Alderson, J. C. (1984). Reading in a foreign language: A reading problem or a Language problem? In J. C. Alderson and A. H. Urquahart (Eds.). 1984: Reading in a foreign language. London: Longman.
Allen, E. D., Bernhardt, M. T., and Demel, M. (1988). Comprehension and text Genre: Analysis of secondary school foreign language readers. Modern Language Journal, 72, 163-72.
Al-Melhi, A. M. (2000). Analysis of Saudi college students, reported and actual strategies along with their metacognitive awareness as they read in English as a foreign language. Dissertation Abstracts International: The Humanities and Social Sciences, 60, 7, Jan, 2465-A.
Auerbach, E. R., & Paxton, D. (1997). It's not the English thing: Bringing reading research into the ESL classroom. TESOL Quarterly, 31, 237-261.
Ayaduray, J. & Jacobst, G. M. (1997). Can learners strategy instruction succeed? The case of higher order questions and elaborated responses. System, 25, 561-570.
Barnett, M. A. (1988). Reading through context: How real and perceived strategy affects L2 comprehension. The Modern Language Journal, 72(2),150-162.
Benito, Y. M., Foley, C. L., lewis, C. D. & Prescott, P. (1993). The effect of instruction in question-answer relationships and metacognition on social studies comprehension. Journal of Research in Reading, 16(1), 20-29.
Brantmeier, C. (2002
). The effect of passage content on second language reading comprehension by gender across instruction levels. In J. Hammadou Sullivan. Literacy and the second language learner.
Greenwich, CT: Information Age Publishing.
Brown, A., & Palincsar, A. (1989). Guided cooperative learning and individual acquisition. In L. B. Resnil (Ed.). Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 393-451). Hillsdale, NJ: Erlbaum.
Carrell, P. L. (1985). Facilitating ESL reading by teaching text structure. TESOL Quartely, 19, 727-757.
Carrell, P. L. (1989). Metacognitive awareness and second language reading. TESOL Quarterly, 73,121-134.
Carrell, P. L. (1991). Second language reading: Reading ability or language proficiency? Applied Linguistics, 12, 159-79.
Carrell, P. L., Pharis, B. G., & Liberto, J. G. (1989). Metacognitive strategy training for ESL reading. TESOL Quarterly, 20, 463-494.
Carver, R. P. (1994). Percentage of unknown vocabulary words in text as a function of the relative difficulty of the text: Implications for instruction. Journal of Reading Behavior, 26 (4), 413-437.
Chamot, A. U. & O'Malley, J. M (1994). The CALLA Handbook:
Implementing the Cognitive Academic Language Learning Approach. MA: Addison Wesley.
Clark, M. A. (1979). Reading in Spanish and English: Evidence from adult ESL students. Language Learning, 29, 121-50.
Cohen, A. D. (1998). Strategies in learning and using a second language. NY: Addison Wesley Longman Limited.
Cohen, A. D., Weaver, S. F., & Li, T. (1998). The impact of strategic-based instruction on speaking a foreign language. In A. Cohen (Ed.). Strategies in learning and using a second language (pp. 107-56). London Longman.
Connor, C. M. C., Morrison, F. J. & Petrella, J. N. (2004). Effective reading comprehension instruction: Examining child x instruction interactions. Journal of Educational Psychology, 96(4), 682-698.
Davis, D. S. (2010). A meta-analysis of comprehension strategy instruction for upper elementary and middle school students. Unpublished Ph.D. dissertation. Vanderbilt University, America.
Derahaki, M. (2008). Examining the vocabulary load of the senior-high school English text-book. Unpublished master's thesis, Shiraz University, Iran.
Hosenfeld, C. (1977). A preliminary investigation of the reading strategies of successful and non-successful second language learner. System, 5, 110-123.
Jimenez, R. T., Garcia, G. E., and Pearson, P. D. (1995). Three children, two languages, and strategic reading: Case studies in bilingual/monolingual reading. American Educational Research
Journal, 32, 31-61.
Khosravi, A. A. (2000). The effect of scanning and skimming on the rate of and reading comprehension of Iranian EFL learners. Master thesis, Shiraz University, Iran.
