Akamatsu, N. (2006). Literacy acquisition in Japanese-English bilinguals. In R. M. Joshi & P. Aaron (Eds.), Handbook of orthography and literacy (pp. 481-496). Mahwah, NJ: Lawrence Erlbaum.
Alderson, J. C. (1980). A process approach to reading at the University of Mexico. ELT documents special issues and occasional papers: Projects in materials design. British Council.
Alderson, J. C. (1984). Reading in a foreign language: A reading problem or a language problem? In J. C. Alderson and A. H. Urquhart (Eds.) Reading in a foreign language (pp. 1-27). London: Longman.
Alderson, J. C. (2005). Assessing reading (5th ed.). New York: Cambridge University Press.
Alexander, P. A., & Jetton, T. L. (2000). Learning from text: A multidimensional and developmental perspective. In R. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 285-310). Mahwah, NJ: Lawrence Erlbaum Inc.
Anderson. N. J. (2006). Integrating the skills: Placing reading at the core. Selected Papers from the 15th International Symposium and Book Fair on English Teaching (pp. 10-16). ROC: English Teachers’ Association.
Anderson, R. C. (1994). Role of the reader’s schema in comprehension, learning, and memory. In R. B. Ruddell & H. Singer (Eds.), Theoretical models and processes of reading (pp. 469-482). Newark, DE: International Reading Association.
Aron, H. (1986). The influence of background knowledge on memory for reading passages by native and nonnative readers. TESOL Quarterly, 20(1), 136-140.
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford: Oxford University Press.
Baker, L. (2002). Metacognition in comprehension instruction. In C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 77-95). New York: Guilford Press.
Baker, M. (1988). Sub-technical vocabulary and the ESP teacher: An analysis of some rhetorical items in medical journal articles. Reading in a Foreign Language, 4(2), 91-105.
Barcroft, J. (2007). Effects of opportunities for word retrieval during second language vocabulary learning. Language Learning, 57(1), 35-56.
Beech, J. R. (2010). Young readers’ strategic approaches to reading unfamiliar words in text. Reading & Writing Quarterly, 26(3), 264-284.
Bernhardt, E. B. (2011). Understanding advanced second-language reading. New York: Routledge.
Bialystok, E. (2001). Bilingualism in development: Language, literacy, & cognition. New York: Cambridge University Press.
Bissu, M. (2011). How-to articles: Teach early childhood literacy. New teachers online. Retrieved December 10, 2011, from http://teachersnetwork.org/NTOL/howto/ childlit/error_analysis.htm
Blachowicz, L. Z., & Fisher, P. (2000). Vocabulary instruction. In R. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of Reading Research (Vol. 3, pp. 503-523). Mahwah, NJ: Lawrence Erlbaum.
Block, E. L. (1992). See how they read: Comprehension monitoring of L1 and L2 readers. TESOL Quarterly, 26(2), 319-343.
Bond, G. L., Tinker, M. A., Wasson, B. B., & Wasson, J. B. (1989). Reading difficulties: Their diagnosis and correction. Massachusetts: Simon & Schuster.
Braten, I., Amundsen, A., & Samuelstuen, M. (2010). Poor readers-good learners: A study of dyslexic readers learning with and without text. Reading & Writing Quarterly, 26(2), 166-187.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed., pp. 309-310). White Plains, NY: Pearson Education.
Brown, H. D. (2004). Language assessment: Principles and classroom practices. White Plains, NY: Pearson Education.
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). White Plains, NY: Pearson Education.
Cain, K., & Oakhill, J. (2007). Issues of causality in children's reading comprehension. In D. McNamara (Ed.), Reading comprehension strategies (pp. 47-71). New York: Lawrence Erlbaum.
Carrell, P. L. (1987). ESP in applied linguistics: Refining research agenda: Implications and future directions of research on second language reading. English for Specific Purposes, 6(2), 233-244.
