[1] Anderson, R., & Biddle, W. (1975). On asking people questions about what they are reading. In G. H. Bower (Ed.), The Psychology of Learning and Motivation, (pp. 90-132). New York: Academic Press. doi:10.1016/S0079-7421(08)60269-8
[2] Ausubel, D. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart & Winston.
[3] Cain, K., & Oakhill, J. V. (1999). Inference making ability and its relation to comprehension failure in young children. Reading & Writing: An Interdisciplinary Journal, 11, 489-503.
[4] Cerdan, R., Vidal-Abarca, E., Martinez, T., Gilabert, R., & Gil, L. (2009). Impact of question-answering task on search processes and reading comprehension. Learning and Instruction, 19, 13-27. doi:10.1016/j.learninstruc.2007.12.003
[5] Davoudi, M. (2005). Inference generation skill and text comprehension. The Reading Matrix, 5, 106-126.
[6] Johnsen, E. B. (1993). Textbooks in the kaleidoscope. A critical survey of literature and research on educational texts (pp. 165-166). Oslo: Scandinavian University Press.
[7] Kintsch, W. (1994). Comprehension, memory and learning. American Psychologist, 4, 294-303. doi:10.1037/0003-066X.49.4.294
[8] Kintsch, W., & Van Dijk, T. A. (1978). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 294-323.
[9] Kirschner, P. A. (2002). Cognitive load theory: Implications of cognitive load theory on the design of learning. Learning and Instruction, 12, 1-10. doi:10.1016/S0959-4752(01)00014-7
[10] Kozminsky, E., & Kozminsky, L. (2001). How do general knowledge and reading strategies ability relate to reading comprehension of high school students at different educational levels. Journal of Research in Reading, 24, 187-204. doi:10.1111/1467-9817.00141
[11] Long, D. L., Oppy, B. J., & Seely, M. R. (1994). Individual differences in the time course of inferential processing. Journal of Experimental Psychology: Learning Memory and Cognition, 20, 1456-1470. doi:10.1037/0278-7393.20.6.1456
[12] Mannes, S., & Kintsch, W. (1987). Knowledge organisation and text organisation. Cognition and Instruction, 4, 91-115. doi:10.1207/s1532690xci0402_2
[13] Megherbi, H., Seigneuric, A., & Ehrlich, M. F. (2006). Reading comprehension in French 1st and 2nd grade children: Contribution of decoding and language comprehension. European Journal of Psychology of Education, 21, 135-147. doi:10.1007/BF03173573
[14] Mikk, J. (2000). Textbook: Research and writing. Frankfurt am Main: Peter Lang.
[15] Nation, K., & Angell, P. (2006). Learning to read and learning to comprehend. London Review of Education, 4, 77-87. doi:10.1080/13603110600574538
[16] Oakhill, J., & Yuill, N. (1996). Higher order factors in comprehension disability: Processes and remediation. In J. C. Cornoldi and J. Oakhill (Eds.), Reading Comprehension Difficulties. Processes and Intervention (pp. 69-92). Mahwah, New Jersey: Erlbaum.
[17] Oakhill, J. V., & Cain, K. (2003). The development of comprehension skills. In P. Bryant (Ed.), Handbook of Children’S Literacy (pp. 155- 180). The Netherlands: Kluwer Academic Publisher.
[18] Olson, G. M., Duffy, S. A., & Mack, R. L. (1985). Questions-asking as a component of text comprehension. In A. C. Graesser and J. B. Black (Eds.), The Psychology of Questions (pp. 219-226). Mahwah, New Jersey: Erlbaum.
[19] Paris, S. G., Cross, D. R., & Lipson, M. Y. (1984). Informed strategies for learning: A program to improve children’s awareness and comprehension. Journal of Educational Psychology, 76, 1239-1252. doi:10.1037/0022-0663.76.6.1239
[20] Pearson, P. D. (2009). The roots of reading comprehension instruction. In S. E. Israel and G. G. Duffy (Eds.), Handbook of Research on Reading Comprehension (pp. 3-31). New York: Routledge.
[21] Perfetty, C. A., Landi, N., & Oakhill, J. (2005). The acquisition of read- ing comprehension skill. In M. J. Snowling and C. Hulme (Eds.), The Science of Reading: A Handbook (pp. 227-253). Oxford, UK: Blackwell. doi:10.1002/9780470757642.ch13
[22] Pressley, M., Johnson, C. J., Symons, S., McGoldrick, J. A., & Kurita, J. A. (1989). Strategies that improve children’s memory and comprehension of text. The Elementary School Journal, 90, 3-32. doi:10.1086/461599
[23] Seretny, M. L., & Dean, R. S. (1986). Interspersed post passage question and reading comprehension achievement. Journal of Educational Psychology, 78, 228-229. doi:10.1037/0022-0663.78.3.228
[24] Spooner, A. L. R., Gathercole, S. E., & Baddeley, A. D. (2006). Does weak reading comprehension reflect an integration deficit? Journal of Research in Reading, 29, 173-193. doi:10.1111/j.1467-9817.2006.00284.x
[25] Sundbye, N. (1987). Text explicitness and inferential questioning: Effect of story understanding and recall. Reading Research Quarterly, 22, 82-98. doi:10.2307/747722
[26] Tal, N. F., Siegel, L. S., & Maraun, M. (1994). Reading comprehension: The role of question type and reading ability. Reading and Writing, 6, 387-402. doi:10.1007/BF01028850
[27] Van den Broek, P., Rohleder, L., & Narvaez, D. (1994). Cognitive processes in the comprehension of literary texts. In H. van Oostendorp and R. Zwaan (Eds.), Naturalistic Text Comprehension (pp. 229- 246). Norwood, New Jersey: Ablex Publishing Corp.
[28] Van den Broek, P., Tzeng, Y., Risden, K., & Trabasso, T. (2001). Inferential questioning: Effect on comprehension of narrative text as a function of grade and timing. Journal of Educational Psychology, 9, 521-529. doi:10.1037/0022-0663.93.3.521
[29] Van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic Press.