Alfaro-LeFevre, R. (2000). Critical thinking: Usually not rapid-fire. AACN News, 2 (12).Retrieved January 3, 2014 from World Wide Web: http://alfaroteachsmart.com/rapidfire.pdf
Allen, M. (2004). Smart thinking skills for critical understanding and writing. Melbourne: Oxford University Press.
Bachman, L. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.
Bachman, L. (2004). Statistical analysis for language assessment. Cambridge: Cambridge University Press.
Beck, L. L. (1989). Reading and reasoning. The Reading Teacher, 42
Bernard, J., & Lee, L. (2003). Select readings. Oxford: Oxford University Press.
Bhasker, W. W., & Prabhu, N. S. (1975). English through reading. London: Macmillan Education.
Brown, J. D. (2005). Testing in language programs. New York: McGraw-Hill.
Carrell, P. (1988). Interactive text processing: Implications for ESL and second language classrooms. In P. Carrell, J. Devine, & D. Eskey (Eds.), Interactive approaches to second language reading (pp. 239-259). Cambridge: Cambridge University Press.
Chastain, K. (1988). Developing second language skills: Theory and practice (3rd ed.). New York: Harcourt Jovanovich.
Conlin, M. L. (2008). Patterns. Boston: Wadworth.
Davey, B., & McBride, M. (1986) Effects of question-generation on reading comprehension. Journal of Educational Psychology, 22, 2-7.
Ennis, H. R. (1993). Critical thinking assessment. Theory into Practice, 32(3), 179-186.
Fahim, M., & Ahmadi, H. (2012). Critical thinking, content schemata and EFL readers’ comprehension and recall. Journal of Comparative Literature and Culture (JCLC), 1(2), 23-28.
Fahim, M., Bagherkazemi, M., & Alemi, M. (2010). The relationship between test takers’ multiple intelligences and their performance on the reading sections of TOEFL and IELTS. Brain. Broad Research in Artificial Intelligence and Neuroscience, 1(3), 1-14.
Fahim, M., Barjesteh, H., & Vaseghi, R. (2012). Effect of critical thinking training on male/female EFL learners’ reading comprehension. English Language Teaching, 5(1), 140-145.
Friedman, M. I., & Rowls, M. D. (1980). Teaching reading and thinking skills. New York: Longman.
Ghanizadeh, A., & Moafian, F. (2011). Critical thinking and emotional intelligences: Investigating the relationship among EFL learners and the contribution of age and gender. Iranian Journal of Applied Linguistics (IJAL), 14(1), 23-48.
Goodman, K. (1982). The selected writings of Kenneth S. Goodman.
London: Routledge and Kegan Paul.
Grabe, W. (2009). Reading in a second language. In R. B. Kaplan (Ed.), The Oxford handbook of applied linguistics (pp. 49-59). Oxford: Oxford University Press.
Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. London: Pearson Education.
Hajjarian, R. (2008). The relationship between critical thinking ability of Iranian EFL students and their performance on open and closed reading tasks. Unpublished master's thesis, Islamic Azad University of Tehran, Science and Research Campus, Tehran, Iran.
Hawkins, T., K. (2012). Thinking and reading among college undergraduates: An examination of the relationship between critical thinking skills and voluntary reading. Unpublished doctoral dissertation, University of Tennessee, Knoxville.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.
Hosseini, E., Bakhshipour, K. F., Sarfallah, S., & Dolatabadi, R. H. (2012). Exploring the relationship between critical thinking, reading comprehension and reading strategies of English university students. World Applies Science Journal, 17(10), 1356-1364.
Hudson, T. (2007). Teaching second language reading. New York: Oxford University Press.
Judge, B., Jones, P., & McCreery, E. (2009). Critical thinking skills for education students. Exeter: Learning Matters.
Kamali, Z., & Fahim, M. (2011). The Relationship between critical thinking ability of Iranian EFL learners and their resilience level facing unfamiliar vocabulary items in reading. Journal of Language Teaching and Research, 2(1), 104-111.
