Alderson, J. C. (1984). Reading in a foreign language: A reading problem or a language problem? In J. Alderson & A. H. Urquhart (Eds.), Reading in a foreign language (pp. 122-135). New York: Longman.
Bagheri Masoudzadeh, A, Rostami Abousaeedi, A. A., Afraz, (2020). The Effect of Task- Based Language Teaching (TBLT) on Iranian EFL Learners’ Reading Comprehension Ability(Teachers’ Perception in Focus). Journal of Foreign Language Research,9(4), 1105-1130.
Baker, D. L., Stoolmiller, M., Good, R. H., & Baker, S. K. (2011). Effect of reading comprehension on passage fluency in Spanish and English for second-grade English learners. School Psychology Review, 40(3), 331–351.
Bernhardt, E. B. (2005). Progress and procrastination in second language reading. Annual Review of Applied Linguistics, 25(4), 133-150.
Bernhardt, E. B. & Kamil, M. L. (1995) Interpreting relationships between L1 and L2 Reading: consolidating the linguistic threshold and the linguistic interdependence hypotheses. Applied Linguistics, 16 (1), 15–34.
Bossers, B. (1991). On thresholds, ceilings and short-circuits: The relation between L1 reading, L2 reading and L2 knowledge. AILA Review, 8(5), 45-60.
Brantmeier, C. (2004). Gender, violence-oriented passage content and second language reading comprehension. The Reading Matrix, 4, 1-19.
Brown, A. L., & Palincsar, A. S. (1982). Inducing strategic learning from text by means of informed, self-control training. Topics in Learning and Learning Disabilities, 2(1), 1–17.
Bugel, K. & Buunk, B. P. (1996). Sex differences in foreign language text comprehension: the role of interests and prior knowledge. The Modern Language Journal, 80, 15-31
Castilla, A. P., Restrepo, M. A., & Perez-Leroux, A. T. (2009). Individual differences and language interdependence: A study of sequential bilingual development in Spanish–English preschool children. International Journal of Bilingual Education and Bilingualism, 12(5), 565-580.
Clark, M. (1979). Reading in Spanish and English: Evidence from adult ESL students. Language Learning, 29(3),121-150.
Chastain, K. (1988). Developing second language skills: Theory to Practice (3rd ed.). San Diego, CA Harcourt, Brace, Jovanovich.
Chuang, H. K., Joshi, R. M. & Dixon, L. Q. (2012). Cross-Language Transfer of Reading Ability: Evidence from Taiwanese Ninth-Grade Adolescents. Journal of Literacy Research, 44(1), 97–119. Doi:10.1177/1086296X11431157.
Coady, J. (1979). Psycholinguistic model of the ESL readers. In R. Mackay, B.Barkran and R. Jordon (Eds.). Reading in a second language: Hypothesis, organization and practice (pp.5-12). Rowley, MA: Newbury House.
Cummins, J., (1979). Cognitive academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, 19(3), 197-205.
Cummins, J. (1980). The cross-lingual dimensions of language proficiency: Implications for bilingual education and the optimal age issue. TESOL Quarterly, 14(2), 175-187.
Cummins, J. (2016). Reflections on Cummins (1980)," The Cross-Lingual Dimensions of Language Proficiency: Implications for Bilingual Education and the Optimal Age Issue". TESOL Quarterly, 50(4), 940-944.
Cummins, J. (2017). Teaching minoritized students: Are additive approaches legitimate? Harvard Educational Review, 87(3), 404-425.
Cummins, J., López-Gopar, M. E., & Sughrua, W. M. (2019). English language teaching in North American schools. In G. Xuesong (Ed.), Second handbook of English language teaching (pp. 9–29). Springer. https://doi.org/10.1007/978-3-030-02899-2_1
Danesi, M. (1995). Contrastive analysis and second language teaching today: The legacy of Robert J. Di Pietro, J. Fernández-Barrientos Martín, & C. Wallhead, C. (Eds.), Temas de Lingüística Aplicada (pp. 209-231). Granada: Servicio de Publicaciones de la Universidad de Granada.