Carrell, P. L. (1991). Second language reading: reading ability or language proficiency. Applied Linguistics, 12(2), 159-179.
Carrell, P. L., & Wise, T. E. (1998). The relationship between prior knowledge and topic interest in second language reading. Studies in Second Language Acquisition, 20(3), 285-309.
Chan, C. Y. H. (2003). Cultural content and reading proficiency: A comparison of mainland Chinese and Hong Kong learners of English. Language, Culture, and Curriculum, 16(1), 60-69.
Chen, K. Y. (2009). An explanatory mixed methods study of EFL college students’ vocabulary knowledge, syntactic knowledge and reading comprehension. Unpublished doctoral dissertation. Texas A&M University-Kingsville, USA.
Chen, S. (2002). Some aspects of teaching English for specific purpose (ESP) versus teaching ESL: A focus on teaching of business English. In the Proceedings of 2002 Conference and Workshop on TEFL & Applied Linguistics (pp.27-37). Taipei: Crane.
Chen, Y. (2008). Effects of content-based second language instruction, in comparison with traditional second language instruction, on Taiwan vocational college students’ motivation and English reading comprehension. Unpublished doctoral dissertation. La Sierra University, USA.
Chu, H. C. (1989). The role of comprehension ability in macro-strategy reading instruction. Taipei: Crane.
Christen, W. L., & Murphy, T. J. (1991). Increasing comprehension by activating prior knowledge. ERIC Digest. Bloomington, IN: ERIC Clearinghouse on Reading, English, and Communication.
Clapham, C. (1996). The development of lELTS: A study of the effect of background knowledge on reading comprehension. Cambridge: Cambridge University Press.
Clarke, M. A. (1980). The short-circuit hypothesis of ESL reading─or when language competence interferes with reading performance. Modern Language Journal, 64(2), 203-209.
Cooke, M. & Simpson, J. (2008). ESOL: A critical guide. Oxford: Oxford University Press.
Cooper, M. (1984). Linguistic competence of practiced and unpracticed non-native readers of English. In J. C. Alderson and A. H. Urquhart (Eds.), Reading in a foreign language (pp. 122-35). London: Longman.
Council of Europe (2003). Relating language examinations to the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEF). Manual: A preliminary pilot version. Retrieved July 1, 2012, from http://www.coe.int/T/DG4/Portfolio/documents/Manual%20for%20relating%20 Language%20Examinations%20ot%20the%20CEF.pdf
Coxhead, A. (2011). The academic word list 10 years on: Research and teaching implications. TESOL Quarterly, 45(2), 355-362.
Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Education Research, 49(2), 222-251.
Cummins, J. (1991a). Conversational and academic language proficiency in bilingual contexts. In J. Hulstijn and A. Matter (Eds.), AILA Review, 8(1), 75-89.
Cummins, J. (1991b). Interdependence of first- and second-language proficiency in bilingual children. In E. Bialystok (Ed.), Language processing in bilingual children (pp. 70-89). New York: Cambridge University Press.
Dai, W. Y., & Leung, Y. N. (2004). The necessity for international standardized language proficiency tests: A study of reading tests. Selected Papers from the 13th International Symposium and Book Fair on English Teaching (pp. 358-371). ROC: English Teachers’ Association.
Diao, L. L. (2004). A survey of Chinese English majors’ chunk competence. Journal of PLA University of Foreign Languages, 4(1), 35-38.
Diaz-Rico, L. T. (2004). Teaching English learners: Strategies and methods. Boston, MA: Person Education.
Dornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
Dornyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In C. Doughty & M. Long (Eds.), The handbook of second language acquisition (pp. 589-630). Maiden, MA: Blackwell.
Dornyei, Z. (2005). The psychology of the language learner. Mahwah, NJ: Lawrence Erlbaum.
Douglas, D. (2000). Assessing language for specific purposes. Cambridge: Cambridge University Press.