Khabiri, M., Pakzad, M. (2012). The effect of teaching critical reading strategies on EFL learners’ vocabulary retention. The Journal of Teaching Language Skills (JTLS), 4(1), 73-107.
Koo, Y.L. (2008). Language, culture and literacy: Meaning-making in global contexts. Bangi, Selangor: Universiti Kebangsaan Malaysia.
Larson-Hall, J. (2010). A guide to doing statistics in second language research using SPSS. New York: Routledge.
Liaw, M. (2007). Content-based reading and writing for critical thinking skills in an EFL context. English Teaching & Learning, 31(2), 45-87.
Lipman, M. (2003). Thinking in education. New York: Cambridge University Press.
McCardle, P., Scarborough, H. S., & Catts, H. W. (December, 2002). Predicting, explaining and preventing children’s reading difﬁculties. The Quarterly Bulletin of the Remedial and Support Teachers’ Association of Queensland, 5-17.
Mohammadyari, A. (2002). The relationship between critical thinking and change management of the heads of the educational departments in Ferdowsi University of Mashhad. Unpublished master’s thesis, Ferdowsi University, Mashhad, Iran.
Mohd Din, Z., Bee E. W., & Rafik-Galea, S. (2014). Critical reading ability and its relation to L2 proficiency of Malaysian ESL learners. 3L: The Southeast Asian Journal of English Language Studies, 20(2), 43- 54.
Noorizah, M. N. (2006). Reading academic text: Awareness and experiences among University ESL learners. GEMA Online Journal of Language Studies, 6(2), 65-78.
Moon, J. (2008). Critical thinking: An exploration of theory and practice. London: Routledge.
Morgan, B., & Ramanathan, V. (2005). Critical literacies and language education: Global and local perspectives Annual Review of Applied Linguistic, 25, 151-169.
Nambiar, R. M. K. (2007). Enhancing academic literacy among tertiary learners: A Malaysian experience. 3L Journal of Language Teaching, Linguistic and Literature, 13, 77-94
Neufeld, P. (2005). Comprehension instruction in content area classes. Intentional Reading Association, 59(4), 302-312.
Norris, S. P., & Phillips, L. M. (1987). Explanations of reading comprehension: Schema theory and critical thinking theory. Teachers College Record, 2, 281-306.
Nour Mohammadi, E., Heidari F., & Dehghan Niry, N. (2012). The relationship between critical thinking ability and reading strategies used by Iranian EFL learners. English Language Teaching, 5(10), 192-201.
Nunan, D. (2003). Practical English language teaching. New York: McGraw-Hill/Contemporary.
Paul, R., & Elder, L. (2006). Critical thinking: Tools for taking charge of your leaning and your life (2nd ed.).New Jersey: Prentice Hall.
Perfetti, C. D. (1984). Reading acquisition and beyond: Deciding includes cognition. American Journal of Education, 92, 40-46.
Phan, H. P. (2010). Critical thinking as a self-regulatory process component in teaching and learning. Psicothema, 22(2), 284-292.
Shanahan, T., Fisher, D., & Frey, N. (2012). The Challenge of challenging text. Educational Leadership, 69
Sheikhy Behdani, R. (2009). The relationship between autonomy, critical thinking ability, and reading comprehension of the Iranian EFL learners. Unpublished master's thesis, Islamic Azad University, Science and Research Campus, Tehran, Iran.
Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and nonnative readers. System, 29, 431-449.
Smith, F. (1996). Reading without nonsense (3rd ed.). New York: Teachers College Press.
Tomasek, T. (2009). Critical reading: Using reading prompts to promote active engagement with text. International Journal of Teaching and Learning in Higher Education, 21(1), 127-132.
Waters A. (2006). Thinking and language learning. ELT Journal, 60(4), 237-319.
Watson, G. B., & Glaser, E. M. (2002). Watson-Glaser critical thinking appraisal (Form A). London: The Psychological Corporation.
Wegmann, B., Knezevic, M., & Berstein, M. (2002). Mosaic 2. New York: McGraw-Hill/Contemporary.
Widdowson, H. G. (1979). Exploring in applied linguistics. Oxford: Oxford University Press.