باقری، خسرو، و یزدانی، عبدالوهاب. (1380). تعلیم و تربیت در دیدگاه تأویلی. فصلنامه علوم تربیتی و روانشناسی دانشگاه شهید چمران اهواز، 8(3–4)، 23–48. https://www.noormags.ir/view/fa/articlepage/251341
حسنی، کاظم و زارعی چقا، مریم. (1405). پیشبینی درگیری تحصیلی بر اساس سبک زندگی مجازیمحور با نقش میانجی سرمایه اجتماعی. فصلنامه روانشناسی تربیتی، 22(79)، 103-131. https://doi.org/10.22054/jep.2026.85882.4186
دیبایی صابر، محسن. (1386). انطباق محتوای کتابهای فارسی دوره ابتدایی (پایه سوم و چهارم) با مهارتهای سواد خواندن بر اساس مطالعه بینالمللی پرلز [پایاننامه کارشناسی ارشد منتشرنشده]. دانشگاه بیرجند.
ذوالفقاری، حسن. (1387). کتاب کار نگارش و انشا. تهران: اساطیر.
سالاری چینه، پروین و قانع ملاطی، مژگان. (1405). بررسی عوامل مؤثر بر فاصله میان وضع موجود و وضع مطلوب در اجرای آموزش میانرشتهای در مدارس ابتدایی. فصلنامه روانشناسی تربیتی، 22(79)، 177-215. https://doi.org/10.22054/jep.2025.84601.4145
سلسبیلی، نادر. (1396). کاوشگری در مورد مراحل و روند تدوین سند برنامه درسی ملی جمهوری اسلامی ایران. فصلنامه تعلیم و تربیت، 33(1)، 93–114. http://qjoe.ir/article-1-334-fa.html
سلسبیلی، نادر. (1400). ارزشیابی بسته برنامه درسی قصدشده فارسی دوره اول ابتدایی بر اساس معیارهای مرجع زبانآموزی. فصلنامه تعلیم و تربیت، 37(147)، 77–100. https://www.ensani.ir/fa/article/474673
سورتیجی اوکرکایی، علیاصغر. (1402، 10 خرداد). تحلیل پرلز 2021. روزنامه اعتماد، (5497). http://www.etemadnewspaper.ir/fa/pdf
سیف، علیاکبر. (1391). روانشناسی پرورشی نوین: روانشناسی یادگیری و آموزش (ویرایش هفتم). تهران: دوران.
عربی جونقانی، احمد، سلطانی، اصغر، و اسمی، کرامت. (1396). تبیین ویژگیهای مطلوب برنامه درسی در دوره ابتدایی. فصلنامه مطالعات اندازهگیری و ارزشیابی آموزشی، 7(17)، 109–131.
فیشر، داگلاس، و فری، نانسی. (1402). مبانی نظری و عملی طراحی نظام زبانآموزی: دقیقخوانی و نویسندگی منبعمحور (مهدی واحدی و علیاصغر سورتیجی اوکرکایی، مترجمان). تهران: مبنای خرد.
قادری، مصطفی. (1383). بسترهای فهم برنامه درسی. تهران: یادواره کتاب.
کبیری، مسعود، کریمی، عبدالعظیم، و بخشعلیزاده، شهرناز. (1396). یافتههای پرلز 2016. تهران: مدرسه.
کریمی، عبدالعظیم. (1393). مجموعه داستانها و سؤالهای قابلانتشار مطالعه پرلز 2001، 2006، و 2011. تهران: مدرسه.
