本研究主要研究目的在於編製可供小一普通班教師篩檢學障學生的檢核表，考驗該工具的效度與信度，並分析小一學障學生學習問題的組型，以對小一學生的學習問題有更深入的了解。
本研究正式樣本資料來自臺北市44所小學642名小一至小六學生，其中，包括384名普通生，67名疑似學障學生，191名確認學障學生。所運用的資料處理方法包括：Pearson積差相關、無母數統計H檢定法及事後比較、區別分析、點二系列相關、集群分析。本研究主要結果為：
一、「小一學生學習障礙檢核表」信、效度考驗：
1. 本研究自編之「小一學生學習障礙檢核表」共58題，包括有：注意力向度9題，知覺辨別向度10題，記憶力向度10題，組織思考向度10題，表達向度10題，動作協調向度9題。
2. 「小一學生學習障礙檢核表」各向度得分與總分之間皆呈現顯著中度至高度相關，相關值為.63～.81。
3. 小一疑似學障學生和確認學障學生在「小一學生學習障礙檢核表」的各向度得分和總分沒有顯著差異。而小一疑似學障學生和確認學障學生在「小一學生學習障礙檢核表」的各向度得分和總分皆顯著大於一般學生。
4. 「小一學生學習障礙檢核表」總分類正確率為75.4%，分類結果達到p<.01的標準。
5. 低年級和中年級組學障學生在「小一學生學習障礙檢核表」的總分和各向度得分皆顯著高於高年級組學生。但低年級組和中年級組學障學生在「小一學生學習障礙檢核表」總分和各向度分數沒有差異。
6. 小一學生在校國語期中考成績、數學期中考成績與「小一學生學習障礙檢核表」各向度分數皆呈現顯著負相關。
7. 被教師評定為沒有學習問題的學生，在「小一學生學習障礙檢核表」的總分與各向度得分皆顯著低於有輕微學習問題學生和有嚴重學習問題學生。被教師評定為有輕微學習問題的學生，在「小一學生學習障礙檢核表」的總分與各向度得分也皆顯著低於有嚴重學習問題的學生。
8. 「小一學生學習障礙檢核表」總分類正確率為72.8%，分類結果達到p<.01的標準。
9. 「小一學生學習障礙檢核表」各向度得分總分類正確率以注意力向度分數最高，為88.9%，其餘依次是組織思考（85.7%）、知覺辨別（79.2%）、記憶力（85.2%）、表達（82.3%）、動作協調（79.0%），顯示分類正確性佳。
10. 「小一學生學習障礙檢核表」整體的內部一致性係數為.94，各向度的內部一致性為.74～.88。普通班教師與資源班教師評量者信度為.38～.72。
二、小一學障學生學習問題組型分析結果：小一學障學生的學習問題組型包括有嚴重困難混合型、輕微困難混合型、記憶知動型、思考表達型四種。小一一般生學習問題組型分析結果：優異型、正常型和學習困難型三種。
最後，研究者依據研究結果提出運用「小一學生學習障礙檢核表」、學習障礙學生教育輔導及未來研究之建議。

There were three purposes of the research. The first one was to develop “The checklist for first-grade students for identification of learning disabilities. (CILD) ” The second one was to construct and evaluate the reliability and validity of the checklist. The third one was to analyze patterns of the learning problems of the first-grade students with learning disabilities.
The sample of the checklist for first-grade students for identification of learning disabilities consisted of 642 elementary school students in Taipei City, grade 1 to 6, including 384 general students, 67 students with suspected learning disabilities, 191 students with learning disabilities. Regarding the methods to process the data, they are listed as follows: Pearson product-moment correlation, nonparametric statistical test-Kruskal-Wallis one-way analysis of variance by ranks, discriminant analysis, point-biserial correlation, cluster analysis.
