References
[1]. Aarnoutse, C. A. J., & Schellings, G. (2003).
“Eenonderzoeknaar destimulering van lees strategie
ënenlees motivatie in probleem gestuurde leeromgevingen
[Studying the stimulation of reading strategies and reading
motivation in problem-based learning environments]”.
Pedagogische Studiën, Vol. 80, pp.110-126.
[2]. Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008).
“Clarifying differences between reading skills and reading
strategies”. The Reading Teacher, Vol.61(5), pp.364-373.
[3]. Almasi, J. F. (1996). “The nature of fourth graders' sociocognitive
conflicts in peer-led and teacher-led discussion
of literature”, Reading Research Quarterly, Vol. 30, pp.314-
351.
[4]. Alvermann, D. E. (2000).”Classroom talk about texts: Is it
dear, cheap or a bargain at any price? In B. M. Taylor,
M. F. Graves, & P. Van Den Broek (Eds.)”, Reading for
meaning: Fostering comprehension in the middle grades,
pp.170-192. New York, NY: Teachers College Press.
[5]. Alvermann, D. E., Fitzgerald, J., & Simpson, M. (2006).
“Teaching and learning in reading. In P. A. Alexander & P. H.
Wine (Eds.)”, Handbook of Educational Psychology, pp.
427-455. Mawhwah, NJ: Erlbaum.
[6]. Cazden, C. B. (1986). “Classroom discourse. In M. C.
Wittrock (Ed.)”, Handbook of Research on Teaching, pp.
432-463. New York, NY: Macmillan.
[7]. Dole, J. A. (2000). “Explicit and implicit instruction in
comprehension. In B. M. Taylor, M. F. Graves, & P. Van Den
Broek (Eds.)”, Reading for Meaning, Fostering
Comprehension in the Middle Grades, pp. 52-69. New
York, NY: Teachers College Press.
[8]. Duke, N. K., & Pearson, P. D. (2002). “Effective practices
for developing reading comprehension. In A. E. Farstrup, & S. J. Samuels (Eds.)”, What research has to say about
reading instruction, pp. 205-242. New York, NY: The Guilford
Press.
[9]. Ehrlich, M. F., Kurtzcostes, B., &Loridant, C. (1993).
“Cognitive and motivational determinants of reading
comprehension in good and poor readers”. Journal of
Reading Behavior, Vol. 25, pp. 365-381.
[10]. Fuchs, L. S., & Fuchs, D. (2000). “Building student
capacity to work productively during peer-assisted reading
activities. In Hartman, H. J. (Ed.)”, Meta-cognition in
Learning and Instruction, pp. 33-68. Dordrecht, The
Netherlands: Kluwer Academic.
[11]. Gourgey, A. F. (2001). Meta-cognition in basic skills
instruction. Metacognition in Learning and Instruction (pp.
17-32). Springer Netherlands.
[12]. Hartman, H. J. (Ed.). (2001). “Developing students'
metacognitive knowledge and skills”. In Meta-cognition in
Learning and Instruction, pp. 33-68. Dordrecht, The
Netherlands: Kluwer Academic.
[13]. Hussain, I. (2013). “A study of learners' reflection on
andragogical skills of distance education tutors”.
International Journal of Instruction, Vol. 6(1), pp. 123-138.
[14]. Hussain, I. and Munshi, P. (2011). “Identifying reading
preferences of secondary school students”. Creative
Education, Vol.5(2), pp. 418-428.
[15]. Hussain, I. (2007a). “A Study of Students' Attitude
towards Virtual Education in Pakistan”. Turkish Online Journal
of Distance Education-TOJDE, Vol. 8(2), pp. 69-79.
[16]. Hussain, I. (2007b). “Transnational Education: Concept
and Methods”. Turkish Online Journal of Distance Education
(TOJDE), Vol.8(1), pp. 163-173.
[17]. Hussain, I. (1999). “A Study of problems faced by
distance education tutors in Bahawalpur Region”. An Unpublished
M.Phill Thesis. Islamabad, Allama Iqbal Open
University.
[18]. Hyönä, J., Leach JR, R. F., & Kaakinen, J. K. (2002).
“Individual differences in reading to summarize expository
text: Evidence from eye fixation patterns”. Journal of
Educational Psychology, Vol. 94(1), pp. 44.