Dressier, C., & Kamil, M. (2006). First- and second- language literacy. In D. August & T. Shanahan (Eds.), Developing literacy in second language learners (pp. 197-241). Mahwah, NJ: Lawrence Erlbaum.
Dudley-Evans, A. & St John, M. J. (1996). Report on business English: A review of research and published teaching materials. TOEIC research report No. 2. Princeton, NJ: The Chauncey Group International.
Dudley-Evans, T. & St John, M. J. (2005). Developments in English for specific purposes: A multi-disciplinary approach (7th ed.). Cambridge: Cambridge University Press.
Duffy, G. G. (2002). The case for direct explanation of strategies. In C.C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices. New York: Guilford Press.
Duke, N. K., Pressley, M., & Hilden, K. (2004). Difficulties with reading comprehension. In C. A. Stone, E. R. Silliman, B. J. Ehren, & K. Apel (Eds.), Handbook of language and literacy: Development and disorders (pp. 501-520). New York, NY: Guilford.
Echevarria, J., Vogt, M., & Short, D. J. (2004). Making content comprehension for English learners: The SIOP model (2nd ed.). Boston: Pearson Education.
ETS, (2011). TOEIC report, Taiwan. Retrieved September 8, 2011, from http://www.toeic.com.tw/file/11063020.pdf
Fletcher, J. M., Staz, P., & Scholes, R. J. (1981). Developmental changes in the linguistic performance correlates of reading achievement. Brain and Language, 13(1), 78-90.
Flowerdew, J. & Peacock, M. (2001). The EAP curriculum: Issues, methods, and challenges. In J. Flowerdew and M. Peacock (Eds.), Research perspectives on English for academic purposes (pp. 177-194). Cambridge: Cambridge University Press.
Folse, K. (2011). Applying L2 lexical research findings in ESL teaching. TESOL Quarterly, 45(2), 362-369.
Fornell, C, & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.
Fransson, A. (1984). Cramming or understanding? Effects of intrinsic and extrinsic motivation on approach to learning and test performance. In J. C. Alderson and A. H. Urquhart (Eds.), Reading in a foreign language. London: Longman.
Fraser, C. (2007). Reading rate in L1 mandarin Chinese and L2 English across five reading tasks. Modern Language Journal, 91(3), 372-394.
Gambrell, L. B. (2004). Motivating kids to read. Instructor, 113(5), 10-11.
Gardner, R. (2002). Social psychological perspectives on second language acquisition. In R. B. Kaplan (Ed.), The Oxford handbook of applied linguistics (pp. 160-69). New York: Oxford.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language Learning. New York: Newbury House.
Gernsbacher, M. A. (1990). Language comprehension as structure building. Hillsdale, NJ: Lawrence Erlbaum.
Gillon, G. T. (2004). Phonological awareness: From research to practice. New York/London: The Guilford Press.
Goldenberg, C, Rueda, R., & August, D. (2006). Synthesis: Sociocultural contexts and literacy development. In D. August and T. Shanahan (Eds.), Developing literacy in second language learning (pp. 249-267). Mahwah, NJ: Lawrence Erlbaum.
Grabe, W. (2005). The role of grammar in reading comprehension. In J. Frodesen & C. C. Holton (Eds.), The power of context in language teaching and learning (pp. 268-282). Boston: Heinle & Heinle.
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. New York: Cambridge University Press.
Gravatt, B., Richards, J., & Lewis, M. (1997). Language needs in tertiary studies. Auckland: University of Auckland Institute of Language Teaching and Learning.
Graves, K. (2000). Designing language courses. Boston: Heinle & Heinle.
Grigorenko, E. L. (2002). Foreign language acquisition and language-based learning disabilities. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 95-112). Philadelphia: John Benjamins.
Guthrie. J. T. (2001). Contexts for engagement and motivation in reading. Reading online, 4(8). Retrieved April 1, 2011 from www.readingonline.org/articles/art_ index.asp?HREF=/articles/handbook/guthrie/index.html
Guthrie, J. T, & Cox, K. (2001). Motivational and cognitive contributions to students’ amount of reading. Contemporary Educational Psychology, 26(1), 116-131.
