|
Adams, M. J., & Collins, A (1979). A schema-theoretic view of reading. In R. O. Freedle (Ed.), New Directions in Discourse Processing. (pp. 1-22). Norwood, N.J. : ABLEX Pub. Corp Anderson, T. H., & Armbruster, B. B. (1984). A schema-theoretic view of basic process in reading comprehension. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds). Handbook of reading research. White Plains, NY: nLogman. Armbruster, B. B., Anderson, T. H., & Ostertag, J. (1987). Does text structure/ summarization facilitate learning from expository Text? Reading Research Quarterly, 22, 331-346. Brown, A. L. (1980). Metacognitive development and reading. In R. J. Spiro, B. B. Bruce, & W.F. Brewer (Eds.) Theoretical Issues in Reading Comprehension (pp. 453-481). Hillsdale, NJ: Lawrence Erlbaum Associates. Black, J. B. (1985). An exposition on understanding expository text. In B. K. Britton & J. B. Black (Eds), Understanding Expository Text (pp. 249-267). Hillsdale, NJ: Lawrence Erlbaum Associates. Bloom, B. S., Madaus, G. F., & Hastings, J. T. (1989) Evaluation to improve learning. (Y. Qiui., G. Wang., X. C. Xia, B. Y. Hong., W. M. Gone., & Y. L. Li.). Taiwan: Wu-Nan Book Company, Ltd. (Original work published 1981). Carrell, P. L., & Eisterhold, J. C. (1983). Schema theory and ESL reading pedagogy. In P. L. Carrell., J. Devine., & D. E. Eskey (Eds.), Interactive Approaches to Second Language Reading (pp. 73-92). Cambridge: Cambridge University Press. Carrell, P. L. (1988). Introduction : Interactive approaches to second language reading. In P. L. Carrell., J. Devine., & D. E. Eskey (Eds.), Interactive Approaches to Second Language Reading (pp. 1-7). Cambridge: Cambridge University Press. Carrel, P. L., & Grabe, W. (2002). Reading. In N. Schmitt (Ed.), An introduction to applied linguistics (pp. 233-250). New York: Oxford University Press. Chu, H. J., Swafar, J. & Charney, D. H. (2002) Cultural representations of rhetorical conventions: The effects on reading recall. TESOL Quarterly, 36, 511-541. Cook, L. K., & Mayer, R.E. (1983). Reading strategies training for meaningful learning from prose. In M. Pressley & J. R. Levin (Eds.), Cognitive strategy research: Educational applications (pp. 87-131). New York: Springer-Verlag. Davey, B., & McBride, S. (1986). Effects of question-generation on reading comprehension. Journal of Educational Psychology, 78, 256-252. Gersten, R., Fuchs, L, S., Williams, J. P., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities : A review of research. Review of Educational Research, 71 , 279-320. Goldman, S. R., & Murray, J. D. (1992). Knowledge of connectors as cohesive devices in text: A comparative study of native English and English as a second Language Speaker. Journal of Educational Psychology, 84, 504-519. Goodman, K.S. (1967). Reading: A psycholinguistic guessing game. Journal of the reading Specialist, 6, 126-135 Goodman, K.S. (1971). Psycholinguistic universals in the reading process. , In P. Pimsleur., & T. Quinn (Eds.), Psychology of Second Language Learning (pp. 135-142). Cambridge: Cambridge University Press Gordon, H. Bower, k., Randolph. K., & Cirilo. (1985). Cognitive psychology and text processing. In A. Teun, &. V. Dijk. (Ed.), Handbook of Discourse Analysis Volume 1 Disciplines of Discourse (pp. 93-101). London: Academic Press. Cote’, N., Goldman, S. R., & Saul, E. U. (1998). Students making sense of informational text: Relations between processing and representation. Discourse Processes, 25(1), 1-53. Grabe, W. (1984). Reassessing the term “ Interactive.” In P. L. Carrell., J. Devine., & D. E. Eskey (Eds.), Interactive Approaches to Second Language Reading (pp. 56-70). Cambridge: Cambridge University Press. Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 3, 375-396. Grasser, A. C., Swamer, S. S., Baggett, W. B., & Sell, M. A. (1996). New models of deep comprehension. In B. K. Britton & A. C. Grasser (Eds.), Models of Understanding Text (pp.1-32). Hillsdale, NJ: Lawrence Erlbaum Associates. Griffery, Q. L. (1985). An examination of the effects of story structure and self-questioning strategy on the reading comprehension of learning disabled Elementary Aged Children. Unpublished Doctoral dissertation, University of Pittsburgh. Gunn, T. M. (2000). The effects of question construction on expository text comprehension. Unpublished Doctoral dissertation, University of Saskatchewan. King, A. (1989). Effects of self-questioning training on college students’ comprehension of lectures. Contemporary Educational Psychology, 14, 366-381. King, A. (1990). Enhancing peer interaction and learning in the classroom through reciprocal questioning. American Educational Research Journal. 