The following were summarized the major findings of this research:
1. CILD were composed of 58 items, which were divided into six major domains: attention, perception discrimination, memory, organization and thinking, expression, motor coordination。
2. The total scores were positive correlated with the domains scores on CILD, the values were.63～.81。
3. There are no significant differences between the total scores and domain scores on CILD of first-grade students with learning disability and with suspected learning disability. The first-grade students with learning disability and suspected learning disability gained higher total scores and domains scores on CILD than the normal ones.
4. The total scores on CILD can correctly discriminate 75.4% first-grade students with learning disability and normal ones(p<.01).
5. The Lower grade and Intermediate grade students with learning disability and suspected ones gained higher total scores and domains scores on CILD than the Higher grades ones. There are no significant differences between the total scores and domain scores on CILD of Lower grade and Intermediate grade ones.
6. The midterm exam scores of Chinese and math of first-grade students were negative correlated with the domain scores on CILD.
7. The total scores and domain scores on CILD of no learning problem students were lower than the ones of mild and severe learning problem.
8. The total scores on CILD can correctly discriminate 72.8% different degree learning problem students(p<.01).
9. The discrimination of different domain scores on CILD are listed as follows: attention 88.9%, perception discrimination 79.2%, memory 85.2%, organization and thinking 85.7%, expression82.3%, motor coordination79.0%.
10. The internal consistency coefficients of CILD ranged from.74～.88.The coefficients of interjudge reliability between two teachers ranged from .38 to .72。
11. The patterns of first-grade students with learning disability included four types: multiple and severe difficulties, multiple and mild difficulties, memory-sensory-motor, thinking-expression.
Implications for CILD were discussed and some suggestions were provided for future studies and instruction.

王天苗（1982）。談學習障礙之定義及其鑑定標準。載於中華民國特殊教育學會（主編），特殊教育的發展（88-102 頁）。臺北市：國立台灣師範大學特殊教育中心。