Guthrie, J. T. & Wigfield, A. (2000). Engagement and motivation in reading. In M. Kanul, P. Mosenthal, P. D. Pearson & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403-422). Mahwah, NJ: Lawrence Erlbaum.
Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K., Taboada, A., Davis, M., Scafiddi, N. & Tonks, S. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology, 96(3), 403-423.
Guthrie, Wigfield, & Perencevich, (2004). Motivating reading comprehension: Concept-oriented reading instruction. Mahwah, NJ: Lawrence Erlbaum.
Guthrie, J. T., Wigfield, A., & Van Seeker, C. (2000). Effects of integrated instruction on motivation and strategy use in reading. Journal of Educational Psychology, 92(2) 331-341.
Hair, J. F., Sarstedt, M., Ringle, C. M., & Mena, J. A. (2011). An assessment of the use of partial least squares structural equation modeling in marketing research. Journal of the Academy Marketing Science. Retrieved October 20, 2011, from http:// www.springerlink.com
Harding, K. (2007). English for specific purposes. Oxford: Oxford University Press.
Hartman, H. J. (2002). Metacognition in learning and instruction: Theory, research and practice (2nd ed.). The Netherlands: Kluwer Academic Publishers.
Henderson, N. R. (2009). Managing moderator stress: Take a deep breath. You can do this! Marketing Research, 21(1), 28-29. Retrieved January 1, 2012, from http://en.wikipedia.org/wiki/Focus_group
Hirsh, D., & Nation, P. (1992). What vocabulary size is needed to read unsimplified texts for pleasure? Reading in a Foreign Language, 8(2), 689-696.
Hosenfeld, C. (1977). A preliminary investigation of the reading strategies of successful and non-successful second language readers. System 5(2), 110-123.
Hu, C. F. (2010). Chinese children’s preferential use of sublexical cuesin interpreting Chinese characters. Curriculum & Instruction Quarterly, 13(4), 229-253.
Huang, M. (2000). Brief analysis of Chinese students’ errors in English reading. Shanghai: Medical Instrumentation College of Shanghai Science Engineering University. Retrieved March 20, 2012, from http://www.360doc.com/content/06/0513/22/3147_115400.shtml
Hudson, T. (2007). Teaching second language reading. Oxford: Oxford University Press.
Hughes, A. (2006). Testing for language teachers (5th ed.). Cambridge: Cambridge University Press.
Hutchinson, T., & Waters, A. (2005). English for specific purposes: A learning- centered approach (20th ed.). Cambridge: Cambridge University Press.
Johnson, P. (1981). Effects on reading comprehension of language complexity and cultural background of a text. TESOL Quarterly, 15(2), 169-181.
Jordan, R. R. (2007). English for academic purposes (9th ed.). Cambridge: Cambridge University Press.
Kennedy, C. & Bolitho, R. (1984). English for specific purposes. London: Macmillan.
Kim, S. K., & Sohn, S. Y. (2009). Expert system to evaluate English medium instruction in Korean Universities. Expert Systems with Applications. Retrieved October 20, 2011, from http://www. elsevier.com/locate/eswa
Kintsch, W. (2001). Predication. Cognitive Sciences, 25(2), 173-202.
Koda, K. (1987). Cognitive strategy in second language learning. In J. Devine, P. L. Carrell, and D. E. Eskey (Eds.), Research in reading in English as a second language. Washington, D.C.: TESOL.
Koda, K. (2005). Insights into second language reading. New York: Cambridge University Press.
Koda, K. (2007). Reading and language learning: Crosslinguistic constraints on second language reading development. In K. Koda (Ed.), Reading and Language Learning, 57(Supplement 1), 1-44.
Koda, K. (2008). Looking back and thinking forward. In K. Koda & A. Zehler (Eds.), Learning to read across languages (pp. 222-234). New York: Routledge.
