Oller (Ed.), Issues in language testing research. (pp.253-268). U.S.A: Newbury House.
Farhady, H. Jafarpoor, A., & Birjandi, P. (1994). Language skills testing: from theory to practice: Tehran: SAMT.
Farhady. H. (1998). Constructing reading comprehension tests. Roshd FLTJ. Vol.13-No. 49:37-48
Fries, C. C. (1963). Teaching and learning English as a foreign language. Ann Arbor: University of Michigan Press.
Gajria, M., Jitendra, A.K., Sood, S., & Gabriell, S. (2007). Improving comprehension of expository text in students with LD. Journal of Learning Disabilities, 40, 210-225.
Gear, J. (1993). Cambridge preparation for the TOEFL test. USA: CUP.
Geva, E. (1992). The role of conjunctions in L2 text comprehension. TESOL Quarterly, 26(4), 731-747.
Golder, C., & Coirier, P. (1994). Argumentative text writing: Developmental trends. Discourse Processes, 18, 187–210.
Goldman, S. R., Graesser, A. C., & van den Broek, P. (1999). Narrative comprehension, causality, and coherence: Essays in honor of Tom Trabasso. Princeton, NJ: Erlbaum.
Goodman, K.S., (1970). Reading: A psycholinguistic guessing game. Newark DE: International reading association.
Goodman, K.S., (1973). Analysis of oral reading miscues. In Smith, F. (E.d.). Psycholinguistics and reading. NY: Holt, Rinehart and Winston. (p. 162).
Goldman, S. R., Saul, E., & Cote, N. (1995). Paragraphing, reader, and task effects on discourse comprehension. Discourse Processes, 20(3), 273–305.
Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25 (3), 375-397.
Grabe, W. (2002). Second language reading. In R.B. Kaplan (ED.), The oxford handbook of applied linguistics. Oxford: Oxford University Press.
Grabe, W., & Stoler, F. L. (2002). Teaching and researching reading. Harlow: Longman.
Graesser, A. C. (2007). An introduction to strategic reading comprehension. In D. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp. 3-26). Mahwah, NJ: LEA.
Graesser, A., Golding, G. M., & Long, D. L. (1991). Narrative representation and comprehension. In B. R. Kamil, M. Mossenthal, & P. Pearson (Eds.), Handbook of reading research II (PP. 171-204). White Plains, NY: Longman.
Graesser, A. C, Millis, K. K., & Zwaan, R. A. (1997). Discourse comprehension. Annual Review of Psychology, 48, 163–189.
Grellet, F. (1981). Developing reading skills. A practical guide to reading comprehension exercises. Cambridge: CUP.
Gersten, R., Fuchs, L., Williams, J., & Baker, S. (2001). Teaching reading
comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71, 279-320.
Hadley, P. (1998). Language sampling protocols for eliciting text-level discourse. Language, Speech, and Hearing Services in School, 29, 132-147.
Hallahan, D.P., & Kauffman, J.M. (1994). Exceptional children (6th ed.). Needham Heights, MA: Allyn & Bacon.
Halliday, M.A.K, & Hassan, R. (1976). Cohesion in English. London: Longman.
Halliday, M.A.K., & Hassan, R. (1985). Language, context, and text: aspects of language in a social-semiotic perspective.
Hammond, J., Burns, A., Joyce, H., Brosnan, D., & Gerot, L. (1992). English for social purposes: A handbook for teachers of adult literacy. Sydney: National Centre for English Language Teaching and Research, Macquarie University.
Haria, P., MacArthur, C., Santoro, L. E. (2010).The effects of teaching a text-structure based reading comprehension strategy on struggling fifth grade students’ ability to summarize and analyze written arguments. Society for Research on Educational Effectiveness, 1-9.
Harmer, J. (2001). The practice of English language teaching. (3rd ed.). Harlow, UK: Longman.
Harvey, S. & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance understanding. Portland, ME: Stenhouse.
Hatim, B., & Mason, I. (1990). Discourse and the translator. London: Longman.
Hatim, B. and Mason, B. 1997. The Translator as Communicator. London and New York: Routledge.
Hayashi, K. (1999). Reading strategies and extensive reading in EFL classes. RELC Journal, 30(2), 114-132.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford. Oxford University Press.
Hedge, Tricia. (2003). Teaching and learning in the language classroom. UK: OUP.
Hoey, M. (1983). On the surface of discourse. London: Allen and Unwin.
Hoey, M. (1986). Clause relations and the writer’s communicative task. In B. Couture (Ed.), Functional approaches to writing: Research perspectives (pp. 120-141). Norwood, NJ: Ablex.
Hong-Nam, K.& Leavell, A. G. (2007). A Comparative study of language learning strategy use in an EFL context: Monolingual Korean and bilingual Korean-Chinese University students. Asia Pacific Education Review, 8 (1), 71-88
Hoyt, L. (1999). Revisit, reflect, retell: Strategies for improving reading comprehension.
Portsmouth, NH: Heinemann.