[19]. Klingner, J. K., & Vaughn, S. (1996). “Reciprocal
teaching of reading comprehension strategies for students with learning disabilities who use English as a second
language”. The Elementary School Journal, Vol. 96, pp.
275-293.
[20]. Mason, L. (2004). “Explicit self-regulated strategy
development versus reciprocal questioning: effects on
expository reading comprehension among struggling
readers”. Journal of Educational Psychology, Vol. 96, pp.
283-296.
[21]. Mastropieri, M. A., & Scruggs, T. E. (1997). “Best
practices in promoting reading comprehension in students
with learning disabilities”. Remedial & Special Education,
Vol. 18, pp. 197-214.
[22]. Mastropieri, M. A., Scruggs, T. E., &Graetz, J. E. (2003).
“Reading comprehension instruction for secondary
students: challenges for struggling students and teachers”.
Learning Disability Quarterly, Vol. 26, pp. 103-116.
[23]. Mokhtari, K., & Reichard, C. A. (2002). “Assessing
students' metacognitive awareness of reading strategies”.
Journal of Educational Psychology, Vol.94 (2), pp. 249.
[24]. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal
teaching of comprehension-fostering and comprehensionmonitoring
activities. Cognition and Instruction, Vol.1, pp.
117-175.
[25]. Palincsar, A. S., David, Y. M., Winn, J. A., & Stevens, D.
D. (1991). “Examining the context of strategy instruction”.
Remedial and Special Education, Vol.12, pp.43-53.
[26]. Pressley, M. (2000). “Comprehension instruction in
elementary school: A quarter-century of research
progress”. In Taylor, B. M.,Graves, M. F., & Den Broek, P. V.
(Eds.), Reading for meaning. Fostering comprehension in
the middle grades, pp.32-51. New York, NY: Teachers
College Press.
[27]. Pressley, M., &Allington, R. (1999). “What should
reading instructional research be the research of?” Issues in
Education, Vol.5, pp.1-35.
[28]. Pressley, M., & Harris, K. R. (2006). “Cognitive strategies
instruction: From basic research to classroom instruction. In
Alexander, P. A. & Wine, P. H. (Eds.)”, Handbook of educational psychology, pp.265-286. Mahway, NJ:
Erlbaum.
[29]. Pressley, M., Wharton-McDonald, R., Hampston, J. M.,
& Echevarria, M. (1998). “The nature of literacy instruction
in ten grade-4/5 classrooms in upstate New York”. Scientific
Studies of Reading, Vol. 2, pp.159-191.
[30]. Proctor, C. P., Carlo, M., August, D., & Snow, C. (2005).
“Native Spanish-Speaking Children Reading in English:
Toward a Model of Comprehension”. Journal of
Educational Psychology, Vol.97 (2), pp.246.
[31]. Sheorey, R., Amp, & Mokhtari, K. (2001). “Differences
in the metacognitive awareness of reading strategies
among native and non-native readers”. System, Vol.29 (4),
pp. 431-449.
[32]. Taberski, S. (2000). “On Solid Ground: Strategies for
Teaching Reading K-3:ERIC”.
[33]. Tierney, R. J., & Readence, J. E. (2000). “Reading
strategies and practices: A compendium: ERIC”.
[34]. Van Den Broek, P., & Kremer, K. E. (2000). “The mind in
action: What it means to comprehend during reading”. In
Taylor, B. M., Graves, M. F., & Van Den Broek, P.(Eds.),
Reading for meaning. Fostering comprehension in the
middle grades, pp.1-31. New York, NY: Teachers College
Press.
[35]. Van Keer, H. (2004). “Fostering reading
comprehension in fifth grade by explicit instruction in
reading strategies and peer tutoring”. British Journal of
Educational Psychology, Vol.74, pp.37-70.
[36]. Van Keer, H., &Verhaeghe, J. P. (2005). “Effects of
explicit reading strategies instruction and peer tutoring in
second and fifth graders' reading comprehension and selfefficacy
perceptions”. The Journal of Experimental
Education, Vol.73, pp. 291-329.
[37]. Vellutino, F. R. (2003). “Individual differences as
sources of variability in reading comprehension in
elementary school children”. In Sweet, A. P.& Snow, C.
E.(Eds.), Rethinking read.