کلینگنر، جانت، وون، شارون، و بوردمن، آلیسون. (1397). آموزش درک مطلب به دانشآموزان دارای مشکلات یادگیری (علیاصغر سورتیجی، مترجم). تهران: مدرسه. (اثر اصلی منتشرشده در 2015)
Aaron, P. G., Joshi, R. M., & Quatroche, D. (2008). Becoming a professional reading teacher. Paul H. Brookes Publishing Co. https://books.google.com/books?id=Soh9AAAAMAAJ
Aaron, P. G., Joshi, R. M., Boulware-Gooden, R., & Bentum, K. (2008). Diagnosis and treatment of reading disabilities based on the component model of reading: An alternative to the discrepancy model of reading. Journal of Learning Disabilities, 41(1), 67–84. https://doi.org/10.1177/0022219407310838
Ahmadi, M. R. (2017). The impact of motivation on reading comprehension. International Journal of Research in English Education, 2(1), 1–7. https://doi.org/10.18869/acadpub.ijree.2.1.1
Ahmed, Y., Francis, D., York, M., Fletcher, J., Barnes, M., & Kulesz, P. (2016). Validation of the direct and inferential mediation (DIME) model of reading comprehension in grades 7 through 12. Contemporary Educational Psychology, 44–45, 68–82. https://doi.org/10.1016/j.cedpsych.2016.02.002
Allagulov, A. M., Godovova, E. V., Inozemtseva, N. V., Natochaya, E. N., & Torshina, A. V. (2018). Cross-disciplinary analysis of the concept, reader's literacy. Modern Journal of Language Teaching Methods, 8(3), 271–274. http://mjltm.org/article-1-411-en.html
Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading comprehension. In P. D. Pearson (Ed.), Handbook of reading research (Vol. 1, pp. 255–291). Longman. https://www.ideals.illinois.edu/items/17616
Arabi Joneghani, A., Soltani, A., & Esmi, K. (2017). Explaining the desirable characteristics of the curriculum in elementary school. Quarterly Journal of Educational Measurement and Evaluation Studies, 7(17), 109–131. [In Persian]
Bagheri, K., & Yazdani, A. (2001). Education from an interpretive perspective. Quarterly Journal of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, 8(3–4), 23–48. https://www.noormags.ir/view/fa/articlepage/251341 [In Persian]
Barrett, T. C. (1968). What is reading? Some current concepts. In H. M. Robinson (Ed.), Innovation and change in reading instruction: The sixteenth handbook of the National Society for the Study of Education (pp. 157–180). University of Chicago Press. https://www.journals.uchicago.edu/doi/10.1086/442838
Bartlett, F. C. (1995). Remembering: A study in experimental and social psychology. Cambridge University Press. https://doi.org/10.1017/CBO9780511666933
Bernhardt, E. B. (1991). Reading development in a second language: Theoretical, empirical, and classroom perspectives. Ablex. https://archive.org/details/readingdevelopme0000bern
Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read—a causal connection. Nature, 301, 419–421. https://doi.org/10.1038/301419a0
Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press. https://www.hup.harvard.edu/books/9780674224575
Bruns, B., Macdonald, I. H., & Schneider, B. R. (2019). The politics of quality reforms and the challenges for SDGs in education. World Development, 118, 27–38. https://doi.org/10.1016/j.worlddev.2019.02.008
Butterfuss, R., Kim, J., & Kendeou, P. (2020). Reading comprehension. In Cognition, emotion, and learning. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.865
Byrnes, J. P., & Wasik, B. A. (2019). Language and literacy development: What educators need to know (2nd ed.). Guilford Publications. https://www.guilford.com/books/Language-and-Literacy-Development/Byrnes-Wasik/9781462540020
Cain, K. (2010). Reading development and difficulties (Vol. 8). John Wiley & Sons. https://doi.org/10.1002/9781444325355
Carroll, J. M., & Snowling, M. J. (2001). The effects of global similarity between stimuli on children's judgment of rime and alliteration. Applied Psycholinguistics, 22(3), 327–342. https://doi.org/10.1017/S0142716401003034
Chapman, J. W., Tunmer, W. E., & Prochnow, J. E. (2000). Early reading-related skills and performance, reading self-concept, and the development of academic self-concept: A longitudinal study. Journal of Educational Psychology, 92(4), 703–708. https://doi.org/10.1037/0022-0663.92.4.703
