Abu‐Rabia, S. (1995). Learning to read in Arabic: Reading, syntactic, orthographic, and working memory skills in normally achieving and poor Arabic readers. Reading Psychology: An International Quarterly, 16(4), 351-394.
Adams, M. J. (2004). Modeling the connections between word recognition and reading. In R. B. Ruddell & N. J. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 1219–1243). International Reading Association.
Adlof, S. M., Catts, H. W., & Little, T. (2006). Should the simple view of reading include a fluency component? Reading and Writing, 19(9), 933–958.
Ahmadian, M. J. (2020). Explicit and implicit instruction of refusal strategies: Does working memory capacity play a role? Language Teaching Research, 24(2), 163-188.
Alderson, J. C. (2000). Assessing reading. Cambridge University Press.
Anderson, N. J. (2013). Active skills for reading 3. Boston: Cengage Learning.
Anderson, N. (2008). Active skills for reading: Books 1-4. Boston: Heinle.
Alptekin, C., & Erçetin, G. (2009). Assessing the relationship of working memory to L2 reading: Does the nature of comprehension process and reading span task make a difference? System, 37(4), 627-639.
Alptekin, C., & Erçetin, G. (2010). The role of L1 and L2 working memory in literal and inferential comprehension in L2 reading. Journal of Research in Reading, 33(2), 206-219.
Alptekin, C., & Erçetin, G. (2011). Effects of working memory capacity and content familiarity on literal and inferential comprehension in L2 reading. TESOL Quarterly, 45(2), 235-266.
Arrington, C. N., Kulesz, P. A., Francis, D. J., Fletcher, J. M., & Barnes, M. A. (2014). The contribution of attentional control and working memory to reading comprehension and decoding. Scientific Studies of Reading, 18(5), 325-346.
Baddeley, A. (2019). The episodic buffer. Working memories Postmen, Divers and the cognitive revolution (50-60). Routledge.
Baddeley, A. (2010). Working memory. Current Biology, 20(4), R136-R140.
Borella, E., & De Ribaupierre, A. (2014). The role of working memory, inhibition, and processing speed in text comprehension in children. Learning and Individual Differences, 34, 86-92.
Boston, M. F., Hale, J., Kliegl, R., Patil, U., & Vasishth, S. (2008). Parsing costs as predictors of reading difficulty: An evaluation using the Potsdam Sentence Corpus. Journal of Eye Movement Research, 2(1).
Brown, J. I., Fishco, V. V., & Hanna, G. S. (1993). Nelson-Denny reading test: Technical report, forms G & H. Riverside Publishing Company.
Breznitz, Z. (2006). Fluency in reading: Synchronization of processes. Routledge.
Breznitz, Z., & Share, D. L. (1992). Effects of accelerated reading rate on memory for text. Journal of Educational Psychology, 84(2), 193.
Cadime, I., Rodrigues, B., Santos, S., Viana, F. L., Chaves-Sousa, S., do Céu Cosme, M., & Ribeiro, I. (2017). The role of word recognition, oral reading fluency and listening comprehension in the simple view of reading: a study in an intermediate depth orthography. Reading and Writing, 30, 591-611.
Carpenter, P. A., & Just, M. A. (1989). The role of working memory in language comprehension. In D. Klahr & K. Kotovsky (Eds.), Complex information processing: The impact of Herbert A. Simon (pp. 31-68). Hillsdale, NJ: Erlbaum.
Carr, T. H., & Levy, B. A. E. (1990). Reading and its development: Component skills approaches. Academic Press.
Chang, X., Wang, P., Cai, M. M., & Wang, M. (2019). The predictive power of working memory on Chinese middle school students’ English reading comprehension. Reading & Writing Quarterly, 35(5), 458-472.
Chun, D. M., & Payne, J. S. (2004). What makes students click: Working memory and look-up behavior. System, 32(4), 481-503.
Conway, A. R., Kane, M. J., Bunting, M. F., Hambrick, D. Z., Wilhelm, O., & Engle, R. W. (2005). Working memory span tasks: A methodological review and user’s guide. Psychonomic Bulletin & Review, 12, 769-786.
Cutting, L. E., & Scarborough, H. S. (2006). Prediction of reading comprehension: Relative contributions of word recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured. Scientific Studies of Reading, 10(3), 277-299.
Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19(4), 450-466.
Demir, B., & Ercetin, G. (2020). Exploring the role of proficiency as a mediator of the relationship between working memory and text comprehension in the L2. Turkish Online Journal of English Language Teaching, 5(3), 156–178.
Dirix, N., Brysbaert, M., & Duyck, W. (2019). How well do word recognition measures correlate? Effects of language context and repeated presentations. Behavior Research Methods, 51, 2800-2816.
Duyck, W., Desmet, T., Verbeke, L., & Brysbaert, M. (2004). WordGen: A tool for word selection and non-word generation in Dutch, German, English, and French. Behavior Research Methods, Instruments & Computers, 36(3), 488–499.
El-Mir, M. (2017). The effect of working memory capacity on word recognition speed in Arabic second-grade readers. Arab Journal of Psychology, 3(1), 149-160.
Georgiou, G. K., & Das, J. P. (2016). What component of executive functions contributes to normal and impaired reading comprehension in young adults? Research in Developmental Disabilities, 49, 118-128.
Goldenberg, C. (2020). Reading wars, reading science, and English learners. Reading Research Quarterly, 55, S131-S144.