27, 664-687. Kintsch, W., & Van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychology Review, 85, 363-394. Kintsch, W. (1988). The use of knowledge in discourse processing: A construction-integration model. Psychological Review, 95, 163-182. Kintsch, W. (1994). Text comprehension, memory, and learning. American Psychologist, 49, 294-303. Kubiszyn. T., & Borich, G. (1997). Educational testing and measurement. (Y. Q. Liu., S. M. Wang., & M. X. Qiu). Taiwan: Wu-Nan Book Company, Ltd. (Original work published 1996.) Lapp, D., Flood , J., & Ranck-Buhr, W. (1995). Using multiple text formats to explore scientific phenomena middle school classrooms. Reading and Writing Quarterly: Overcoming Learning Difficulties, 11, 173-186. Lorch, R. F.,& Van Den Broek, P. (1997). Research for the future. Understanding reading comprehension: Future and current contributions of cognitive science. Contemporary Educational Psychology, 22, 213-246. Mannes, S., & George, M. (1996). Effects of prior knowledge on text comprehension: A simply modeling approach. In B.K. Britton & A.C. Graesser (Eds.), Models of Understanding (pp. 115-139). Hillsdale, NJ: Lawrence Erlbaum Associates. Mayer, R. E. (1984). Aids to text comprehension. Educational Psychologist, 19, 30-42. Meyer, B. J. F. Prose analysis: Purposes, procedures, and problems (1981). In B. K. Britton & J. B. Black (Eds.), Understanding Expository Text (pp. 11-31). Hillsadle, NJ: Lawrence Erlbaum Associates. Meyer, R. E. (1992). Cognition and instruction: Their historic meeting within educational psychology. Journal of American Psychology, 84, 405-412. McNamara, D. W., & Kintsch, W. (1996). Learning from texts: Effects of prior knowledge and text coherence. Discourse Processes, 22, 247-288. McNamara, D. S., & Kintsch, E., Songer, N. B., Kintsch, W. (1996). Are good texts always better? Interaction of text coherence, background knowledge, and level of text understanding in learning from text. Cognition and Instruction, 14, (1), 1-43. Nolte, B. Y., & Singer, H. (1985). Active comprehension: Teaching a process of reading comprehension and its effects on reading achievement. The Reading Teacher, 39, 24-31. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension fostering and comprehension-monitoring activities . Cognition and Instruction, 2, 117-175. Pearson, P. D., & Johnson, D. D. (1978). Teaching reading comprehension. New York : Holt, Rinhart and Winston. Rosenshine, B., & Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66, 181-221. Raphael, T. E., & Pearson, P. D. (1985). Increasing students’ awareness of sources of information for answering questions. American Educational Research Journal, 22, 217-235. Raphael, T, E. (1986). Teaching question answer relationships, Revisited. The Reading Teacher, 40, 516-522. Rumelhart, D. E. (1977). Understanding and summarizing brief stories. In Basic Samuels (Eds.), Attention and Performance VI (pp. 265-303). Hillsdale, N: Erlbaum. Rumelhart, D. E. (1980). Schemata: The building blocks of cognition., In R. J. Spiro, B. C. Bruce, and W. E. Brewer (Eds), Theoretical Issues in Reading Comprehension (pp. 33-58). Hillsdale, N. J.: Erlbaum. Samuels, S. J., & Kamil, M. L. (1983). Schema theory and ESL reading pedagogy. In P. L. Carrell., J. Devine., & D. E. Eskey (Eds.), Interactive Approaches to Second Language Reading (pp. 73-92). Cambridge: Cambridge University Press. Singer, H., & Dolan, D. (1982). Active comprehension: Problem-solving schema with question generation for comprehension of complex short stories. Reading Research Quarterly, 17, 167-180. Shih, D. Q. (2000). The effects of comparative tests between self-questioning strategy and cooperative learning (Group discussions) on junior high school students’ Chinese reading comprehension. Unpublished Master Thesis, National Taiwan Normal University. Short, E. J., & Ryan, E. B. (1984). Metacognitive differences between skilled and less skilled readers: Remediating deficit through story grammar and attribution training. Journal of Educational Psychology, 76, 225-235. Taboada, A. M. (2003). The Association of student questioning with reading comprehension. Unpublished Doctoral Dissertation, University of Marryland. Van Den Broek, P., Tzeng, Y., Risden, K., Trabasso, T. & Basche, P. (2001). Inferential questioning: Effects on comprehension of narrative texts as a function of grade and time. Journal of Educational Psychology, 93, 521-529. Widdowson H. (1979). The process and purpose of reading. In H. Widdowson (Ed.), Explorations in applied linguistics (pp. 171-183). New York: Cambridge University press. Williams, J. P. (1986). Research and instructional development on main idea skills. In J. F. Baumann (Ed.), Teaching Main Idea Comprehension (pp. 73-95). Newark, Del. : International Reading Association Wong, B. Y. L. (1985). Self-questioning instructional research: A review. Review of Educational Research, 55, 227-268. Wong, B. Y. L., & Jones. W. (1982). Increasing meta-comprehension in learning disabled and normally achieving students through self-questioning training. Learning Disability Quarterly, 5, 228-239. Zhang, Y. S. (1994). The effects of self-questioning strategy on reading comprehension and self-questioning ability of elementary school students. Unpublished Master Thesis, National Taiwan Normal University.
|