Adams, M. J., & Collins, A. (1978). A schema-theoretic view of reading: Eric Reports.
Ary, D., Jacobs, L. C., Sorensen, C. K., & Walker, D. (2010). Introduction to research in education. Cengage Learning.
Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading comprehension. Eric Reports.
Anderson, R. C., Reynolds, R. E., Schallert, D. L., & Goetz, E. T. (1977). Frameworks for comprehending discourse. American educational research journal, 14(4), 367-381.
Bartlett, F. C. (1932). Remembering: An experimental and social study. Cambridge: Cambridge University.
Birch, S., & Rayner, K. (2010). Effects of syntactic prominence on eye movements during reading. Memory & cognition, 38(6), 740-752.
Bransford, J. D., & Johnson, M. K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of verbal learning and verbal behavior, 11(6), 717-726.
Carrell, P. L. (1987). Content and formal schemata in ESL reading. TESOL quarterly, 21(3), 461-481.
Carrol, G., & Conklin, K. (2014). Getting your wires crossed: Evidence for fast processing of L1 idioms in an L2. Bilingualism: Language and Cognition, 17(4), 784-797.
Carrol, G., & Conklin, K. (2015a). Eye-tracking multi-word units: some methodological questions. Journal of Eye Movement Research, 7(5), 1-11.
Carrol, G., & Conklin, K. (2015b). Cross language lexical priming extends to formulaic units: Evidence from eye-tracking suggests that this idea ‘has legs’. Bilingualism: Language and Cognition, 1-19.
Dussias, P. E. (2010). Uses of eye-tracking data in second language sentence processing research. Annual Review of Applied Linguistics, 30, 149-166.
Godfroid, A., Loewen, S., Jung, S., Park, J.-H., Gass, S., & Ellis, R. (2015). Timed and untimed grammaticality judgments measure distinct types of knowledge. Studies in Second Language Acquisition, 37(2), 269-297.
Godfroid, A., & Spino, L. A. (2015). Reconceptualizing reactivity of think-alouds and eye tracking: absence of evidence is not evidence of absence. Language Learning, 65(4), 896-928.
Godfroid, A., & Uggen, M. S. (2013). Attention to irregular verbs by beginning learners of German. Studies in Second Language Acquisition, 35(2), 291-322.
Godfroid, A., & Winke, P. (2015). Investigating implicit and explicit processing using L2 learners’ eye-movement data. Implicit and Explicit Learning of Languages, 48, 325-348.
Huey, E. B. (1912). The present status of the Binet scale of tests for the measurement of intelligence. Psychological bulletin, 9(4), 160-168.
Hutson, J., Smith, T., Magliano, J., Heidebrecht, G., Hinkel, T., Tang, J. L., & Loschky, L. (2015). Eye Movements While Watching Narrative Film: A Dissociation of Eye Movements and Comprehension. Journal of Vision, 15(12), 116-116. doi:10.1167/15.12.116
Johnson, P. (1981). Effects on reading comprehension of language complexity and cultural background of a text. TESOL quarterly, 15(2), 169-181.
Kaakinen, J. K., & Hyönä, J. (2010). Task effects on eye movements during reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(6), 1561.
Lai, M. L., Tsai, M. J., Yang, F. Y., Hsu, C. Y., Liu, T. C., Lee, S. W. Y., ... & Tsai, C. C. (2013). A review of using eye-tracking technology in exploring learning from 2000 to 2012. Educational Research Review, 10, 90-115.
Liu, P.L. (2014). Using eye tracking to understand the responses of learners to vocabulary learning strategy instruction and use. Computer Assisted Language Learning, 27(4), 330-343.
Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological bulletin, 124(3), 372.
Rayner, K. (2009). Eye movements and attention in reading, scene perception, and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457-1506.
Rice, G. E. (1978). The role of cultural schemata in narrative comprehension (Doctoral dissertation, ProQuest Information & Learning).
Richards, J. C., & Schmidt, R. W. (2013). Longman dictionary of language teaching and applied linguistics: Routledge.
Rumelhart, D. E. (1980). Schemata: The building blocks of cognition. In. R. Spiro, B. Bruce and W. Brewer (eds.) Theoretical issues in reading comprehension. Hillsdale, NJ: Lawrence Erlbaum Associates.
Tausczik, Y.R., & Pennebaker, J.W. (2010). The psychological meaning of words: LIWC and computerized text analysis methods. Journal of Language and Social Psychology, 29, 24-54.
Thomson, D. E. (2014). Individual differences and cognitive complexity investigated in community college writing (Doctoral dissertation).
Spiro, R. J., Montague, W. E., & Anderson, R. C. (1977). Schooling and the acquisition of knowledge: Hillsdale, NJ: Lawrence Erlbaum Associates.
Steffensen, M. S., Joag-Dev, C., & Anderson, R. C. (1979). A cross-cultural perspective on reading comprehension. Reading research quarterly, 15(1), 10-29.
Suvorov, R. (2015). The use of eye tracking in research on video-based second language (L2) listening assessment: A comparison of context videos and content videos. Language Testing, 32(4), 463-483.