| 2022 |
莊淯茵、朱思穎、孔淑萱 (通訊作者)（2022）。對話式閱讀教學對提升融合班級中發展遲緩幼兒語言能力成效之研究。教育學報，50 (1)，109-132。 【TSSCI】 |
| 2022 |
莊淯茵、朱思穎、孔淑萱*（2022）。對話式閱讀教學對提升融合班級中發展遲緩幼兒語言能力成效之研究。教育學報，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, 37, 2, pp113-123 (SSCI; Q1) |
| 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, 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. 【SSCI】 |
| 2022 |
聞宇珊、孔淑萱 (通訊作者) (2022)。特殊教育評鑑：來自桃竹苗國小特教教師之現場觀點 。特殊教育季刊，163。 |
| 2022 |
Jhuo, R.-A. & Chu, S.-Y. * (2022). A review of parent-implemented Early Start Denver Model for children with autism spectrum disorder. Children, 9, 285. (corresponding author) 【SSCI】 |
| 2022 |
Wang, L.-C.*, & Chung, K. K. H., Do Taiwanese undergraduate students with SLD use different learning strategies than students without these disabilities?, Learning Disabilities Research & Practice, 37, 1, pp6-17 (SSCI; Q1) |
| 2022 |
孫淑柔、李欣蓓（2022）。特殊教育師資生對於108課綱素養導向教學實務能力初探。南投特教半年刊，32，1-7。 |
