Baker, L. L. (2014). What it takes to succeed: The importance of social support for academically successful middle school English learners.
Youth & Society,
49(5), 658–678.
https://doi.org/10.1177/0044118X14553581
Bandura, A. (1994). Encyclopedia of human behavior (Vol. 4). Academic Press.
Burns, B. (2001). Guided reading: A how-to for all grades. Corwin Press.
Ferguson, J., & Wilson, J. (2009). Guided reading: It’s for primary teachers. Yearbook of College Reading Association, 30 (1), 293–306.
Ford, M. P., & Opitz, M. F. (2011). Looking back to move forward with guided reading. Reading Horizons: A Journal of Literacy and Language Arts, 50 (4). Retrieved from https://scholarworks.wmich.edu/ reading_horizons/vol50/iss4/3
Hornsby, D. (2000). A closer look at guided reading. Eleanor Curtain Publishing.
Hasbun, H. (2006). The role of vocabulary acquisition in students' attitudes towards reading. Revista Communication. 15(1), 37-45.
Lee, J., Schallert, D. L., & Kim, E. (2015). Effects of extensive reading and translation activities on grammar knowledge and attitudes for EFL adolescents.
System. 52, 38-50.
https://doi.org/10.1016/j.system.2015.04.016
Lu, Z., & Liu, M. (2015). An investigation of Chinese university EFL learner’s foreign language reading anxiety, reading strategy use and reading comprehension performance.
Studies in Second Language Learning and Teaching, 5(1), 65-85.
http://dx.doi.org/10.14746/ssllt.2015.5.1.4
Ministry of Education of New Zealand. (1996, April). The learner as a reader: Developing reading programs. Wellington, NZ: Learning Media Limited
Morgan, D., Williams, J., Clark, B., Hatteberg, S., Hauptman, G., Kozel, C., & Paris, J. (2013). Guided readers in the middle grades
. Middle School Journal,
44(3) 16-24.
https://doi.org/10.1080/00940771.2013.11461851
Swain, C. (2010). ‘It looked like one thing but when we went in more depth, it turned out to be completely different’: Reflections on the discourse of guided reading and its role in fostering critical response to magazines.
The United Kingdom Literacy Association,
44(3), 131–136.
https://doi.org/10.1111/j.1741-4369.2010.00565.x
Pitcher, B., & Fang, Z. (2007). Can we trust levelled texts? An examination of their reliability and quality from a linguistic perspective.
The United Kingdom Literacy Association,
41(1), 43–51.
https://doi.org/10.1111/J.1467-9345.2007.00454.X
Rog, L. J. (2003). Guided reading basics: Organizing, managing, and implementing a balanced literacy program in K–3. Stenhouse Publishers.
Routman, R. (2000). Conversations: Strategies for teaching, learning and evaluating. Heinemann.
Saiegh-Haddad, E. (2003). Bilingual oral reading fluency and reading comprehension: The case of Arabic/Hebrew (L1) -; English (L2) readers.
Reading and Writing: An Interdisciplinary Journal,
16(8), 717-736.
https://doi.org/10.1023/A:1027310220036
Teng, Y. (2009). The Relationship of reading methods and learning styles to Taiwanese 12th Grade male students’ reading comprehension in English. A dissertation presented to The Faculty of the School of Education International and Multicultural Education Department.
The University of San Francisco.
https://repository.usfca.edu/diss/165
Yamashita, J. & Kan, K. N. (2011). Examining effects of L2 extensive reading in the cognitive and affective domains.
Applied Linguistics, Global and Local: Proceedings of the BAAL Annual Conference 2010. 375-385.
http://orca.cardiff.ac.uk/id/eprint/39305
Whitehead, D., & de Jonge, S. (2013–14). Using guided reading to help students navigate science texts. Journal of Content Area Reading, 10(1), 29–55.
)