Allen, J. & Widdowson, H. G. (1979). Teaching the communicative use of English. In Brumfit, C. & Johnson, K. (eds.), The communicative approach to language teaching. Oxford: Oxford University Press, 124–142.
Baayen, R. H., Piepenbrock, R. & Gulikers, L. (1995). The CELEX Lexical Database (Release 2) [CD-ROM]. Philadelphia, PA: Linguistic Data Consortium, University of Pennsylvania [Distributor].
Bacon, S. & Finnemann, M. (1990). A study of the attitudes, motives, and strategies of university foreign language students and their disposition to authentic oral and written input. The Modern Language Journal 74, 459–473.
Brill, E. (1995). Transformation-based error-driven learning and natural language processing: A case study in part of speech Tagging. Computational Linguistics 21, 543–565.
Carrell, P. & Grabe, W. (2002). Reading. In Schmitt, N. (ed.), An introduction to applied linguistics. New York: Oxford University Press, 233–250.
Collins, T. (2004). Access reading 2: Reading in the real world. Boston, MA: Thomson Heinle.
Collins, T. (2005). Access reading 3: Reading in the real world. Boston, MA: Thomson Heinle.
Coltheart, M. (1981). The MRC Psycholinguistic Database. Quarterly Journal of Experimental Psychology 33.A, 497–505.
Costerman, J. & Fayol, M. (1997). Processing interclausal relationships: Studies in production and comprehension of text. Hillsdale, NJ: Lawrence Erlbaum Associates.
Cowan, J. R. (1976). Reading, perceptual strategies, and contrastive analysis. Language Learning 26, 5–109.
Crandall, J. (1995). The why, what, and how of ESL reading instruction: Guidelines for writers of ESL reading textbooks. In Byrd, P. (ed.), Material writer's guide. New York: Heinle & Heinle Publishers, 79–94.
Cripwell, K. & Foley, J. (1984). The grading of extensive readers. World Language English 3, 168–173.
Crossley, S. A., Louwerse, M. M., McCarthy, P. M. & McNamara, D. S. (2007). A linguistic analysis of simplified and authentic texts. Modern Language Journal 91.2, 15–30.
Davies, A. & Widdowson, H. (1974). Reading and writing. In Allen, J. P. & Corder, S. P., (eds.), Techniques in applied linguistics. Oxford: Oxford University Press, 155–201.
Day, R. R. & Bamford, J. (1998). Extensive reading in the L2 classroom. Cambridge: Cambridge University Press.
Deerwester, S., Dumais, S. T., Furnas, G. W., Landauer, T. K. & Harshman, R. (1990). Indexing by latent semantic analysis. Journal of the American Society for Information Science 41, 391–407.
Fellag, L. R. (2000). Tapestry reading 3. Boston, MA: Thomson Heinle.
Fellbaum, C. (1998). WordNet: An electronic lexical database. Cambridge, MA: MIT Press.
Gilhooly, K. J. & Logie, R. H. (1980). Age of acquisition, imagery, concreteness, familiarity and ambiguity measures for 1944 words. Behaviour Research Methods and Instrumentation 12, 395–427.
Goodman, K. (1986). What's whole in whole language. Portsmouth, NH: Heinemann Educational Books.
Graesser, A. C., McNamara, D. S. & Louwerse, M. M. (2003). What do readers need to learn in order to process coherence relations in narrative and expository text? In Sweet, A. P. & Snow, C. E. (eds.), Rethinking reading comprehension. New York: Guilford Press, 82–98.
Graesser, A. C., McNamara, D. S., Louwerse, M. M. & Cai, Z. (2004). Coh-Metrix: Analysis of text on cohesion and language. Behavioral Research Methods, Instruments, and Computers 36, 193–202.
Haber, R. N. & Haber, L. R. (1981). Visual components of the reading process. Visible Language 15, 147–182.
Haberlandt, K. F. & Graesser, A. C. (1985). Component processes in text comprehension and some of their interactions. Journal of Experiment Psychology: General 114, 357–374.
Halliday, M. A. K. (1985). An introduction to functional grammar. Baltimore, MD: Edward Arnold.
Johnson, P. (1981). Effects of reading comprehension of language complexity and cultural background. TESOL Quarterly 15, 169–181.
Just, M. A. & Carpenter, P. A. (1980). A theory of reading: From eye fixations to comprehension. Psychological Review 87, 329–354.
