Biber D. (1988), Variations across speech and writing, Cambridge University Press, Cambridge.
Biber D. (1989), A typology of English texts, Linguistics, Vol. 27, 3-43.
Biber, D. (1993). Representativeness in corpus design. Literary and Linguistic Computing, 8(4), 243-257
Biber, D. & Finegan, E. (1986). An initial typology of text-types. In J. Aarts & W. Meijs (Eds.), Corpus linguistics II (pp. 19-46). Amsterdam: Rodopi.
Blakemore, D. (1987). Linguistic constraints on pragmatic interpretation: A reassessment of linguistic semantics. Behavioral and Brain Sciences, 10(4), 712–713.
Blakemore, D. (2000). Indicators and procedures: Nevertheless and but. Journal of Linguistics, 36, 463–486.
Block, E. (1986). The comprehension strategies of second language readers. TESOL Quarterly, 20 (3), 463-494.
Block, C.C., Gambrell, L.B., & Pressley, M. (Eds.). (2002). Improving comprehension instruction: Rethinking research, theory, and classroom practice. San Francisco: Jossey-Bass
Block, C. C., & Johnson, R. (2002). The thinking process approach to comprehension development: Preparing students for their future comprehension challenges. In C. C. Block, L. Gambrell, & M. Pressley (Eds.), Improving comprehension instruction: Rethinking research, theory, and classroom practice (pp. 54-70). Newark, DE: International Reading Association.
Bloomfield, L., 1933, Language. New York: Henry Holt, Rinehart & Winston. In Celce-Murcia, M. (Ed.) (1991).
Britt, M. A., & Larson, A. A. (2003). Constructing representations of arguments. Journal of Memory & Language, 48(4), 794–810.
Broukal, M. & Nolan-Woods, E. (1991). NTC’S preparation for the TOEFL. Illinois: NTC Publishing Group.
Brown, A. L., Bransford, J. D., Ferrara, R, A., and Campione, J. C. (1983). Learning, remembering, and understanding. In J. H. Flavell and M. Markman (Eds.), Carmichael’s manual of Child Psychology; vol. 3, pp. 77-166. New York: Wiley.
Brown, H.D. (1987). Principles of Language learning and Teaching Engleweed Cliffs, Prentice Hall, Inc.
Brown, H. D. (1994). Principles of language learning and teaching. (3rd Ed.). NJ: Englewood Cliffs, Prentice-Hall.
Brown, H.D. (2000). Principles of language learning and teaching. Forth edition. New York. Pearson Education.
Brown, H. (2001). Teaching by principles: An interactive approach to language pedagogy. New York: Longman
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.
Calfee, R.C., & Curley, R. (1984). Structures of prose in content areas. In J. Flood (Ed.), Understanding reading comprehension. Newark, DE: International Reading Association.
Calfee, R.C., & Drum, P. (1986). Research on teaching reading. In M.C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 804–849). New York: Macmillan.
Camiciottoli, B. C. (2003). Metadiscourse and ESP reading comprehension: An exploratory study. Reading in a Foreign Language, 15(1), 51-69.
Carrel, P. L. (1985). Facilitating ESL reading by teaching text structure. TESOL Quarterly, 19(4), 727-753.
Carrell, P.L. (1988). Some Causes of Text-boundedness and Schema Interference in ESL Reading. In Carrell, P.L., Devine, J. and Eskey, D.E. (eds) (1988) Interactive Approaches to Second Language Reading. Cambridge: CUP.
Carrell, P. L. (1989). Metacognitive awareness and second language reading. The Modern Language Journal, 73(2), 121-134.
Carrel, P.L., & Eisterhold, J.C. (1983). Schema theory and ESL reading pedagogy. In Carrell, P.L., Devine, J. and Eskey, D.E. (Eds), interactive approaches to second language reading. Cambridge: CUP.
Carrell, P. L., Pharis, B. G., & Liberto, J. G. (1989). Metacognitive strategy training for ESL reading. TESOL Quarterly, 20, 463-494.
Carter, R., Nunan, D. (2001). The Cambridge guide to teaching English to speakers of other languages. Cambridge University Press.
Caverly, D. (1997). Teaching reading in a learning assistance center. (ERIC Document Reproduction Services No. ED 478 373)
Celce-Murcia, M. (1991). Teaching Englisg as a second or foreign language. Boston: Heinle & Heinle publishers.
Celce-Murcia, M. (2001). Teaching English as a second or foreign language. (3rd ed.). New York: Cambridge University Press.
Chall, J. S, Bissex, G. L., Conrad, S. S., & Harris-S. S. (1996). Qualitative assessment of text difficulty: A practical guideline for teachers and writers. Cambridge: Brookline Books.
Chambliss, M.J. (1995). Text cues and strategies successful readers use to construct the gist of lengthy written arguments. Reading Research Quarterly, 30, 778-807.
Chambliss, M. J., & Murphy, P. K. (2002). Fourth and fifth graders representing the argument structure in written texts. Discourse Processes, 34(1), 91–115.