Goff, D. A., Pratt, C., & Ong, B. (2005). The relations between children’s reading comprehension, working memory, language skills, and components of reading decoding in a normal sample. Reading and Writing, 18, 583-616.
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6-10.
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press.
Grabe, W. & Stoller, F. L. (2002). Teaching and Researching Reading. Longman.
Habók, A., & Magyar, A. (2019). The effects of EFL reading comprehension and certain learning-related factors on EFL learners’ reading strategy use. Cogent Education, 6(1), 1616522.
Huang, L., Ouyang, J., & Jiang, J. (2022). The relationship of word processing with L2 reading comprehension and working memory: Insights from eye-tracking. Learning and Individual Differences, 95, 102143.
Harrington, M., & Sawyer, M. (1992). L2 working memory capacity and L2 reading skill. Studies in Second Language Acquisition, 14(1), 25-38.
Hoover, W. A., & Tunmer, W. E. (2022). The primacy of science in communicating advances in the science of reading. Reading Research Quarterly, 57(2), 399-408.
Hopewell, S. (2011). Leveraging bilingualism to accelerate English reading comprehension. International Journal of Bilingual Education and Bilingualism, 14(5), 603-620.
Joh, J., & Plakans, L. (2017). Working memory in L2 reading comprehension: The influence of prior knowledge. System, 70, 107-120.
Johnson, R. E. (1970). Recall of prose as a function of the structural importance of the linguistic units. Journal of Verbal Learning and Verbal Behavior, 9(1), 12-20.
Jung, J. (2018). Effects of task complexity and working memory capacity on L2 reading comprehension. System, 74, 21-37.
Kail, R., & Hall, L. K. (2001). Distinguishing short-term memory from working memory. Memory & Cognition, 29(1), 1-9.
Khazaie, S., Torabi, R., & Saghaee, A. (2020). Exploring the viability of augmented reality-based cognitive therapy of low working memory in English for medical purposes comprehension and performance. In the International Conference on Computer Games.
Koda, K. (2005). Insights into second language reading: A cross-linguistic approach. Cambridge University Press.
Leather, C. V., & Henry, L. A. (1994). Working memory span and phonological awareness tasks as predictors of early reading ability. Journal of Experimental Child Psychology, 58(1), 88-111.
Lesser, M. J. (2007). Learner‐based factors in L2 reading comprehension and processing grammatical form: Topic familiarity and working memory. Language Learning, 57(2), 229-270.
Nobre, A. D. P., & Salles, J. F. D. (2016). Lexical-semantic processing and reading: Relations between semantic priming, visual word recognition and reading comprehension. Educational Psychology, 36(4), 753-770.
Ouellette, G., & Beers, A. (2010). A not-so-simple view of reading: How oral vocabulary and visual-word recognition complicate the story. Reading and writing, 23, 189-208.
Perfetti, C. A. (1988). Verbal efficiency in reading ability. In M. Dannamen, G. E. Mackinnon & T. G. Waller (Eds.), Reading research: Advances in theory and practice Vol. 6 (pp. 109–143). Academic Press.
Perfetti, C. A., & Hart, L. (2002). The lexical quality hypothesis. Precursors of Functional Literacy, 11, 67-86.
Rapp, D. N., van den Broek, P., McMaster, K. L., Kendeou, P., & Espin, C. A. (2007). Higher order comprehension processes in struggling readers: A perspective for research and intervention. Scientific Studies of Reading, 11, 289–312.
Rayner, K., & Reichle, E. D. (2010). Models of the reading process. Wiley Interdisciplinary Reviews: Cognitive Science, 1(6), 787-799.
Shimono, T. R. (2019). The effects of repeated oral reading and timed reading on l2 oral reading fluency. The Reading Matrix: An International Online Journal, 19(1).
Shohamy, E. (1984). Does the testing method make a difference? The case of reading comprehension. Language Testing, 1(2), 147-170.
Smith Gabig, C. (2010). Phonological awareness and word recognition in reading by children with autism. Communication Disorders Quarterly, 31(2), 67-85.
So, D., & Siegel, L. S. (1997). Learning to read Chinese: Semantic, syntactic, phonological, and working memory skills in normally achieving and poor Chinese readers. Reading and Writing, 9, 1-21.
Spencer, M., Richmond, M. C., & Cutting, L. E. (2020). Considering the role of executive function in reading comprehension: A structural equation modeling approach. Scientific Studies of Reading, 24(3), 179-199.
Swanson, H. L. (2003). Age-related differences in learning disabled and skilled readers’ working memory. Journal of Experimental Child Psychology, 85(1), 1-31.
Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16, 32-71.
Swanson, H. L., & Ashbaker, M. H. (2000). Working memory, short-term memory, speech rate, word recognition and reading comprehension in learning disabled readers: Does the executive system have a role? Intelligence, 28(1), 1-30.
Walczyk, J. J. (1995). Testing a compensatory-encoding model. Reading Research Quarterly 30, 396-408.
Walczyk, J. J. (2000). The interplay between automatic and control processes in reading. Reading Research Quarterly, 35(4), 554-566.
Walczyk, J. J., Marsiglia, C. S., Bryan, K. S., & Naquin, P. J. (2001). Overcoming inefficient reading skills. Journal of Educational Psychology, 93(4), 750.
Zinar, S. (2000). The relative contributions of word identification skill and comprehension-monitoring behavior to reading comprehension ability. Contemporary Educational Psychology, 25(4), 363-377.
)