王天苗（2009）。「特殊教育長期追蹤資料庫」簡介。人文與社會科學簡訊，10(3)，108-116。
王天苗、黃俊榮（2011）。國內身心障礙教育概況之指標項目分析。教育實踐與研究，24(1)，107-134。
王淑惠（2009）。工作記憶與閱讀障礙。雲嘉特教，10, 51-59。
王甦、汪安聖（2004）：認知心理學。臺北：五南。
吳明隆、張毓仁（2011）。SPSS與統計應用分析。臺北：五南。
吳淑娟（2001）：國小閱讀理解困難學童之詞彙能力分析研究（未出版之碩士論文）。國立臺灣師範大學特殊教育研究所。
呂偉白（2001）。他們的故事第一輯。臺中：學習障礙資訊站。
阮啟弘、李冠慧（2010）。注意力與閱讀。載於李俊仁等人合著，大腦、認知與閱讀（131-149頁）。臺北：信誼基金出版社。
周台傑（1999）。學習障礙學生鑑定原則鑑定基準說明。載於張蓓莉主編，身心障礙及資賦優異學生鑑定原則鑑定基準說明手冊。（75-91頁）。臺北：國立臺灣師範大學特殊教育學系。
周台傑（2000）。學習障礙。載於許天威、徐享良和張勝成主編，新特殊教育通論（71-105頁）。臺北：五南。
孟瑛如、陳麗如（2001）。國民中小學學習行為特徵檢核表。臺北：心理。
林秀錦、王天苗（2004）。幼兒入學之準備能力研究。特殊教育研究學刊，26，89-108。
林宜親、李冠慧、宋玟欣、柯華葳、曾志朗、洪蘭、阮啟宏（2011）。以認知神經科學取向探討兒童注意力和學習之關聯。教育心理學報，42(3)，517-542。
林美和（1992）。學習障礙兒童輔導手冊。台北市：教育部第二次全國特殊兒童普查工作執行小組。
林素貞（1995）。回顧與展望─學習障礙。特殊教育季刊，54，23-25。
林慧芳、江美娟（2001）。學習障礙口語表達困難之個案探討。特教園丁，17(2)，46-51。
林震岩（2011）。多變量分析─SPSS的操作與應用。臺北：智勝。
邱上真（1998）。學習障礙概念的演變。學習障礙資訊站，3 ，4-6。
邱上真（2001）。普通班教師對特殊需求學生之因應措施、所面對之困境以及所需之支持系統。特殊教育研究學刊，21，1-26。
洪儷瑜（1992）。從學習障礙定義淺談學習障礙教育的方向。中等教育，43(6)，17-22。
洪儷瑜（1995）。學習障礙者教育。臺北：心理。
洪儷瑜（1997）。如何發現與幫助校園內不明顯的障礙者—談對學習障礙應有的認識。師友，360期，4-9頁。
洪儷瑜（2001）。由「身心障礙學生十二安置計畫」談學習障礙的鑑定。學習障礙資訊站，17，17-21。
洪儷瑜（2005）。學習障礙鑑定工作檢討與建議--由「各縣市實施學習障礙學生鑑定工作調查表」談起。教育部委託報告。
洪儷瑜、佘曉珍、呂美娟、黃裕惠、李玉錦、邱金滿和陳秀芬（1997）：從成功的學障成人之觀點看學習障礙教育。1997 年海峽兩岸特殊教育學術研討會論文彙編（375-303頁）。臺北：國立臺灣師範大學特殊教育學系。
洪儷瑜、陳淑麗、王瓊珠、方金雅、張郁雯、陳美芳、柯華葳（2009）。閱讀障礙篩選流程的檢驗─篩選或教師轉介之比較。特殊教育研究學刊，34(1)，1-22。
胡永崇（2002）。學習障礙之迷思概念與檢討。屏師特殊教育，4，1-9。
香港特殊學習困難研究小組（2001）：香港小學生特殊學習困難行為量表。www.edb.gov.hk/FileManager/TC/Content_2555/spld_checklist.pdf
香港教育局（2010）。及早識別和輔導有學習困難的小一學生資料冊。取自http://www.hkedcity.net/iworld/resource/index.phtml?iworld_id=6& parent_id=10330。
張春興（1988）。知之歷程與教之歷程：認知心理學的發展及其在教育上的應用。教育心理學報，21，17-38。
張春興（2009）。現代心理學。臺北：東華。
張意如（2007）。級任教師在鑑定與評量的角色及功能。桃竹區特殊教育，10，20-28。
張毓仁、曾世杰（2008）。國小三年級唸名速度緩慢學童與一般學童閱讀認知能力之比較。教育與心理研究，31(1)，179-203。
教育部（1992）。語言障礙、身體病弱、性格異常、行為異常、學習障礙暨多重障礙學生鑑定標準及就學輔導原則要點。
教育部（1998）。身心障礙及資賦優異學生鑑定原則鑑定基準。
教育部（2006）。身心障礙及資賦優異學生鑑定原則鑑定標準。
教育部（2008）。特殊教育發展報告書。
教育部（2011a）：教育部公告─預告修正「身心障礙及資賦優異學生鑑定標準。行政院公報，17(223)，37036-37051。
教育部（2011b）。100年度特殊教育統計年報。
教育部特殊教育學生鑑定安置輔導工作推動指導小組（1992）。學習行為檢核表指導手冊。
教育部特教通報網（2011）。縣市各校身障統計。線上檢索日期：2012年2月10日。網址：https://www.set.edu.tw/sta2/default.asp。
許天威（1986）。學習障礙者之教育。臺北：五南。
許天威、徐享良（1987）。麥氏學習障礙評定量表實施手冊。彰化：國立臺灣教育學院特殊教育研究所。
許晉褘（2000）。學習障礙兒童母親之困擾問題及其社會支持。彰化師大碩士論文，未出版。
陳以青（2004）。學習障礙兒童在工作記憶表現之探討。國立中正大學心理學研究所碩士論文，未出版。
