| 2022 |
Wang, L.-C.*, Liu, D., Kwan-Chen, L. Y. L., Chung, K. K. H., & Chen, J.-K., Lower prosodic sensitivity in Chinese children with dyslexia and its impact on Chinese reading., Dyslexia, vol. Advanced online publication (SSCI; Q2) |
| 2022 |
Chen, J.-K.*, Chang, C.-W., Lin, C.-Y., & Wang, L.-C., An investigation of longitudinal associations between psychological distress and student victimization by teachers, Journal of Interpersonal Violence, vol. Advanced online publication (SSCI; Q1) |
| 2022 |
王文洁、卓容安、朱思颖*(2022)。核心反应训练融入辅助沟通系统提升无口语特殊幼儿沟通能力之成效。特教论坛，32，1-19。(通讯作者) |
| 2022 |
庄淯茵、朱思颖、孔淑萱*（2022）。对话式阅读教学对提升融合班级中发展迟缓幼儿语言能力成效之研究。教育学报，50 (1)，109-132。 【TSSCI】 |
| 2022 |
庄淯茵、朱思颖、孔淑萱 (通讯作者)（2022）。对话式阅读教学对提升融合班级中发展迟缓幼儿语言能力成效之研究。教育学报，50 (1)，109-132。 【TSSCI】 |
| 2022 |
Wang, L.-C.*, Chen, J.-K., & Tsai, H.-J., Anxiety and reading comprehension of Chinese children with and without reading disabilities: The role of processing speed, Learning Disabilities Research & Practice, vol. 37, 2, pp. 113-123 (SSCI; Q1) |
| 2022 |
李品谕、朱思颖*(2022)。特殊需求幼儿同侪关系研究之文献回顾。身心障碍研究季刊，20(1)，17-31。 |
| 2022 |
Chu, S.-Y. (2022). Culturally responsive teaching efficacy in inclusive education at Taiwanese preschools. Asia-Pacific Journal of Teacher Education, 50(1), 97-114.【SSCI, IF:2.390, Q1】 |
| 2022 |
Liu, D.*, Xu, Z., & Wang, L.-C.*, The interaction between morphological awareness and word detection skills in predicting speeded passage reading in primary and secondary school Chinese readers, Frontiers in Psychology, vol. 13, pp. .-802005 (SSCI; Q2) |
| 2022 |
Vardy, E., Al Otaiba, S., Breadmore, H., Kung, S. H., Petursdottir A., Zaru, M.,& McMaster, K. (2022). Teacher- researcher partnership in the translation and implementing of PALS (Peer Assisted Learning Strategies): An international perspective. Journal of Research in Reading, 45(3), 517-532. 【SSCI】 |