Krashen, S. D. (1989). Language acquisition and language education. Hertfordshire, UK: Prentice Hall International.
Kroll, J., & Tokowicz, N. (2005). Models of bilingual representation and processing. In J. Kroll & A. de Groot (Eds.), Handbook of bilingualism: Psycholinguistic aspects (pp. 531-553). New York: Oxford University Press.
Kuo, L. J., & Anderson, R. (2008). Conceptual and methodological issues in comparing metalinguistic awareness across languages. In K. Koda & A. Zehler (Eds.), Learning to read across languages (pp. 39-67). New York: Routledge.
Lau, K. L. & Chan, D. (2003). Reading strategy use and motivation among Chinese good and poor readers in Hong Kong. Journal of Research in Reading, 26(2), 177-190.
Laufer, B. & Shmueli, K. (1997). Memorizing new words: Does teaching have anything to do with it? RELC Journal, 28(1), 89-108.
LCCI (2009). How to pass travel and tourism first and second levels. London: London Chamber of Commerce and Industry Examinations Board.
Lee, J. W., & Schallert, D. L. (1997). The relative contribution of L2 language proficiency and L1 reading ability to L2 reading performance: A text of the threshold hypothesis in an EFL context. TESOL Quarterly, 31(4), 713-749.
Lewis, M. (1999). How to study foreign language. London: Macmillan Press.
Licklider, P. M. (2002). Building an active college vocabulary. New York: Longman.
Lindlof, T. R. & Taylor, B. C. (2002). Qualitative communication research methods (2nd ed.). Thousand Oaks, CA: Sage Publications.
Logan, G. (2002). An instance theory of attention and memory. Psychological Review, 109(2), 376-400.
Long, D., Johns, C, & Morris, P. (2006). Comprehension ability in mature readers. In M. Traxler & M. A. Gernsbacher (Eds.), Handbook of Psycholinguistics (2nd ed., pp. 801-833). Burlington, MA: Academic Press.
Long, D. R. (1989). Second language listening comprehension: A schema-theoretic perspective. Modern Language Journal, 73(1), 32-40.
MacKinnon, D. P. (2008). Introduction to statistical mediation analysis. New York: Lawrence Erlbaum. Retrieved July 7, 2012, from http://en.wikipedia.org/wiki/Mediator_variable
Makrami, B. H. (2010). Motivation and attitude of Saudi University’s learners of English for specific purposes. Unpublished doctoral dissertation. University of Kansas, USA.
Maley, A. (2009). Advanced learners. Oxford: Oxford University Press.
Mangino, C. (2007). What if we taught college students the way they learn? In R. Dunn S.A. Griggs (Eds.), What if? Promising practices for improving schools (pp. 30-36). Lanham, MD: Rowman & Littlefield Education.
Marshall, C. & Rossman, G. B. (1999). Designing qualitative research (3rd ed.). London: Sage Publications.
Martinez, E. (2002). A comparison of elementary and special education pre-service teachers’ instructional decisions and perceptions of reading interventions, programs, and assessment practices. Digital dissertations, ProQuest AAT 3056842.
Martinez, R., & Murphy, V. A. (2011). Effect of frequency and idiomaticity on second language comprehension. TESOL Quarterly, 45(2), 267-290.
Mathewson, G. C. (1976). The function of attitude in the reading process. In H. Singer and R. Ruddell (Eds.), Theoretical models and processes of reading (2nd ed., pp. 655-673). Newark, DE: International Reading Association.
McCarthy, M. (2004). Discourse analysis for language teachers (14th ed.). Cambridge: Cambridge University Press.
McVee, M., Dunsmore, K., & Gayelek, J. (2005). Schema theory revisited. Review of Educational Research, 75(4), 531-566.
Mecartty, F. H. (2000). Lexical and grammatical knowledge in reading and listening comprehension by foreign learners of Spanish. Applied Language Learning, 11 (2), 323-348.