陳振宇、謝淑蘭、成戎珠、黃朝慶、洪碧霞、櫻井正二郎、…曾進興（1996）。認知神經心理能力檢核表。教育部社教司。
陳密桃（2007）。認知取向的學習。載於林生傳（主編），教育心理學（109-136頁），臺北：五南。
曾世杰，簡淑真，張媛婷，周蘭芳和連芸伶（2005）以早期念名速度及聲韻覺識預測中文閱讀與認字：一個追蹤四年的相關研究。特殊教育研究學刊，28，123-144。
黃己娥和王天苗（2007）。迢迢學習路─一位學障生的學習經驗。特殊教育研究學刊，32(3)，111-132。
黃瑞珍（2006）。國小LD學生鑑定問題與可行方向。國小特殊教育，41，1-13。
新竹教育大學（2006）。學習障礙輔導手冊。新竹市：新竹教育大學。
新聞公報（2004年11月24日）：立法會八題：特殊學習困難學生。線上檢索日期：2012年2月10日。http://www.info.gov.hk/gia/general/ 200411/24/1124162.htm。
楊坤堂（2002）。學習障礙導論。臺北：五南。
楊坤堂、林美玉、黃貞子和沈易達（2001）：學習障礙補救教學。台北：五南。
楊憲明（2001）。閱讀障礙視知覺缺陷研究：文字辨認與視覺離心研究。特殊教育研究學刊，21，189-213。
廖華芳、王天苗（1998）。兒童知覺動作發展。中華物療誌，23(4)，56-70。
臺北市政府教育局（2011）：臺北市100學年度國民小學身心障礙在校學生鑑定及安置工作手冊。
臺北市教育資料查詢系統（2011）。臺北市國小各校學生數。檢索日期：2012年2月10日。網址：http://statistic.tp.edu.tw/dialog/statfile9.asp。
趙文崇（2005a）。從神經生理觀點談學習的產生（二）：淺談學習障礙之神經學基礎。現代教育論壇，13，29-42。
趙文崇（2005b）。學習障礙學生臨床徵候群篩檢表(編修版)。取自http://sites.google.com/site/t07198/down。
劉雅億（1999）。國民教育階段身心障礙學生鑑定及安置問題與改進意見之探討─以臺北市、臺北縣為例（未出版之碩士論文）。國立臺灣師範大學特殊教育學系，臺北市。
蔡宗武（2008）。從工作記憶理論談學習障礙兒童的教學輔導。台東特教，27，30-33。
蕭文龍（2007）。多變量分析最佳入門實用書─SPSS+LISREAL(SEM)。臺北：碁峰資訊。
錡寶香（2000）。國小低閱讀能力學童語言能力之研究。特殊教育研究學刊，20，69-96。
錡寶香（2001）。國小低閱讀成就學生的口語述說能力：語言層面分析。特殊教育學報，15，129-175。
錡寶香（2003a）。特定型語言障礙兒童口語工作記憶之探討。載於中華民國特殊教育學會年刊-特殊教育的危機與轉機，317-338。
錡寶香（2003b）。國小低閱讀能力學童與一般閱讀能力學童的敘事能力：篇章凝聚之分析。特殊教育研究學刊，24，63-68。
錡寶香（2004）。國小低閱讀能力學童與一般學童的敘事能力：故事結構之分析。特殊教育研究學刊，26，247-269。
Ashcraft, M. H. (2004). 認知心理學。（陳學志、邱發忠、劉政宏、林宜利、陳萩卿、林奕宏、陳淑蓉譯）。臺北：學富文化。（原著出版年：2002）
American Psychiatric Association (2007). DSM-Ⅳ-TR精神疾病診斷準則手冊。(孔繁鐘編譯)。臺北：合記。（原著出版年：2000）
Bender, W. N. (2006). 學習障礙。（胡永崇、黃秋霞、吳兆惠、胡斯淳、顏玉華譯）。臺北：心理。（原著出版年：2004）。
Cohen, L., Manion, L., Morrison, K. (2010). 最新教育心理學。（徐振邦、梁文蓁、吳曉青和陳儒晰譯）。臺北：韋伯文化。（原著出版年：2000）。
Eysenck, M. W. & Keane, M. (2003).認知心理學。（李素卿譯）。臺北：五南。（原著出版年：2000）。
Gredler, M.E. (1994) . 學習理論與教學應用。（吳幸宜譯）。臺北：心理。（原著出版年：1991）。
Hammill, D.D. (1992). A timely definition of learning disabilities.國際特殊兒童評量研討會論文集，1-9。彰化市：國立彰化師範大學特殊教育中心。
Jensen, E. (2003). 大腦知識與教學（梁雲霞譯）。臺北：遠流。（原著出版年：1998）。

Miller, P. H.（2008). 發展心理學理論。（程景琳主譯）。臺北：學富。（原著出版年：2001）。
Stewart, D. W., & Kamins, M. A. (2000). 次級資料研究法（董旭英、黃儀娟譯。臺北：弘智。（原著出版年：1993）。
Ahearn, E. A. (2003). Specific learning disability: current approaches to identification and proposals for change. National Association of State Directors of Special Education (NASDSE): Project FORUM.