Clay, M. M. (2015a). Becoming literate: The construction of inner control. Heinemann. https://books.google.com/books/about/Becoming_Literate.html?id=R2-XrgEACAAJ
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates. https://www.routledge.com/Statistical-Power-Analysis-for-the-Behavioral-Sciences/Cohen/p/book/9780805802832
Cregan, A. (2010). From policy to practice: The oral language challenge for teachers. Department of Education and Science. https://mural.maynoothuniversity.ie/2507/
Cromley, J., & Azevedo, R. (2007). Testing and refining the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology, 99(2), 311–325. https://doi.org/10.1037/0022-0663.99.2.311
Currie, J. (2011). Early childhood education programs. Journal of Economic Perspectives, 15(2), 213–238. https://www.aeaweb.org/articles?id=10.1257/jep.15.2.213
Dibaei Saber, M. (2007). Alignment of the content of Persian textbooks in elementary school (third and fourth grades) with reading literacy skills based on the PIRLS international study [Unpublished master's thesis]. University of Birjand. [In Persian]
Duke, N. K., & Cartwright, K. B. (2021). The science of reading progresses: Communicating advances beyond the simple view of reading. Reading Research Quarterly, 56(S1), S25–S44. https://doi.org/10.1002/rrq.411
Duke, N. K., & Pearson, P. D. (2021). The science of reading comprehension instruction. The Reading Teacher, 74(6), 663–672. https://doi.org/10.1002/trtr.1993
Epcacan, C., & Epcacan, C. (2010). Socio-economic and culture factors effecting self efficacy on reading comprehension. Procedia - Social and Behavioral Sciences, 2(2), 666–671. https://doi.org/10.1016/j.sbspro.2010.03.082
Fellowes, J., & Oakley, G. (2020). Language, literacy, and early childhood education (3rd ed.). Oxford University Press. https://www.oup.com.au/higher-education/product/language,-literacy-and-early-childhood-education/9780190312640
Felski, R. (2020). Resonance and education. On Education Journal for Research and Debate, 3(9). https://doi.org/10.17899/on_ed.2020.9.2
Firth, N., & Cunningham, E. (2007). Engaging and empowering students with learning difficulties (No. CUN04724). Swinburne University of Technology. https://researchbank.swinburne.edu.au/items/b304c402-9969-42b7-8495-2f9543e2646d/1/
Fisher, D., & Frey, N. (2023). Theoretical and practical foundations of designing a language learning system: Close reading and source-based writing (M. Vahedi & A. A. Surtiji Okarkaei, Trans.). Mabnaye Kherad Publications. (Original work published 2015) [In Persian]
Fountas, I. C., & Pinnell, G. S. (2016). Guided reading: Responsive teaching across the grades (2nd ed.). Heinemann. https://www.heinemann.com/products/e07833.aspx
Ghadery, M. (2004). Contexts for understanding the curriculum. Yadwareh Ketab. [In Persian]
Gignoux, J., Davies, I. D., Flint, S. R., & Zucker, J. D. (2011). The ecosystem in practice: Interest and problems of an old definition for constructing ecological models. Ecosystems, 14, 1039–1054. https://doi.org/10.1007/s10021-011-9466-4
Gilmore, A., & Smith, J. (2010). NEMP writing, reading and mathematics report 2010. Educational Assessment Research Unit, University of Otago. https://nemp.otago.ac.nz/reports/2010/index.htm
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. https://doi.org/10.1177/074193258600700104
Gough, P. B., Hoover, W. A., & Peterson, C. L. (1996). Some observations on a simple view of reading. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties: Processes and intervention (pp. 1–13). Lawrence Erlbaum Associates. https://doi.org/10.4324/9780203053423-1
Guthrie, J. T., McRae, A., & Klauda, S. L. (2007). Contributions of concept-oriented reading instruction to knowledge about interventions for motivations in reading. Educational Psychologist, 42(4), 237–250. https://doi.org/10.1080/00461520701621087
Hassani, K., & Zarei Chagha, M. (2026). Predicting academic engagement based on virtual lifestyle with the mediating role of social capital. Quarterly Journal of Educational Psychology, 22(79), 103-131. https://doi.org/10.22054/jep.2026.85882.4186 [In Persian]
Hoover, W. A., & Tunmer, W. E. (2020). The cognitive foundations of reading acquisition. In The cognitive foundations of reading and its acquisition (pp. 41–84). Springer. https://doi.org/10.1007/978-3-030-26550-2_3
