, R. G. (1986). An analysis and comparision of theoretical
models of the reading-writing relationship. Journal of Educational
Psychology,78,116-123.
Shanahan,T. & Lomax, R. G. (1988).A developmental comparision of three
theoretical models of the reading-writing relationship. Research in the Teaching of
English, 22,196-212.
Shanahan, T., Ed. (1990). Reading and writing together: New perspectives for the classroom. MA: Christopher-Gordon.
Shanahan, T., & Tierney, R.J. (1990). Reading-writing connections: The relations
among three perspectives. National Reading Conference Yearbook,39,13-14.
Shanahan, T. (2006). Relations among oral language, reading, and writing
development. In C. A. Macarthur, S. Graham, & J. Fitzgerald, (Eds.) Handbook of
Writing Research. NY: Guilford Press.
Shanklin, N.K.L. (1982). Relating reading and writing: Developing a transactional
theory of the writing process. Blooming: Indiana University School of
Education.
Sharwood Smith, M. (1999). Second language learnability. Logical Issues in Language Acquisition. https://doi.org/10.1515/9783110870374-013
Shiffrin, R. M., & Schneider, W. (1997). Controlled and automatic human information
processing. Psychological Revue, 84, 1-66.
Silva, T. (1993). Towards an understanding of the distinct nature of L2 writing.
TESOL Quarterly, 27(4), 657-677.
Singer, B. (2015). Leveling the playing field for all students in Student Successes
with Thinking Maps. CA: Corwin Press.com.
Slobin, I. D. (1973). Cognitive Prerequisites for the Development of Grammar.
University of California, Berkeley.
https://www.researchgate.net/publication/313132242_Cognitive_prerequisites_for_the_development_of_grammar
Smith, F. (2012). Understand reading a psycholinguistic analysis of reading and
learning to read. NY: Routledge
Smoke, T. (1990). A writer’s worlds. Y: St. Martin’s.
Stahl, Steven A. (2003). Vocabulary and readability: How knowing word meanings affects comprehension, Topics in Language Disorders, 23 (3 ),241-247
Tarquin, P., & Walker, S. (1997). Creating success in the classroom. CO: Teacher Ideas Press.
Tileston, D. W.（2011）。What Every Teacher Should Know About Learning,
Memory, and the Brain。作者所有教師都應該知道的事－學 習、記憶與大腦 ( 簡馨瑩譯)。心理。
Thompson, B., Kirby, S., & Smith, K. (2016). Culture shapes the evolution of cognition. https://www.pnas.org/content/113/16/4530
Tompkins, G. E. (2008). Literacy for the 21st Century: Teaching reading and writing in prekindergarten through grade 4. NJ: Pearson Education.
Tompkins, G. E. (2012). Teaching writing: Balancing process and product (6th ed).
NJ: Pearson Education.
Vygotsky, L. S.(1978). Mind in society: The development of higher psychological processes. MA: Harvard University Press.
Vygotsky, L. S. (1981). The genesis of higher mental functions. In J. V. Wertsch (Ed) The concept of activity in soviet psychology (147-188). NY: Sharpe.
Wang, A.Y. (2012). Contexts of creative thinking: Teaching, learning, and creativity in
Taiwan and the United States. German: Lap Lambert Academic Publishing
Weaver, C. (1994). Reconceptualizing reading and dyslexia. Communication Disorders Quarterly. https://doi.org/10.1177/152574019401600103
Weinstein, C., & Mayer, R. (1986). The teaching of learning strategies. In Wittrock, M., (ed) Handbook of Research on Teaching (315-327). NY: Macmillan.
Wertsch, J. V. (1984). The zone of proximal development: some conceptual issues. In Children’s learning in the “zone of proximal development (7-18). CA: Jossey-Bass Inc.
Williams, M. K. (2011). Why and how Thinking Maps work a language of brain and
mind student successes with Thinking Maps (2nd ed) School-Based Research,
Results, and Models for Achievement Using Visual Tool. CA: Corwin Press.
Winfield, M. (2012). An Over View of Thinking Maps. [PowerPoint slides].
http://www.slideshare.net/mwinfield1/an-overview-of-thinkingmaps?
utm_source=slideshow01&utm_medium=ssemail&utm_campaign=share_
slideshow_loggedout
Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving.
Journal of Child Psychology and Child Psychiatry, 17, 89-100.
Wormeli, R. (2005). Busting myths about differentiated
instruction. Principal Leadership, 5(7), 28-33.