Arnold, N. G. (2000). The increased risk of depression in learning disabled college students ( Doctoral dissertation). Available from ProQuest Dissertation and theses database. (UMI No. 9962153)
Bailey, P. J., & Snowling, M. J. (2002). Auditory processing and the development of language and literacy. British Medical Bulletin, 63, 135-146.
Bateman, B. (1992). Learning disabilities: the changing landscape. Journal of Learning Disabilities, 25(1), 29-36.
Blumsack, J., Lewandowski, L., & Waterman, B. (1997). Neurodevelopmental precursors to learning disabilities: a preliminary report from a parent survey. Journal of Learning Disabilities, 30(2), 228-237.
Bental, B., & Tirosh, E. (2007). The Relationship between Attention, Executive Functions and Reading Domain Abilities in Attention Deficit Hyperactivity Disorder and Reading Disorder: A Comparative Study. Journal of Child Psychology And Psychiatry, 48(5), 455-463.
Coordinated Campaign for Learning Disabilities. (n.d.).Taking the first step: a guide for parents of children with children. Retrived from http://www.ldonline.org/ldbasics/signs.
Elliott, S. N., Huai, N., & Roach, A. T. (2007). Universal and early screening for educational difficulties: current and future approaches. Journal of School Psychology, 45, 137-161.
Fletcher, J. M., & Foorman, B. R. (1994). Issues in definition and measurement of learning disabilities. In G. R. Lyon (Eds.), Frames of the assessment of learning disabilities: new views on measurement issues (pp. 185-200). Baltimore: Paul H Brookes.
Fletcher, J. M., Coulter, W., Reschly, D. J., & Vaughn, S. (2004). Alternative Approaches to the Definition and Identification of Learning Disabilities: Some Questions and Answers. Annals of Dyslexia, 54(2), 304-331.
Friend, M. (2008). Special education: contemporary perspectives for school professionals (2nd ed.). Boston : Pearson.
Goldberg, R. J., Higgins, E. L., Raskind, M. H., & Herman, K. L. (2003). Predictors of success in individuals with learning disabilities: a qualitative analysis of a 20-year longitudinal study. Learning Disabilities Research & Practice, 18(4), 222-236.
Graner, P. S., Faggella-Luby, M. N. & Fritschmann, N. S. (2005). An overview of responsiveness to intervention: what practitioners ought to know. Topics In Language Disorders, 25(2), 93-105.
