幼小銜接課程中－注音符號遊戲課程的實施與規劃

鮑世萍（2017）。運用遊戲式學習於國小一年級注音符號補救教學之行動研究〔碩士論文，淡江大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0002-0606201721254800
邱彥瑄（2005）。國語文動態評量之教學設計－注音符號闖關活動。學生事務─理論與實務，44(2)，75-78。https://www.airitilibrary.com/Article/Detail?DocID=P20171024001-200506-201711030004-201711030004-75-78
成子娟（2022）。幼兒主導和成人說教在幼兒教育實踐中的合理定位－符號理論的視角。教育學報，50(2)，79-96。https://www.airitilibrary.com/Article/Detail?DocID=P20181015001-202212-202212080007-202212080007-79-96
Siok, W. T. (2001). The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition [doctoral dissertation, The University of Hong Kong]. Airiti Library. https://www.airitilibrary.com/Article/Detail?DocID=U0029-1812201200004230
楊琇媄（2018）。The Process of Establishing Classroom Discipline in Chinese Immersion Programs for Children in America〔碩士論文，國立屏東科技大學〕。華藝線上圖書館。https://doi.org/10.6346/THE.NPUST.CC.002.2018.C08