Almasi, J. F. (2003). Teaching strategic processes in reading. New York: Guilford Press.
 Baker, L. (1989). Metacognition, comprehension monitoring, and adult reader. Educational Psychology Review, 1, 3-38.
 Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Hand book of reading research (pp. 353-394). New York: Longman.
 Brown, A. L. (1985). Metacognition: The development of selective attention strategies for learning from texts. In H. Singer, & R. B. Ruddell (Eds.), Theoretical models and processes of reading (pp. 501-526). Newark: International Reading Association.
 Brown, A. L., Campione, J. C., & Day, J. (1981). Learning to learn: On training students to learn from text. Educational Researcher, 10, 14 21. doi:10.3102/0013189X010002014
 Campbell, D. T., & Fiske, D. W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin, 56, 81-105. doi:10.1037/h0046016
 Carifio, J. (1975). A standard and command-wide model for developing scientific and technical instructional materials. Alexandria, VA: United States Office of Naval Research.
 Carifio, J. (1977). Toward a macro model of instructional components. Proceedings of the Annual Meeting of Eastern Educational Research Association. Boston, MA.
 Carifio, J. (1990). A model for empirical developing and validating instructional text and materials. Proceedings of the Annual Conference of the American Educational Research Association. Boston, MA.
 Carifio, J. (2003). An instructional text evaluation protocol. Annual Conference of the New England Educational Research Organization. Portsmouth, NH.
 Carifio, J., & Perla, R. (2007). Ten common misunderstandings, misconceptions, persistent myths and urban legends about Likert scales and Likert response formats and their antidotes. Journal of the Social Sciences, 3, 106-116. doi:10.3844/jssp.2007.106.116
 Carifio, J., & Perla, R. J. (2010). Towards the decline and fall of radical and educational constructivism. Current Research in Psychology, 1, 1-15. doi:10.3844/crpsp.2010.1.15
 Chamot, A. U., & O’Malley, J. M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. White Plains, MA: Addison Wesley Longman.
 Cochran, K. F., De Ruiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44, 263-272.
 Dagostino, L., & Carifio, J. (1994a). Evaluative reading and literacy: A cognitive view. Boston, MA: Allyn and Bacon.
 Dagostino, L., & Carifio, J. (1994b). Establishing the logical validity of instructional activities for teaching reading evaluatively. Journal of Reading Improvement, 31, 14-22.
 Erikson, L. (2006). An integrated approach to citizenship education for grades 1-8 in the 21st century. Ed.D. Thesis, Lowell: University of Massachusetts.
 Fenstermatcher, G. D. (1994). The knower and known: The nature of knowledge in research on teaching. Review of Research on Teaching, 20, 3-56.
 Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911. doi:10.1037//0003-066X.34.10.906
 Flavell, J. H. (1985). Cognitive development (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.
 Flores, M. (2005). Instructional strategies, conditions, characteristics, and contexts for successfully teaching Hispanic Caribbean students. Ed.D. Thesis, Lowell: University of Massachusetts.
 Fradd, S. H., & Lee, O. (1998). Development of a knowledge base for ESOL teacher Education. Teaching and Teacher Education, 14, 761-773. doi:10.1016/S0742-051X(98)00023-7
 Garner, R. (1987). Metacognition and reading comprehension. Nor wood, NJ: Ablex.
 Glaser, R., & Chi, M. T. (1988). Overview. In M. Chi, R. Glaser, & M. Farr (Eds.), The nature of expertise (pp. 15-28). Hillsdale: Erlbaum.
 Griffith, P. L., & Ruan, J. (2005). What is metacognition and what should be its role in literacy instruction? In S. E. Israel, C. C. Block, K. L. Bauserman, & K. Kinnucan-Welsch (Eds.), Metacognition in literacy learning: Theory, assessment, instruction, and professional development (pp. 3-18). Mahwah: Lawrence Erlbaum Associates.