Kintsch, W. & van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological Review 85, 363–394.
Kuo, C. (1993). Problematic issues in EST materials development. English for Specific Purposes 12, 171–181.
Landauer, T. K. & Dumais, S. T. (1997). A solution to Plato's problem: The latent semantic analysis theory of the acquisition, induction, and representation of knowledge. Psychological Review 104, 211–240.
Landauer, T. K., Foltz, P. W. & Laham, D. (1998). Introduction to latent semantic analysis. Discourse Processes 25, 259–284.
Larsen-Freeman, D. (2002). Techniques and principles in language teaching. Oxford: Oxford University Press.
Lee, W. Y. (1995). Authenticity revisited: Text authenticity and learner authenticity. ELT Journal 49, 323–328.
Long, M. & Ross, S. (1993). Modifications that preserve language and content. In Tickoo, M. L. (ed.), Simplification: Theory and application. Singapore: SEAMEO Regional Language Center, 29–52.
Mackay, R. (1979). Teaching the information gathering skills. In Barkman, R. B. & Jordan, R. R. (eds.), Reading in a L2. Rowley, MA: Newbury House, 254–267.
Malarcher, C. (2004a). Reading advantage 2. Boston, MA: Thomson Heinle.
Malarcher, C. (2004b). Reading advantage 3. Boston, MA: Thomson Heinle.
McLaughlin, B. (1987). Theories of L2 learning. London: Edward Arnold.
McLaughlin, B., Rossman, T. & McLeod, B. (1983). L2 learning and information processing perspective. Language Learning 33, 135–158.
Miller, G., Beckwith, A., Fellbaum, R., Gross, C. & Miller, K. J. (1990). Introduction to WordNet: An on-line lexical database. International Journal of Lexicography 3, 235–244.
Nuttall, C. (2005). Teaching reading skills in a foreign language. Oxford: Heinemann.
Paivio, A. (1965). Abstractness, imagery, and meaningfulness in paired-associate learning. Journal of Verbal Learning and Verbal Behavior 4, 32–38.
Paivio, A., Yuille, J. C. & Madigan, S. (1968). Concreteness, imagery, and meaningfulness values for 925 nouns. Journal of Experimental Psychology Monograph Supplement 76, 1–25.
Pearson, P. D. (1974–75). The effects of grammatical complexity on children's comprehension, recall, and conception of certain semantic relationships. Reading Research Quarterly 10, 155–192.
Pickett, W. P. (1991). At home in two lands: Intermediate reading and word study. Boston, MA: Heinle & Heinle.
Pimsleur, B. (1995). Counterparts: An intermediate reading program. Boston, MA: Heinle & Heinle.
Ryall, M. (2000). Tapestry reading 2. Boston, MA: Thomson Heinle.
Shook, D. (1997). Identifying and overcoming possible mismatches in the beginning reader-literary text interaction. Hispania 80, 234–243.
Simensen, A. M. (1987). Adapted readers: How are they adapted? Reading in a Foreign Language 4, 41–57.
Smith, C. L. & Mare, N. N. (2004). Issues for today. Boston, MA: Thomson Heinle.
Smith, F. (1988). Understanding reading (4th edn.). Hillsdale, NJ: Lawrence Erlbaum Associates.
Sokolik, M. E. (1999). Rethinking America. Boston, MA: Heinle & Heinle.
Swaffar, J. K. (1981). Reading in the foreign language classroom: Focus on process. Die Unterrichtspraxis 14, 174–194.
Swaffar, J. K. (1985). Reading authentic texts in a foreign language: A cognitive model. The Modern Language Journal 69, 15–34.
Toglia, M. P. & Battig, W. R. (1978). Handbook of semantic word norms. New York: Lawrence Erlbaum Associates.
Tomlinson, B., Dat, B., Masuhara, H. & Rubdy, R. (2001). EFL Courses of Adults. ELT Journal 55, 80–101.
Woodinsky, M. & Nation, P. (1988). Learning from graded readers. Reading in Foreign Languages 5, 155–161.
Young, D. J. (1999). Linguistic simplification of SL reading material: Effective instructional practice? The Modern Language Journal 83, 350–366.
Zipf, G. (1949). Human behavior and the principle of least effort: An introduction to human ecology. Cambridge, MA: Addison-Wesley.
Zukowski/Faust, J. (2002). Steps to academic reading: Across the board. Boston, MA: Thomson Heinle.