Hale, J. J., Alfonso, V. V., Berninger, V. V., Bracken, B. B., Christo, C. C., Clark, E. E., & ... Goldstein, S. S. (2010). Critical issues in response-to-intervention, comprehensive evaluation, and specific learning disabilities identification and intervention: an expert white paper consensus. Learning Disability Quarterly, 33(3), 223-236.
Hallahan, D. P., Lloyd, J. W., Kaffman, J. M., Weiss, M., & Martinez, E. A. (2005). Learning disabilities-foundation, characteristics, and effective teaching. Boston : Pearson.
Hammill, D. D., Leigh, J. E., McNutt, G., & Larsen, S. C. (1987). A new definition of learning disabilities. Journal of Learning Disabilities, 20(2), 109-113.
Hargrove, M. L. (1982). Learning disabilities: early identification signals for parents and teachers. Education, 102(4), 366-368.
Hellendoorn , J., & Ruijssenaars, W. (2000). Personal experiences and adjustment of ductch adults with dyslexia. Remedial and Special Education, 21(4), 227-239.
Henley, Ｍ., Ramsey, R. S., & Algozzine, R. F. (2009). Characteristics of and strategies for teaching students with mild disabilities. Upper Saddle River, N. J. : Pearson.
Institute for Educational Leadership, W., & National Commission to Prevent Infant Mortality, W. (1991). Healthy brain development: precursor to learning. National Health/Education Consortium (1st, Baltimore, Maryland, December 6, 1990) (ERIC Document Reproduction Services No. 329345).
Johmson, N. F., & Pugh, K. R. (1994). A Cohort model of visual word recognition. Cognitive Psychology, 26, 240-346.
Judy, J. (1986).Early screening is essential for educational accountability: response to Salzer and to Shepard and Smith. Education Leadership, 44(3), 87-88.
Kavale, K. A. & Forness, S. R. (1995). The nature of learning disabilities:critical elements of diagnosis and classification. N.J.: Lawrence Erlbaum.
Kavale, K. A. Forness, S, R. (2000). What definitions of learning disability say and don’t say: a critical analysis. Journal of Learning Disabilities, 33(3), 239-256.
Kenny, D. T., & Chekaluk, E. (1993). Early reading performance: a comparison of teacher- based and test-based assessments. Journal of Learning Disabilities, 26, 227-236.
Keogh, B. K. & Becker, L. D. (1973). Early detection of learning problems: questions, cautions, and guidelines. Exceptional Children, 40(1), 5-11.
King, R. & Torgesen, J. K.（2006）. Improving the effectiveness of reading instruction in one elementary school: A description of the process. In Blaunstein, P. & Lyon, R. (Eds.), It doesn’t have to be this way. Retrived from http://www.fcrr.org/publications/publicationspdffiles/Hartsfield　chapter.pdf.
Kirk, S. A. (1962). Educating Exceptional Children. Boston: Houghton Mifflin.
Kirk, S. A., & Gallgher, J. J. (1983). Educating Exceptional Children (4th ed.). Boston: Houghton Mifflin.
Learning Disabilities Association of America. (2004). Learning disabilities: signs, symptoms and strategies. Retrived from http://www.ldanatl.org/aboutld/teachers/understanding/ld.asp
Learning Disabilities Association of New York State. (2008). Indicators of learning disabilities.
Learning Disabilities Roundtable. (2002). Specific learning disabilities: Finding common ground. Sponsored by the Division of Research to Practice, Office of Special Education Programs, U.S. Department of Education, Washington, DC. Retrieved from http://www.ldanatl.org/ legislative/ joint_activities/commonground.asp .
Lerner, J. (2003). Learning disabilities: theories, diagnosis, and teaching strategies (9th ed). Boston: Houghton Mifflin.
Lerner, J. W., & Johns, B. (2009). Learning disabilities and related mild disabilities: characteristics, teaching strategies, and new directions (11th ed.). Boston: Houghton Mifflin.