 Grossman, P. (1990). The making of a teacher. New York: Teachers College Press.
 Grossman, P., & Richert, R. (1988). Unacknowledged knowledge growth: A reexamination of the effects of teacher education. Teaching and Teacher Education, 4, 53-62.
 Gudmundsdottir, S. (1991). Values in pedagogical content knowledge. Journal of Teacher Education, 41, 44-52.
 Hartman, H. J. (2001). Teaching metacognitively. In H. J. Hartman (Ed.), Metacognition in learning and instruction (pp. 149-172). Boston: Kluwer Academic Publishers.
 Kerlinger, F., & Lee, H. (2000). Foundations of behavioral research. Orlando, FL: Harcourt College Publishers.
 Kintsch, W., & van Dijk, T. A. (1978). Toward a model of text com prehension and production. Psychological Review, 85, 363-394.
 Knowles, M., Holton, E., & Swanson, R. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). Burlington, MA: Elsvier Press.
 Kwong, B. (2008). The development and validation of a research-based, tiered new teacher induction program guide for Massachusetts public schools. Ed.D. Thesis, Lowell: University of Massachusetts.
 Lai, E. R. (2011). Metacognition: A literature review.
 López, F., Scanlan, M., & Gundrum, B. (2013). Preparing teachers of English language learners: Empirical evidence and policy implications. Education Policy Analysis Archives, 21.
 Lovett, M. (2008). Teaching metacognition. http://net.educause.edu/upload/presentations/eli081/fs03/metacognition-eli.pdf
 Pellitier, P. (2004). Towards a reader-text-context theoretical model for reading literary work. Ed.D. Thesis, Lowell: University of Massachusetts.
 Perla, R. J. (2006). Use and augmentation of a formal model and theory to develop instructional material to teach undergraduates about the nature of science, scientific knowledge and scientific change. Ed.D. Thesis, Lowell: University of Massachusetts.
 Perla, R. J., & Carifio, J. (2011). Theory creation, modification, and testing: An information-processing model and theory of the anticipated and unanticipated consequences of research and development. Journal of Multidisciplinary Evaluation, 7, 84-110.
 Pressley, M. (1990). Cognitive strategy instruction that really improves children's academic performances. Cambridge, MA: Brookline Books.
 Pressley, M. (2002). Metacognition and self-regulated comprehension. In A. E. Farstrup, & S. J. Samuel (Eds.), What research has to say about reading instruction (pp. 291-309). Newark: International Reading Association. doi:10.1598/0872071774.13
 Pressley, M., Borkowski, J. G., & Schneider, W. (1987). Cognitive strategies: Good strategy users coordinate metacognition and knowl edge. Annals of Child Development, 4, 89-129.
 Pressley, M., & Woloshyn, V. (1995). Cognitive strategy instruction that really improves children’s academic performance. Cambridge, MA: Brookline Books.
 Purdie, N., & Hattie, H. (1996). Cultural differences in the use of self regulated learning. American Educational Research Journal, 33, 845-871. doi:10.3102/00028312033004845
 Reynolds, R. E. (1992). Selective attention and prose learning: Theoretical and empirical research. Educational Psychology Review, 4, 345-391. doi:10.1007/BF01332144
 Schneider, W., & Pressley, M. (1989). Memory development between 2 and 20. New York: Springer-Verlag.
 Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
 Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational View, 57, 1-22.
 Van Dijk, T. A. (1980). Macrostructures: An interdisciplinary study of global structures in discourse, interaction, and cognition. Hillsdale: Erlbaum.
 Van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse com prehension. New York: Academic Press, Inc.
 Xu, W., Carifio, J., & Dagostino, L. (2012). Constructing a metacognitive knowledge framework for post-secondary EFL reading teachers’ summrizing strategies instruction with expository text: A case study, phase I. Creative Education, 3, 829-839.
 Zimmerman, B. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 1, 166-183.