| 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 |
王文潔、卓容安、朱思穎*(2022)。核心反應訓練融入輔助溝通系統提升無口語特殊幼兒溝通能力之成效。特教論壇，32，1-19。(通訊作者) |
| 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 |
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 |
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 |
李品諭、朱思穎*(2022)。特殊需求幼兒同儕關係研究之文獻回顧。身心障礙研究季刊，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】 |