Day, R. & Park, J. S. (2005). Developing reading comprehension questions. Reading in a Foreign Language, 17, 60-73.
Dressler, C., & Kamil, M. (2006). First- and second-language literacy. In D. August & T. Shanahan (Eds)., Developing literacy in second-language learners (pp. 197–238). Mahwah, NJ: Erlbaum.
Dulay, H. & Burt, M. K. (1973). Should we teach children syntax? Language Learning, 23(2), 245-258. http://dx.doi.org/10.1111/j.1467-1770.1973.tb00659.x
Erler, L., & Finkbeiner, C. (2007). A review of reading strategies: focus on the impact of first language. In A. D. Cohen, & E. Macaro (Eds.), Language learner strategies: 30 years of research and practice (pp.187-206), Oxford: Oxford University Press.
Feinauer, E. Hall-Kenyon, K. M. & Everson, K. C. (2017). Rethinking the linguistic threshold hypothesis: Modeling the linguistic threshold among young Spanish–English bilinguals. Bilingualism: Language and Cognition, 20(5), 886–902.
Qanbarnejad, F., Vahdat, S. (2017). The role of gender in reading comprehension of short stories taught through awareness-raising. Iranian Journal of Applied Language Studies, 9, 149-162. doi: 10.22111/ijals.2017.4228
Geva, E. & Ryan, E. B. (1993). Linguistic and memory correlates of academic skills in first and second languages. Language Learning, 43(1), 5-42. http://dx.doi.org/10.1111/j.1467-1770.1993.tb00171.x
Genesee, F., Geva, E., Dressler, C., & Kamil, M. (2006). Synthesis: Cross-Linguistic Relationships in working memory, phonological processes, and oral language. In D. August, & T. Shanahan (Eds.). Developing literacy in second-language learners: A report of the national literacy panel on language-minority children and youth (pp. 153–174). Mahwah, NJ: Erlbaum.
Goodman, K. S. (1973). Psycholinguistic Universals in the Reading Process. In F. Smith (Ed.). Psycholinguistics and Reading. pp. 21-27. New York : Holt, Rinehart and Winston .
Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly. 25/4, 378-379.
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. New York, NY: Cambridge University Press.
Hacquebord, H. (1989). Text comprehension in Turks learning Dutch. Dordrecht: Foris Publications.
Hosseini Asgarabadi, Y., Rouhi, A., & Jafarigohar, M. (2015). Learners' gender, reading comprehension, and reading strategies in descriptive and narrative macro-genres. Theory and Practice in Language Studies, 5(12), 2557-2564.
Jimenez, R. T., Garcıa, G. E., & Pearson, P. D. (1996). The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles. Reading Research Quarterly, 31(1), 90–112.
Keshavarz, M., & Ashtarian, S. (2008). The relationship between Iranian EFL learn Gender and reading comprehension of three different types of text. IJAL, 11(1), 97-113.
Kim, Y. & Piper, B. (2018). Cross‑language transfer of reading skills: An empirical investigation of bidirectionality and the influence of instructional environments. Reading and Writing, 32(4), 839-871.
Koda, K. (2005). Insights into second language reading: A cross-linguistic approach. Cambridge: Cambridge University Press.
Koda, K. (2007). Reading and Language Learning: Crosslinguistic Constraints on Second Language Reading Development. Language Learning, 57(5),25-44. https://doi.org/10.1111/0023-8333.101997010-i1.
Lado, R. (1957). Linguistics across cultures. Ann Arbor: University of Michigan Press.
Lenski, S. D. & Nierstheimer, S. L. (2002). Strategy instruction from a sociocognitive perspective. Reading Psychology, 23(5), 127–143.
Manis, F. R., Lindsey, K. A., & Bailey, C. E. (2004). Development of reading in grades K–2 in Spanish speaking English-language learners. Learning Disabilities Research and Practice, 19(4), 214–224. https://doi.org/10.1111/j.1540-5826.2004.00107.x.
Mokhtari, K. & Reichard. C.A,. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology 94(2): 249-259.
Murphy, S. (2003). Second language transfer during third language acquisition. Columbia University Working Papers in TESOL & Applied Linguistics, 3(1), 1–21.