Min, H. T. (2008). EFL vocabulary acquisition and retention: Reading plus vocabulary enhancement activities and narrow reading. Language Learning, 58(1), 73-115.
Ministry of Examination, (2008-2011). Professional and Technical Junior Examinations for English Tour Guides. Taiwan.
Minskoff, E. H. (2005). Teaching reading to struggling learners. Baltimore, Maryland: Paul H. Brookes.
Morris, R. (2006). Lexical processing and sentence context effects. In M. Traxler & M. A. Gernsbacher (Eds.), Handbook of Psycholinguistics (2nd ed., pp. 377-401). Burlington, MA: Academic Press.
Motkhtari, K. & Richard, C. (2004). Investigating the strategic reading processes of first and second language readers in two different cultural contexts. System, 32(3), 379-394.
Naddabi, Z. A. (2006). ESL students’ language learning strategy repertoires in EAP and ESP contexts: Perceived success and pedagogical mediation. Unpublished master thesis. Carleton University, Canada.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening? Canadian Modern Languages Review, 63(1), 59-82.
Nation, I. S. P. (2009). Teaching ESL/EFL reading and writing. New York: Routledge.
Nation, P. (2008). Strategies for vocabulary learning. Selected Papers from the 17th International Symposium and Book Fair on English Teaching (pp. 68-77). ROC: English Teachers’ Association.
Nattinger, J. (1988). Some current trends in vocabulary teaching. In R. Carter and M. McCarthy (Eds.) vocabulary and language teaching (pp.97-110). London: Longman.
Noels, K. (2001). New orientations in language learning motivation: Toward contextual model of intrinsic, extrinsic, and integrative orientation and motivation. In Z. Dornyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 43-68). Honolulu: University of Hawaii Press.
Odlin, T. (1994). Language transfer: Cross-linguistic influence in language learning (4th ed.). Cambridge: Cambridge University Press.
O’Malley, J. M., Chamot, A. U., Stewner-Mazanarcs, G., Russo, R., & Kupper, L. (1985). Learning strategies applications with students of English as a second language. TESOL Quarterly, 19(2), 285-296.
Ou, F. (2006). The effects of the summarization strategy on reading comprehension of non-proficient Taiwanese university EFL learners. Dissertation Abstracts International 67(1). UMI No. 3206128
Paris, S. G., Lipson, M., & Wixson, K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8(3), 293-316.
Park, G. P. (2004). Developing the interpretive mode of communication- comparison of L2 listening and reading comprehension by university students learning English in Korea. Foreign Language Annals, 37(3), 448-458.
Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11(4), 357-383.
Perfetti, C, Landi, N., & Oakhill, J. (2005). The acquisition of reading comprehension skill. In M. Snowling & C. Hulme (Eds.), The science of reading (pp. 227-247). Maiden, MA: Blackwell.
Pinto, C. M. (2009). A study of seventh grade students’ reading comprehension and motivation after explicit instruction in self-assessment and metacognitive reading strategies. Unpublished doctoral dissertation. Widener University, USA.
Pressley, M. (2002). Comprehension strategy instruction: A turn-of-the-century status report. In C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 11-27). New York: Guilford Press.
Pressley, M. (2006). Reading instruction that works (3rd ed.). New York: Guilford Press.
Pulido, D. (2007). The relationship between text comprehension and second language incidental vocabulary acquisition: A matter of topic familiarity? Language Learning, 57(Supplement 1), 155-199.
Raeder, S. (2006). Steps of qualitative data analysis. Empirical methods. Retrieved January 12, 2011, from http://www.docstoc. com/docs/42887159/Analysis-of -qualitative-data-291106
Rapp, D., & Van den Broek, P., McMaster, K., Kendeou, P., & Espin, C. (2007). Higher-order comprehension processes in struggling readers: A perspective for research and intervention. Scientific Studies of Reading, 11(4), 289-3l2.