Lerner, J., Lowenthal, B., & Egan, R. (2003). Preschool children with special needs: Children at-risk and children with disabilities. Needham Heights, MA: Allyn & Bacon.
Levine, M. D. (1990). Learning disorders and the flow of expectations. Their World, 1990. Retrieved June 4, 2004, from Learning Disabilities OnLine Web site: http://www.ldonline.org/ ld_indepth/ general_info/gen-l.html
Lewis, A. (1980). The Early Identification of Children with Learning Difficulties. Journal of Learning Disabilities, 13(2), 102-08.
Lowenthal, B. (1998). Precursors of learning disabilities in the inclusive preschool. (ERIC Document Reproduction Services No. 420375).
Lyon, G. R. (2005). Why scientific research must guide educational policy and instructional practices in learning disabilities . Learning disability quarterly, 28, 140-143.
Lyon, G. R., Fletcher, J. M., Shaywitz, S. E., Shaywitz, B. A., Torgesen, J. K., Wood, F. B., Schulte, A., & Olson. R. (2001). Rethinking learning disabilities. In Finn. C. E., Rotherham, A. J., & Kohanson, C. R., (Eds.). Rethinking special education for a new century. Retrived from http://www.edexcellence.net/publications-issues/special-ed.html.
Mather, N, & Goldstein, S. (2001). Learning disabilities and challenging behaviors: a guide to intervention and classroom management. Baltimore: Paul H Brookes.
McNulty, M. A. (2003). Dyslexia and the life course. Journal of Learning Disabilities, 36(4), 363-381.
McNamara, J. K., & Wong, B. (2003). Memory for everyday information in students with learning disabilities. Journal of Learning Disabilities, 36(5), 394-406.
Miller, P., Kupfermann, A. (2009). The role of visual and phonological representations in the processing of written words by readers with diagnosed dyslexia: evidence from a work memory task. Annual of Dyslexia, 59, 12-33.
National Center for Learning Disabilities (1998). General information packet on learning disabilities. (ERIC Document Reproduction Services No. 461225).
National Early Literacy Panel (2008). Developing early literacy: Report of the national early literacy panel: A Scientific Synthesis of Early Literacy Development and Implications for Intervention. Rertieved from http://lincs.ed.gov/publications/pdf/NELPReport09.pdf.
National Institutes of Health. (2000). Emergent and early literacy workshop: current status and research directions. Author.
National Joint Committee on Learning Disabilities. (2007). Learning disabilities and young children: identification and intervention. Learning Disabilities Quarterly, 30, 63-72.
Novack, H. S., Bonaventura, E., & Merenda, P. F. (1973). A scale for early detection of children with learning problems. Exceptional Children, 40(2), 98-105.
Peltzman, B. R. (1992). Guidelines for early identification and strategies for early intervention of at-risk learning disabled children. (ERIC Document Reproduction Services No. 351111).
Pickering, J. S. (2002). Signals of learning disabilities at various developmental stages. Montessori Life, 14(3), 46-48.
Planty, M., Hussar, W., Snyder, T., Kena, G., KewalRamani, A., Kemp, J., Bianco, K., & Dinkes, R. (2009). The Condition of Education 2009: Indicator 9--Children and Youth With Disabilities (NCES 2009-081). National Center for Education Statistics, Institute of Education Sciences, U. S. Department of Education, Washington, DC. Retrieved from EBSCOhost.
Pastor, P. N. & Reuben, C. A. (2008). Diagnosed attention deficit hyperactivity disorder and learning disability: United States, 2004-2006. U. S. department of health and human services centers for disease control and prevention.
Posner, M. I., & Petersen, S. E. (1991). The attention system of the human brain. The Annual Review of Neuroscience, 13, 25-42.
President’s Commission on Excellence in Special Education (2002). A new era: revitalizing special education for children and their families. Retrieved from http://www.ed.gov/inits/commissionboards/whspecial education/.