Nakamoto, J., Lindsey, K. A., & Manis, F. R. (2008). A cross-linguistic investigation of English language learners’ reading comprehension in English and Spanish. Scientific Studies of Reading, 12(4), 351–371.
O’Malley, J. M. & Chamot, A. U. (1995). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Oxford, R., Park-Oh, Y., Ito, S., & Sumrall, M. (1993). Learning a language by satellite television: What influences student achievement? System, 21
(1), 31-48, https://doi.org/10.1016/0346-251X(93)90005-2
Pae, T. (2018). A Simultaneous Analysis of Relations between L1 and L2 Skills in Reading and Writing. Reading Research Quarterly, 54(1), pp.109-124. doi:10.1002/rrq.216
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension monitoring activities. Cognition and Instruction, 1(2), 117–175.
Pearson, P. D., & Fielding, L. (1991). Comprehension instruction. In R. Barr, M. Kamil, P. Mosenthal, & P. Pearson (Eds.), Handbook of reading research (pp. 815-860). White Plains, NY: Longman.
Perfetti, C. A, & Hart L. (2001). The lexical basis of comprehension skill. In Gorfien, D.S., (Ed.), On the consequences of meaning selection: Perspectives on resolving lexical ambiguity. American Psychological Association; (pp. 67–86) Washington, DC.
Phakiti, A. (2008). Construction validation of Bachman and Palmer’s (1996) strategic competence model over time in EFL reading tests. Language Testing, 25(5), 237-272.
Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Erlbaum.
Prevoo, M.J.L., Malda, M., Emmen, R.A.G., Yeniad, N., & Mesman, J. (2015). A context-dependent view on the linguistic interdependence hypothesis: Language use and SES as potential moderators. Language Learning, 65(2), 449–469. https://doi.org/10.1111/lang.12099
Proctor, C. P., August, D., Carlo, M. S., & Snow, C. (2006). The intriguing role of Spanish language vocabulary knowledge in predicting English reading comprehension. Journal of Educational Psychology, 98(1), 159–169. Doi: 10.1037/0022-06184.108.40.206.
Proctor, C. P., August, D., Snow, C., & Barr, C. D. (2010). The interdependence continuum: A perspective on the nature of Spanish–English bilingual reading comprehension. Bilingual Research Journal, 33(5), 5–20.
Schoonen, R., Hulstijn, J., & Bossers, B. (1998). Metacognitive and language-specific knowledge in native and foreign language reading comprehension: An empirical study among Dutch students in grades 6, 8, and 10. Language Learning, 48(1), 71–106.
Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics in Language Teaching, 10(1-4), 209-232. http://dx.doi.org/10.1515/iral.1972.10.1-4.209
Shah-Mohammadi, N. (2011). The effect of gender base materials on reading comprehension. International Journal of Human Resource Studies, 1 (2), 10-14
Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(4), 431-449.
Swan, J. (1993). Girls, boys and language. Oxford: Basil Blackwell.
Taki, S. (2016). Metacognitive online reading strategy use: readers’ perceptions in L1 and L2. Journal of Research in Reading, 39(4), 409-427. doi:org/10.1111/1467-9817.12048.
Urquhart, A., & Weir, J. C. (1998). Reading in a Second Language: process and product. London Longman.
Verhoeven, L. T. (1994). Transfer in bilingual development: The linguistic interdependence hypothesis revisited. Language Learning, 44(5), 381–415.
Walczyk, J.J. (2000). The interplay between automatic and control processes in reading. Reading Research Quarterly 35 (4): 554-566.
Yazdanpanah, K. (2007). The effect of background knowledge and reading comprehension test items on male and female performance. The Reading Matrix, 7(2), 64-80.
Yongqi, G. (2002). Gender, academic major, and vocabulary learning strategies of Chinese EFL learners. RELC Journal, 33(1), 35-54.
Zabihi Shorkaee, H. (2015). The impact of reading strategy instruction (RSI) on reading performance and attitude toward reading strategies for reading texts of different difficulty levels in English [unpublished MA thesis]. University of Mazandaran.