Reinartz, W. J., Haenlein, M., & Henseler, J. (2009). An empirical comparison of the efficacy of covariance-based and variance-based SEM. International Journal of Market Research, 26(4), 332-344.
Richards, J. C. (2001). Curriculum development in language teaching. New York: Cambridge University Press.
Richards, J. C., Platt, J. T, & Platt, H. K. (1992). Longman dictionary of language teaching and applied linguistics (2nd ed.). London: Longman.
Robinson, P. (1980). English for specific purposes. Oxford: Pergamon.
Rosenshine, B., & Stevens, R. (1984). Classroom instruction in reading. In P. D. Pearson (Ed.), Handbook of reading research (pp. 745-798). New York: Longman.
Rott, S. (2007). The effect of frequency of input- enhancements on word learning and text comprehension. Language Learning, 57(2), 165-199.
Ruona, E. A. W. (2005). Analyzing qualitative data. In R. A. Swanson & E. F. Holton III (Eds.), Research in organizations: Foundations and methods of inquiry (pp. 233-266). San Francisco: Berrett-Koehler.
Ryan, R., & Deci, E. (2000). Intrinsic and extrinsic motivations: Classic definitions directions. Contemporary Educational Psychology, 25(1), 54-67.
Saricoban, A. (2002). Reading strategies of successful readers through the three phase approach. The Reading Matrix: An International Online Journal, 2(3), 1-16.
Schmitt, N. (2000). Vocabulary in language teaching. New York: Cambridge University Press.
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. New York: Palgrave Macmillan.
Schumann, J. (1986). Research on the acculturation model for second language acquisition. Journal of Multilingual and Multicultural Development, 7(5), 379-392.
Schwanenflugel, P., & Ruston, H. (2008). Becoming a fluent reader: From theory to practice. In M. Kuhn & P. Schwanenflugel (Eds.), Fluency in the classroom (pp.1-16). New York: Guilford Press.
Searle J. R. (1972). Chomsky’s revolution in linguistics. The New York review of books. Retrieved March 30, 2012, from http://www.chomsky.info/onchomsky/
19720629.htm
Singhal, M. (1998). A comparison of L1 and L2 reading: Cultural differences and schema. Internet TESL Journal, 4(10). Retrieved October 12, 2011, from http://iteslj.org/Articles/Singhal-ReadingL1L2.html.
Snow, C. E., Bums, S. M., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
Snowling, M. J. (2001). Dyslexia. (2nd ed.). Oxford; Blackwell.
Sohn, S. Y., So, H. K., & Moon, T. H. (2009). A strategic analysis for successful brain Korea 21 initiative based on structural equation model. Expert Systems with Applications, 36(3), 5087-5093.
Sparks, R. (1995). Examining the linguistic coding differences hypothesis to explain individual differences in foreign language learning. Annals of Dyslexia, 45(1), 187-214.
Stanovich, K. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York: Guilford Press.
Strevens, P. (1988). ESP after twenty years: A re-appraisal. In M. Tickoo (Ed.) ESP: State of the art. Singapore: SEAMEO Regional Language Center.
Su, I. R. (2004). Language transfer: A bi-directional perspective. NSC93-2411-H007-033. ROC: National Tsing Hua University.
Takase, A. (2007). Japanese high school students' motivation for extensive L2 reading. Reading in a Foreign Language 19(1), 1-18.
Tasi, P. L. (2009). Instructional approaches used for teaching English reading to technological and vocational college students in Taiwan. Unpublished doctoral dissertation. The University of South Dakota, USA.
Taylor, B., Harris, L. A., & Pearson, P. D. (1988). Reading difficulties: Instruction and assessment. New York: Random House.
Tenenhaus, M., Esposito, V., Chatelin, Y. M., & Lauro, C. (2005). PLS path modeling. Computational Statistics and Data Analysis, 48(1), 159-205.