Ramus, F., Rosen, S., Dakin, S. C., Day, B. L., Castellote, J. M., White, S. & Frith, U. (2003). Theories of developmental dyslexia: insights from a multiple case study of dyslexic adults. Brain, 126, 841-865.
Reid, D. K. (1996). Learning disorders: theoretical and research perspectives. In D. K. Reid, W. P. Hresko, & H. L. Swonson, (Eds.), Cognitive approaches to learning disabilities (pp. 213-247). Austin, TX : Pro-Ed.
Reid, D. K., & Button, L. J. (1995). Anna’s story: narratives of personal experience about being labeled learning disabled. Journal of Learning Disabilities, 28(10), 602-614.
Rogers, T. (1991). Dyslexia: a survivor’s story. Journal of Learning Disabilities, 24(2), 121-123.
Satz, P., & Fletcher, J. M. (1988). Early identification of learning disabled children: an old problem revisited. Journal of Consulting and Clinical psychology, 56(6), 824-829.
Schuchardt, K., Maehler, C., & Hasselhorn, M. (2008). Working memory deficits in children with specific learning disorders. Journal of Learning Disabilities, 41(6), 514-523.
Scott, C. M., & Windsor, J. (2000). General language performance measures in spoken and written narrative and expository discourse of school-age children with language learning disabilities. Journal of Speech, Language, and Hearing Research, 43, 324-339.
Scruggs, T.E., & Mastropieri, M. A. (2002）. On babies and bathwater: addressing the problems of identification of learning disabilities. Learning Disability Quarterly, 25(3), 155-164.
Shinn, M. R., Tindal, G. A., & Spira, D. A. (1987). Special Education Referrals as an Index of Teacher Tolerance: Are Teachers Imperfect Tests? Exceptional Children, 54(1), 32-40.
Solso, R. L., O. H. MacLin & M. K. MacLin (2008). Cognitive psychology. Boston: Allyn & Bacon.
Souroulla, A. V., & Kokkinos, C. M. (2009). The role of the teacher in identifying learning disabilities. Journal of Learning Disabilities, 42(6), 483-493.
Specht, J. A., Polgar, J. M., Willoughby, C., King, G., & Brown, E. (2000). A retrospective look at the educational experiences of individuals with disabilities. Exceptionality Education Canada, 10(3), 25-39.
Steele, M. M. (2004). Making the case for early identification and intervention for young children at risk for learning disabilities . Early Childhood Education Journal, 32(2), 75-79.
Swanson, H. L. (1994). Short-term memory and working memory: do both contribute to our understanding of academic achievement in children and adults with learning disabilities? Journal Of Learning Disabilities, 27(1), 34-50.
Swanson, H. L. (1999). Reading comprehension and working memory in learning disabled readers: is the phonlogicia loop more important than the executive system? Journal of Experimental Child Psychology, 72, 1-31.
Tallal, P. (2004). Improving language and literacy is a matter of time. Nature Reviews, 5, 721-728.
Taylor, H. G., Anselmo, M., Foreman, A. L., Schatschnider, C., & Angelpoulos, J. (2000). Utility of kindergarten teaher judgments in identifying early learning problems. Journal of Learning Disabilities, 33(2), 200-210.
Torgesen, J. K. (2000). Individual differences in response to early interventions in reading: the lingering problem of treatment resisiters. Learning Disabilities Research & Practice, 15(1), 55-64.
White, W. J., Deshler, D. D., Schumaker, J. B., Warner, M. M., Aalley, G. R., & Clark, F. L. (1983). The effects of learning disabilities on postschool adjustment. Journal of Rehabilitation, 49 (1), 46-50.
Ysseldyke,Ｊ. E., Algozzine, B., & M. L. Thurlow (2000). Critical issues in special education ( 3rd ed.). Boston: Houghton Mifflin.