Hruby, G. G., Burns, L. D., Botzakis, S., Groenke, S. L., Hall, L. A., Laughter, J., & Allington, R. L. (2016). The metatheoretical assumptions of literacy engagement: A preliminary centennial history. Review of Research in Education, 40(1), 588–643. https://doi.org/10.3102/0091732X16660688
Jingblad, J., & Johansson, H. (2017). How to create an environment in which students are self-motivated to read fiction in English in the ESL-classroom: A quantitative study from students' point of view analyzed with the self-determination theory. Malmö University. https://www.diva-portal.org/smash/get/diva2:1483861/FULLTEXT01.pdf
Joshi, R. M., & Aaron, P. G. (2012). Componential model of reading (CMR): Validation studies. Journal of Learning Disabilities, 45(5), 387–390. https://doi.org/10.1177/0022219411431240
Kabiri, M., Karimi, A., & Bakhshalizadeh, S. (2017). PIRLS 2016 findings. Madreseh Publications. [In Persian]
Kamhi, A. (2007). Knowledge deficits: The true crisis in education. ASHA Leader, 12(7), 28–29. https://doi.org/10.1044/leader.FTR3.12072007.28
Karimi, A. (2014). Collection of stories and questions from the PIRLS 2001, 2006, and 2011 studies. Madreseh Publications. [In Persian]
Kendeou, P., & O'Brien, E. J. (2018). Theories of text processing: A view from the top-down. In M. Schober, D. N. Rapp, & M. A. Britt (Eds.), Handbook of discourse processes (2nd ed., pp. 19–33). Routledge. https://doi.org/10.4324/9781315687384-2
Kendeou, P., Savage, R., & van den Broek, P. (2009). Revisiting the simple view of reading. British Journal of Educational Psychology, 79(2), 353–370. https://doi.org/10.1348/978185408X369020
Kendeou, P., van den Broek, P., White, M. J., & Lynch, J. S. (2009). Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills. Journal of Educational Psychology, 101(4), 765–778. https://doi.org/10.1037/a0015956
Kim, J., Gilbert, J., Yu, Q., & Gale, C. (2021). A meta-analysis of the effects of educational apps on preschool to grade 3 children's literacy and math skills. AERA Open, 7(1), 1–19. https://doi.org/10.1177/23328584211004183
Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95(2), 163–182. https://doi.org/10.1037/0033-295X.95.2.163
Klingner, J., Vaughn, S., & Boardman, A. (2018). Teaching reading comprehension to students with learning difficulties (A. A. Surtiji, Trans.). Madreseh Publications. (Original work published 2015) [In Persian]
Lyu, L., & Fang, L. (2023). A study on E-C translation of BP Statistical Review of World Energy 2022 from the perspective of schema theory. Journal of Linguistics and Communication Studies, 2(1), 10–14. https://doi.org/10.56397/JLCS.2023.03.02
McNamara, D. S., & Magliano, J. P. (2009). Towards a comprehensive model of comprehension. In B. Ross (Ed.), The psychology of learning and motivation (Vol. 51, pp. 297–384). Academic Press.
Mullis, I. V. S., Martin, M. O., & Gonzalez, E. J. (2004). International achievements in the processes of reading comprehension. TIMSS & PIRLS International Study Center, Boston College.
Mullis, I. V. S., Martin, M. O., Foy, P., & Drucker, K. T. (2013). PIRLS 2011 international results in reading. TIMSS & PIRLS International Study Center, Boston College.
Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2017). PIRLS 2016 international results in reading. TIMSS & PIRLS International Study Center, Boston College.
Mullis, I. V. S., Martin, M. O., Kennedy, A. M., & Foy, P. (2007). PIRLS 2006 international report: IEA's progress in international reading literacy study in primary schools in 40 countries. TIMSS & PIRLS International Study Center, Boston College.
Mullis, I. V. S., von Davier, M., Foy, P., Fishbein, B., Reynolds, K. A., & Wry, E. (2023). PIRLS 2021 international results in reading. TIMSS & PIRLS International Study Center, Boston College. https://doi.org/10.6017/lse.tpisc.tr2103.kb5342
Myers, J. L., & O'Brien, E. J. (1998). Accessing the discourse representation during reading. Discourse Processes, 26(2-3), 131–157. https://doi.org/10.1080/01638539809545042
National Reading Panel. (2000). Report of the national reading panel: Teaching children to read. National Institute of Child Health and Human Development.