THIT, (2010). English graduation threshold at Ta Hwa Institute of Technology. Retrieved December 12, 2011, from http://www.thit.edu.tw/bin/home.php
Thornbury, S. (2006). An a-z of ELT. Oxford, UK: Macmillan.
Tompkins, G. E. (2006). Literacy for the 21st century: A balanced approach. Upper Saddle River, N J: Merrill.
Tsou, W. (2009). Needs-based curriculum development: A case study of NCKU’s ESP program. Taiwan International ESP Journal, 1(1), 77-95.
Tsujii, J. & Fujita, K. (1991). Lexical transfer based on bilingual signs: Towards interaction during transfer. Retrieved March 12, 2012, from http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.14.6305
Tunmer, W., & Chapman, J. (2006). Metalinguistic abilities, phonologic recoding skill, and the use of context in beginning reading development: A longitudinal study. In R. Joshi & P. Aaron (Eds.), Handbook of orthography and literacy (pp. 617-635). Mahwah, NJ: Lawrence Erlbaum.
Turkeltaub, P. E., Flowers, D. L., Verbalis, A., Miranda, M., Gareau, L., & Eden, G. F. (2004). The neural basis of hyperlexic reading: An FMRI case study. Neuron, 41(1), 11–25.
United Daily News (2007). Saving broken English. Retrieved December 12, 2011, from http://mag.udn.com/mag/campus/printpage.jsp?f_ART_ID=83149
Upton, T. A. & Lee-Thompson, L. C. (2001). The role of the first language in second language reading. Studies in Second Language Acquisition, 23(4), 469-495.
Urquhart, S., & Weir, C. (1998). Reading in a second language: Process, product and practice. New York: Longman.
Van Orden, G., & Kloos, H. (2005). The question of phonology and reading. In M. Snowling & C. Hulme (Eds.), The Science of reading (pp. 61-78). Maiden, MA: Blackwell.
Vellutino, F., & Fletcher, J. (2005). Developmental dyslexia. In M. Snowling Hulme (Eds.), The science of reading (pp. 362-378). Malden, MA: Blackwell.
Vinzi, V. E., Wynne, Chin, W., Henseler, J., & Wang, H. (2008). Handbook of partial least squares: Concepts, methods and applications in marketing and related fields. Series: Springer handbooks of computational statistics. New York: Springer- Verlag.
Wang, D. (2011). Language transfer and the acquisition of English light verb + noun collocations by Chinese learners. Chinese Journal of Applied Linguistics Quarterly, 34(2), 107-125.
Wang, J., & Guthrie, J. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly, 39(2), 162-186.
Wang, M., & Koda, K. (2007). Commonalities and differences in word identification skills among learners of English as a second language. Language Learning, 57(Supplement 1), 201-222.
Wang, Y. Y. (2010). Effect of reading strategies on the TOEIC reading test: A case study. Essays published at 2010 NUTN conference on innovative approaches to the teaching of English (pp. 79-87). ROC: National University of Tainan.Williams, J. P. (1998). Improving the comprehension of disabled readers. Annals of Dyslexia, 48(1), 213-238.
Winograd, P., & Hare, V. C. (1988). Direct instruction of reading comprehension strategies: The nature of teacher explanation. In C. E. Weinstein, E. T. Goetz, & P. A. Alexander (Eds.), Learning and study strategies: Issues in assessment instruction and evaluation (pp. 121-139). San Diego: Academic Press.
Wixom, B. H.. & Watson, H. J. (2001). An empirical investigation of the factors affecting data warehousing success. MIS Quarterly, 25(1), 17-41.
Yamashita, J. (2002). Mutual compensation between L1 reading ability and L2 language proficiency in L2 reading. Journal of Research in Reading, 25(1), 81-95.
Yuill, N. & Oakhill, J. (1991). Children’s problems in text comprehension. Cambridge: Cambridge University Press.
Zhang, L. J. (2001). Awareness in reading: EFL students’ metacognitive knowledge of reading strategies in an acquisition-poor environment. Language Awareness, 10(4), 268-288.