Hsu, S. C. (2004). Reading comprehension difficulty and reading strategies of junior high school EFL students in Taiwan. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Janzen, J. (1996). Teaching strategic reading. TESOL Journal , 3:112-25.
Jennings, J.H., Caldwell, J., & Lerner, J.W. (2006) Reading problems assessment and teaching strategies. (5th ed.). Boston: Pearson Education.
Joyce, L. H.; Windy, A. R.; & Constance, D. Q. (1998). Written language comprehension in younger and older adults. Journal of Speech, Language, and Hearing Research, 41: 603-618.
Kennedy, G. (1998). An introduction to corpus linguistics. London: Longman.
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.
Kim, H. & Krashen, S. (1997). Why don’t language acquirers take advantage of the power of reading? TESOL Journal, (6)3, 26-28.
Knudson, R.E. (1992). Analysis of argumentative writing at two grade levels. Journal of Educational Research, 85, 169-179.
Knudson, R. E. (1992). The development of written argumentation: An analysis and comparison of argumentative writing at four grade levels. Child Study Journal, 22, 167–184.
Knudson, R. E. (1994). An analysis of persuasive discourse: Learning how to take a stand. Discourse Processes, 18, 211–30.
Kozmnsky, E. (1977). Altering comprehension: The effect of biasing titles on text comprehension. Memory & Cognition, 5(4), 482–490.
Krashen, S. (1982). Principles and practice III second language acquisition. Oxford: Pergamon.
Kubota, R. (2003). New approaches to gender and race in second language writing. Journal of second language writing, 12 (3), 31-47.
Larson, M., Britt, M.A., & Larson, A.A. (2004). Disfluencies in comprehending argumentative texts. Reading Psychology, 25, 205-224.
Laura, M.S. Fuchs, L. S. (2002), Examining the reading difficulty of secondary students with learning disabilities: Expository versus narrative text. Journal of Educational Research, 23: 31-42
Lee D. (2001), Genres, Registers, Text types, Domains, and Styles: Clarifying the concepts and navigating a path through the BNC Jungle, Language Learning and Technology, Vol. 5, Num. 3, 37-72.
Lipson, M. Y., & Wixon, I. K. (1986). Reading Disability research: An interactive perspective. Review of Educational Research, 56, 111-136.
Loew, H. Z. (1984). Developing strategic reading skills. Foreign Language Annals, 17: 301-303. In Chastain (1988). Developing Second Language Skills: Theory and Practice (3rd Ed.). Chicago: HBJ.
Lorch, R. F., & Lorch, E. P. (1995). Effects of organizational signals on textprocessing strategies. Journal of Educational Psychology, 87(4), 537–544.
Lorch, R. F., & Lorch, E. P. (1996). Effects of organizational signals on free recall of
expository text. Journal of Educational Psychology, 88(1), 38–48.
Lorch, R. F., Lorch, E. P., Inman,W. E. (1993). Effects of signaling topic structure on text recall. Journal of Educational Psychology, 85(2), 281–290.
Lorch, R. F., Lorch, E. P. & Kluswitz, M. A. (1993). College Students conditional knowledge about reading. Journal of Educational Psychology, 85 (2), 239-252.
Mandler, J. M., & Johnson, N. S. (1977). Remembrance of things parsed: Story structure and recall. Cognitive Psychology, 9, 111–151.
Manset-Williamson, G. & Nelson, J.M. (2005). Balanced, strategic reading instruction for upper-elementary and middle school students with reading disabilities: A comparative study of two approaches. Learning Disability Quarterly, 28, 59-74
Martinez, J. M. (1989). The silent reading strategies in Spanish and English of fourth-grade bilingual pupils. Ph.D. Dissertation. Hofstra University.
May, F. B. (2001). Unraveling the seven myths of reading. US: Allyn and Bacon.
McCann, T.M. (1989). Student argumentative writing knowledge and ability at three grade levels. Research in Teaching of English, 23, 62-72.
Mc Carthy, M., & Carter, R. (1994). Language as discourse: perspectives for language teaching. New York: Longman.
McKenna, M. & Stahl, S. (2003). Assessment for reading instruction. NY: Guilford Press. Rathvon, N. (2004). Early reading assessment: A practitioner’s handbook. NY: Guilford Press. Southwest Educational Development Lab. Reading assessment database for grades k-2.
McNamara, D. S. (2004). SERT: Self-Explanation Reading Training. Discourse Processes, 38, 1–30.
Meyer, B. (1975). The organisation of prose and its effects on recall. New York. North Holland.
Meyer, B.J., & Freedle, R.O. (1984). Effects of discourse type on recall. American Educational Research Journal, 21(1) 121-143.
Meyer, B.J., & Rice, G.E. (1984). The structure of text. In P.D. Pearson, R. Barr, M.L. Kamil, P. Mosenthal (Eds.), Handbook of reading research, (Vol.1). White Plains, NY: Longman
Meyer, B. J. F., & Rice, G. E. (1989). Prose processing in adulthood: The text, the reader, and the task. In L. W.