References
[1]. Adams, M.J. & Collins A. (1979). A schema-theoretic view of reading. In R.O., Freedle (Ed.), New Directions in Discourse Processing, Vol. II (pp. 1-21). New Jersey: ABLEX Publishing Corporation.
[2]. Block, E. (1986). The comprehension strategies of second language readers. TESOL Quarterly, 20(3): 463-494.
[3]. Brown, A. L. (1980). Metacognitive development and reading. In Spiro, Bruce, and Brewer (Ed.). Theoretical Issues in Reading Comprehension (pp. 453-481). Hillsdales: N.J.: Erlbaum.
[4]. Brown, A. L., Armbruster, B. B. & Baker, L. (1986). The role of metacognition in reading and studying. In Orasanu (Ed.). Reading Comprehension: from Research to Practice (pp. 49-75). Hillsdale: N.J.: Erlbaum.
[5]. Cohen, A.D.(1998). Strategies in Learning and Using a Second Language. New York: Addison Wesley Longman Limited.
[6]. DuPuis, M.M. & Askov, F.N. (1982). Content area reading. London: Prentice Hall.
[7]. Harri-Augstein, S., Smith, M. & Thomas, L. (1982). Reading to Learn. London: Methuen & Co. Ltd.
[8]. Hayashi, K. (1999). Text processing strategies and extensive reading in EFL classes. RELC Journal, 30(2):114-132.
[9]. Horiba, Y. (1996). Comprehension processes in L2 reading: Language competence, textual coherence, and inferences. Studies in Second Language Acquisition, 18: 433-473.
[10]. Hussein, A.A. (1998). The impact of visual-verbal relationships on adult readers' purposes. RELC Journal, 29(2):152-165.
[11]. Knutson, E.M. (1998). Reading with a purpose: communicative reading tasks for the foreign language classroom. Washington DC: RELC Clearing house on Languages and Linguistics.
[12]. Krashen S.D. And Terrell T.D. (1988). The natural approach: language acquisition in the classroom. Hemel Hempstead: Prentice Hall.
[13]. Meyer, B.J.F. (1984). Text dimensions and cognitive processing. In Mandl, Stein & Trabasso (Ed). Discourse Production and Comprehension (pp. 302-336). London: Alex Publishing.
[14]. Narvaze, D., Broek P. & Ruiz, A.B. (1999). The influence of reading purpose on inference generation and comprehension in reading. Journal of Educational Psychology, 91(3): 488-496.
[15]. Swanborn, M.S.L. & de Glopper K. (2002). Impact of reading purpose on incidental word learning from context. Language Learning, 52(1): 95-117.
[16]. Zou, Q.M. (2000). On-line causal inferences in L2 expository reading. Modern Foreign Languages, 23(4): 410-417