Kintsch, W., & Kintsch, E. (2005). Comprehension. In S.G. Paris & S. A. Stahl (Eds.). Children’s reading:Comprehension and assessment (pp. 71-92). Mahwah,NJ: Lawrence Erlbaum Associates.
Knight, S. L., Pardon, Y. N., & Waxman, H. C. (1985). The cognitive reading strategies of ESL students. TESOL Quarterly, 19, 789-792.
Koda, K. (2005). Insights into second language reading. A cross-linguistic approach. Cambrige: Cambridge University Press.
Lee, J. W. and Schallert, D. L. (1997). The relative contribution of L2 language proficiency and L1 reading ability to L2 reading performance: A Test of the Threshold Hypothesis in an EFL Context. TESOL, 31(4), 713-39.
Maccaro, E. (2001). Learning strategies in foreign and second language classrooms. Continuum. London and New York.
McKeown, M. G., Beck, I. L, & Blake, R. G. K. (2009). Rethinking reading comprehension instruction: A comparison of instruction for strategies and cont approaches. Reading Research Quarterly, 44(3), 218-253.
Mehrpoor, S. (2004). A causal model of factors affecting reading comprehension performance of Iranian learners of English as a foreign language. Unpublished Doctoral Dissertation. Shiraz University, Iran.
Mosallae-pour, A. (1997). The impacts of L1 reading comprehension and L2 proficiency on L2 reading comprehension. Master's Thesis, Shiraz Azad University, Iran.
Nation, P. (2006). How large a vocabulary is needed for reading and listening. The Canadian Modern Language Review 63, (1), 59-82.
O’Malley, J. M. & Chamot, A. U. (1990). Learning strategies in second language acquisition. New York: Cambridge University Press.
O'Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Russo, R. P., and Kupper, L. (1985b). Learning strategy applications with students of English as a second language. TESOL Quarterly, 19, 557-584.
Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House Publishers.
Pani, S. (2003). Reading strategy instruction through mental modeling. ELT Joiurnal, 58 (4), 355-362.
Rausch, A. S. (2000). Language learning strategies instruction and language use applied to foreign language reading and writing: A simplified "menu" approach. Literacy Across Cultures, 4, 1, 18-24.
Rusciolelli, J. (1995). Student responses to reading strategies instruction. Foreign Language Annals, 28(2), 262-273.
Salataci, R. & Akyel, A. (2002). Possible effects of strategy instruction on L1 and L2 reading. Reading in a foreign language, 14 (1). 234-255.
Shang, Hui-Fang (2010). Reading strategy use, self-efficacy and EFL reading comprehension. Asian EFL Journal, 12 (2), 18-42.
Shokrpour, N. & Fotovatian, S. (2009). Effects of consciousness raising of metacognitive strategies on EFL students' reading comprehension. ITL – International Journal of Applied Linguistics, 157, 75-92.
Soonthornmanee, R. (2002). The effect of the reciprocal teaching approach on the reading comprehension of EFL students. RELC Journal, 33, 125-141.
Williams, M., & Burden, R. (1997). Psychology for language teachers. Cambridge: Cambridge University Press.
Wright, M. & Brown, P. (2006). Reading in a modern foreign language: exploring the potential benefits of reading strategy instruction. Language Learning Journal, 33, 22-33.
Yaali Jahromi, A. (2002). The relationship between Iranian EFL learners' sex, and level of proficiency, and their reading comprehension strategy use. MA. Thesis, Shiraz Azad University, Iran.
Yamashita, J. (1999). Reading in a first and foreign language: A study of reading comprehension in Japanese (the L1) and English (the L2). PH.D thesis. Lancaster University, UK.
Yau, J. C. (2005). Two Mandarin readers in Taiwan: Characteristics of children with higher and lower reading proficiency levels. Journal of Research in Reading, 28(2), 108-123.
Zhicheng, Z. (1992). The effects of teaching reading strategies on improving reading comprehension for ESL learners. Paper presented at the annual meeting of the Mid-South Education Association, Knoxv-11c, TN, ERIC Document Reproduction Service No. ED 365643.