Chamot, A, U., and Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22: 13-24.
Chandrasegaran, A. 2008. NNS students´ arguments in English: Observations in formal and informal contexts. Journal of Second Language Writing, 17: 237-254.
Chastain, K. (1988). Developing Second Language Skills: Theory and Practice (3rd Ed.). Chicago: HBJ.
Chastain, K. (1988). Developing Second Language Skills: Theory and Practice. USA. Harcourt Brace Jovanovich, Inc.
Chen, B. C. (1999). Discrepancy of reading strategies for academic purposes between high achievers and low achievers at a junior college in Taiwan. The proceedings of the Eight International Symposiums on English Teaching (pp. 223-234).
Ciborowski, J. (1992). Textbooks and the students who can’t read them. Cambridge: Brookline Books.
Clarke, M.A. (1980). The short circuit hypothesis of ESL reading–or when language competence interferes with reading performance. Modern language Journal, 64, 203-209.
Cohen, A. D. (1990). Language learning: Insights for learners, teachers, & researchers. NY: Newbury House Publishers.
Cook, L.K.(1983). Instructional effects of text structure-based reading strategies on the comprehension of scientific prose. Unpublished doctoral dissertation, university of California, Santa Barbara
Cook, V. (1991). Language learning strategies: How do listeners vary in their approaches to L2 learning? Second Language Learning and Teaching. London: Edward Arnold.
Coquin-Viennot, D., & Coirier, P. (1992). Structures of argumentative discourse: Effects of type of referential space. European Journal of Psychology of Education, 7(3), 219–229.
Courier, P. (1996). Composing argumentative texts: cognitive and/or textual complexity. In G. Rijlaarsdam, H. Van den Bergh, & M. Couzijn (Eds). Effective teaching and learning of writing: Current trends in empirical research. Amsterdam: Amsterdam University Press.
Crombie, W. (1985). Discourse and language learning: A relational approach to syllabus design. Oxford, UK: Oxford University Press.
Davies, F. (1995). Introducing Reading. Longman: Penguin English.
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.
Davy, E. & Davy, K. (1984). TOEFL: Reading comprehension and vocabulary workbook. USA: Prentice Hall Press.
De Beaugrande, R., & Dressler, W. (1981). Introduction to text linguistics. New York: Longman.
Degand, L. & Sanders, T. (2002), The impact of relational markers on Expository text comprehension in L1 and L2. Reading and Writing. 15 (7-8), 739-758
Denis, M. (1982). Imaging while reading text: A study of individual differences. Memory and Cognition, 10: 540-545
Dowdy, N.S. (1998). The effect of teaching rebuttal skills on the written arguments of
collegue students. University of Delaware.
DuBay, W. H. 2004. The Principles of Readability. Costa Mesa: Impact Information.
Dubin, F., & Olshtain, E. (1986). Course design: developing programs and materials for language learning. Cambridge: Cambridge Uuniversity Press.
Duffy, P. (1993). Strategic reading. Rosslyn, Va.: InterAmerica Research Associates.
Duthie, C. (1996). True stories: Nonfiction literacy in the primary classroom. New York: Stenhouse.
Dymock, S. (2005). Teaching expository text structure awareness. The Reading Teacher, 59(2), p. 177-182.
Eagles 1996. EAGLES preliminary recommendations on text typology. EAGLES Document EAG-TCWG-TTYP/P, Version of June, 1996, available at: http:/ /www.ilc.cnr.it/EAGLES96/texttyp/texttyp.html
Ellis, R. (2004). Task-base language learning and teaching. Oxford. Oxford University Press.
Englert, C.S., Raphael, T.E., Anderson, L.M., Gregg, S.L., & Anthony, H.M. (1989). Exposition: Reading, writing, and the metacognitive knowledge of learning disabled students. Learning Disabilities Research, 5(1), 5-24.
Englert, C.S., & Thomas, C.C. (1987). Sensitivity to text structure in reading and writing: A comparison between learning disabled and non-learning disabled students. Learning Disability Quarterly, 10, 93-105.
Eskey, D. (2005). Reading in a second language. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 563–580). Mahwah, NJ: Erlbaum.
Eskey, D.E. (1988). Holding in the Bottom: an Interactive Approach to the Language Problems of Second Language Readers. In Carrell, P.L., Devine, J. and Eskey, D.E. (Eds).
Eskey, D.E. and Grabe, W. (1988) “Interactive Models for Second Language Reading: Perspectives on Instruction,” in Carrell, P.L., Devine, J. and Eskey, D.E. (eds) (1988) Interactive Approaches to Second Language Reading. Cambridge: CUP.
Faigley, L., & Meyer, P. (1983). Rhetorical theory and readers’ classification of text types. Text 3: 305–325.
Fairclough, N. (1995). Critical discourse analysis: the critical study of language. New York: Longman.
Farhady, H. (1983). New directions for ESL proficiency testing. In J.W.