Perfetti, C. A., & Stafura, J. (2014). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18(1), 22–37. https://doi.org/10.1080/10888438.2013.827687
RAND Reading Study Group. (2002). Reading for understanding: Toward a R&D program in reading comprehension. RAND Corporation.
Rintaningrum, R. (2019). Explaining the important contribution of reading literacy to the country's generations: Indonesian's perspectives. International Journal of Innovation, Creativity and Change, 5(3), 936–953.
Robatjazi, M. A. (2008). Language education: Intercultural communicative competence and curriculum. Glossa, 3(2), 245–265.
Robinson, H. M., Mozzi, L., Wittick, M. L., & Rosenbloom, A. A. (1960). Children's perceptual achievement forms: A three year study. American Journal of Optometry and Archives of American Academy of Optometry, 37(5), 223–237. https://doi.org/10.1097/00006324-196005000-00001
Sadownik, A. R. (2023). Bronfenbrenner: Ecology of human development in ecology of collaboration. In A. R. Sadownik & A. Višnjić Jevtić (Eds.), (Re)theorising more-than-parental involvement in early childhood education and care (pp. 45–68). Springer. https://doi.org/10.1007/978-3-031-38762-3_4
Salari Chineh, P., & Ghan'e Molati, M. (2026). Investigating the factors affecting the gap between the current and desired state in implementing interdisciplinary education in elementary schools. Quarterly Journal of Educational Psychology, 22(79), 177-215. https://doi.org/10.22054/jep.2025.84601.4145 [In Persian]
Salsabili, N. (2017). An inquiry into the stages and process of developing the national curriculum document of the Islamic Republic of Iran. Quarterly Journal of Education, 33(1), 93–114. http://qjoe.ir/article-1-334-fa.html [In Persian]
Salsabili, N. (2021). Evaluating the intended curriculum package of Persian in the first period of elementary school based on language learning reference standards. Quarterly Journal of Education, 37(147), 77–100. https://www.ensani.ir/fa/article/474673 [In Persian]
Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 1, pp. 97–110). Guilford Press. https://docs.opendeved.net/en-US/lib/VERQIZ8A
Seif, A. A. (2012). Modern educational psychology: Psychology of learning and teaching (7th ed.). Doran Publications. [In Persian]
Shanahan, C., & Shanahan, T. (2017). Disciplinary literacy. In D. Lapp & D. Fisher (Eds.), Handbook of research on teaching the English language arts (4th ed., pp. 327–358). Routledge. https://doi.org/10.4324/9781315650555-14
Shanahan, T. (2020). What constitutes a science of reading instruction? Reading Research Quarterly, 55(S1), S235–S247. https://doi.org/10.1002/rrq.349
Smith, S. R. (2013). Testing a multicomponent model of reading comprehension for seventh-and eighth-grade students [Doctoral dissertation, Texas A&M University]. ProQuest Dissertations & Theses Global.
Snowling, M. J., Hulme, C., Bailey, A. M., Stothard, S. E., & Lindsay, G. (2011). Better Communication Research Programme: Language and literacy attainment of pupils during early years and through KS2: Does teacher assessment at five provide a valid measure of children's current and future educational attainments? (DfE Research Brief DFE-RB 172a). Department for Education.
Surtiji Okarkaei, A. A. (2023, June 10). Analysis of PIRLS 2021. Etemad Newspaper, (5497). http://www.etemadnewspaper.ir/fa/pdf [In Persian]
Williams, J. P., & Atkins, J. G. (2009). The role of metacognition in teaching reading comprehension to primary students. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 26–43). Routledge.
Yan, N. (2020). A brief analysis of the schema theory on the teaching of English reading. Advances in Social Science, Education and Humanities Research, 412, 234–238.
Zhang, D., & Sun, X. (2022). Developmental interdependence between word decoding, vocabulary knowledge, and reading comprehension in young L2 readers of Chinese. Reading and Writing, 35, 1569–1594. https://doi.org/10.1007/s11145-022-10274-6
Zolfaghari, H. (2008). Writing and composition workbook. Asatir Publications. [In Persian]
