Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364-373. doi:10.1598/rt.61.5.1
Ashrafzadeh, A., Don, Z. M., & Meshkat, M. (2015). The effect of familiarity with content knowledge on Iranian medical students’ performance in reading comprehension texts: A comparative study of medical and TEFL students. Language Teaching and Research, 6(3) 524-534. doi: 10.17507/jltr.0603.07
Bastug, M. (2014). The structural relationship of reading attitude, reading comprehension and academic achievement. International Journal of Social Science and Education, 4(4), 931–945.
Best, R.M., Floyd, R. G., & McNamara, D. S. (2008). Differential competencies contributing to children’s comprehension of narrative and expository texts. Reading psychology, 29,137-164.doi:10.1080/02702710801963951
Bosher, S., & Smalkoski, K. (2002). From needs analysis to curriculum development: Designing a course in health-care communication for immigrant students in the USA. English for Specific Purposes, 21(1), 59-79.
Collins, M.F. (2016). Supporting inferential thinking in preschoolers: Effects of discussion on children’s story comprehension, Early Education and Development, 27(7), 932-956. doi: 10.1080/10409289.2016.1170523
Cromley, J.G., Snyder-Hogan, L.E., & Luciw-Dubas, U. A. (2010).Reading comprehension of scientific text: A domain-specific test of the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology, 102(3), 687-700.
De Bot, K., Lowie, W., & Verspoor, M. (2005). Second language acquisition: An advanced resource book. London: Routledge.
Dobbs, T., Neal, G., Hutchings, H.A., Whitaker, I.S., & Milton, J. (2017). The readability of online patient resources for skin cancer treatment. Oncology and Therapy, 5, 149–160.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
Dörnyei, Z., & Csizér, K. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. The modern language journal, 89(1), 19–36.
Fan, Y. C. (2010). The effect of comprehension strategy instruction on EFL learners’ reading comprehension. Asian Social Science, 6(8), 19-29.
Ghent, C. A. (2008). The effectiveness of false correction strategy on science reading comprehension (Unpublished doctoral dissertation). University of Maryland, Maryland.
Guthrie, J. T., & Klauda, S. L. (2014). Effects of classroom practices on reading comprehension, engagement, and motivations for adolescents. Reading Research Quarterly, 49(4), 387-416.
Hellekjaer, M. (2009). Academic English reading proficiency at the university level: A Norwegian case study. Reading in a Foreign Language, 21(2), 198-222.
Isakson, R. L., Isakson, M. B., Plummer, K. J., & Chapman, S. B. (2016). Development and validation of the Isakson survey of academic reading attitudes (ISARA). Journal of College Reading and Learning, 46(2), 113-138.
Johnston, D. (2009). Reading strategies: Inference. Volo: Don Johnston Incorporated
Jordan, R. R. (1997). English for academic purposes: A guide and resource book for teachers. Cambridge: Cambridge University Press.
Karahan, F. (2007). Language attitudes of Turkish students towards the English language and its use in Turkish context. Journal of Arts and Sciences, 7, 73–87.
Kispal, A. (2008). Effective teaching of inference skills for reading. Slough: National Foundation for Educational Research
Klapwijk, N. M. (2012). Reading strategy instruction and teacher change: Implications for teacher training. South African Journal of Education, 32(2), 191-204.
Leong, F., & Austin, J. (2006). The psychology research handbook. Thousand Oak: Sag
Levin, J.R. (2008). The unmistakable professional promise of a young educational psychology research and scholar. Educational Psychologist, 43, 70–85.
Long, M. H. (2005). Second language needs analysis. Cambridge: Cambridge University Press.
Lockhart, R.S., & Craik, H.L.M. (1990). Levels of processing: A retrospective commentary on a framework for memory research. Canadian Journal of Psychology, 44(1), 87-112.
Mahato, A. (2016). Assessing the information need and information seeking behavior Of B. Ed students of Nandalal Ghosh B.T. College: A case study. International Journal of Innovative Research and Advanced Studies, 3(7), 351-358.
Martin, V., & Pressley, M. (1991). Elaborative-interrogation effects depend on the nature of the question. Journal of Educational Psychology, 83, 113–119.
Mistar, J., Zuhairi.A., & Yanti.N. (2016). Strategies training in the teaching of reading comprehension for EFL learners in Indonesia. English Language Teaching, 9(2), 49-56. doi:10.5539/elt.v9n2p49
Medina, S. L. (2011). Effects of strategy instruction in an EFL reading comprehension course: A case study. Profile, 14(1), 79-89.
Moss, J., Schunn, Ch., Schneider, W., McNamara, D., & VanLehn, K. (2011). The neural correlates of strategic reading comprehension: Cognitive control and discourse comprehension. NeuroImage, 58, 675-686
McNamara, D.S. (2007). Reading comprehension strategies. Theories, interventions and technologies. New York: Lawrence Erlbaum Associates.
Nassaji, H. (2002). Schema theory and knowledge-based processes in second language reading comprehension: A need for alternative perspectives. Language Learning, 52(2), 439–481. doi:10.1111/0023-8333.00189
Norris, S.P., & Phillips, L.M., (1987). Explanations of reading comprehension: Schema theory and critical thinking theory. Teachers College Record, 2, 281–306.
Oostdam, R., Blok, H., & Boendermaker, C. (2015). Effects of individualized and small-group guided oral reading interventions on reading skills and reading attitude of poor readers in grades 2–4. Research Papers in Education, 30(4), 427-450.
Rasinski, T. V., Chang, S. C., Edmondson, E., Nageldinger, J., Nigh, J., Remark, L., ... & Paige, D. D. (2017). Reading fluency and college readiness. Journal of Adolescent & Adult Literacy, 60(4), 453-460.
Rubin, A. (2010). Statistics for evidence-based practice and evaluation (2nd ed.). Belmont: Cengage Learning.
Shahriza Abdul Karim, N., & Hasan, A. (2007). Reading habits and attitude in the digital age: Analysis of gender and academic program differences in Malaysia. The Electronic Library, 25(3), 285-298.
Top of Form
Silva, M., & Cain, K. (2015). The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension. Journal of Educational Psychology, 107(2), 321-331. doi:10.1037/a0037769
Smith, N. B. (2002). American reading instruction (Special ed.). Newark: International Reading Association.
Smith, F. (2004). Understanding reading: A psycholinguistic analysis of reading and learning to read. Hillsdale: Lawrence Erlbaum.
Smith, B.L., Holliday, W.G., Austin, H.W. (2010). Students' comprehension of science textbooks using a question‐based reading strategy. Journal of Research in Science Teaching, 47(4), 363-379.
Taghizadeh, M., & Khalili, M. (2019). Engineering students’ academic reading comprehension: The contribution of attitude, breadth and depth of vocabulary knowledge. Iranian Journal of English for Academic Purposes, 8(1), 49-66.
Tavakoli, M., & Hayati, S. (2011). The relationship between lexical inferencing strategies and L2 proficiency of Iranian EFL learners. Journal of Language Teaching and Research, 2(6), 1227-1237.
Woloshyn, V., Pressley, M., & Schneider, W. (1992). Elaborative interrogation and prior knowledge effects of learning of facts. Journal of Educational Psychology, 86, 79–89.
Yin, Z. (2013). Infer the meaning of unknown words by sheer guess or by clues? – An exploration on the clue use in Chinese EFL learner’s lexical inferencing. English Language Teaching, 6(11), 29-37. doi:10.5539/elt.v6n11p29
Zwiers, J. (2004). Building reading comprehension habits in Grades 6-12: A toolkit of classroom activities. Newark: International Reading Association.