Bibliography

Abbasian, G. R., & Malaee, N. (2015). The Effect of Critical Discourse Analysis
Instruction on Iranian EFL Learners' Reading Comprehension and
Orientation. The Journal of Applied Linguistics, 8(17), 1-20.

Ahmadi, M. R., Ismail, H. N., & Abdullah, M. K. K. (2013). The Importance of

Metacognitive Reading Strategy Awareness in Reading
Comprehension. English Language Teaching, 6(10), 235-244.

Agnes, F. (2017). The search for a good marriage counselor. In A. Suneetha and
S. Tharu (Eds.), Towards a world of equals: A bilingual textbook on
gender. (pp. 130-131). Hyderabad: Telugu Akademi.

Alqatanani, A. K. (2017). Do multiple intelligences improve EFL students’

critical reading skills?. Arab World English Journal (AWEJ). 8(1) March.
309- 321. DOI: https://dx.doi.org/10.24093/awej/vol8no1.22

Anderson, N. J. (2003). Scrolling, clicking, and reading English: Online reading

strategies in a second/foreign language. The Reading Matrix, 3(3).1-30.
Retrieved from
http://www.readingmatrix.com/articles/anderson/article.pdf on
14/04/2014.

Anzalone, K. L. (2015). Reading and the perception of gender roles. Education

and human development. (Master's Theses). Retrieved from
http://digitalcommons.brockport.edu/ehd_theses/548

Armbruster, B. B. (1983). The role of metacognition in reading to learn: A

developmental perspective. Reading Education Report No. 40. Retrieved
from University of Illinois at Urbana-Champaign. Center for the Study of
Reading. Cambridge, Massachusetts. Website:

289
 https://www.ideals.illinois.edu/bitstream/handle/2142/17499/ctrstreadedu
crepv01983i00040_opt.pdf?sequence=1

Arvind, G.R. (2008).Institutional context, classroom discourse and children's

thinking: pedagogy re-examined. Psicologia & Sociedade, 20(3), 378-
390.

ASER Centre. (2018).Annual Status of Education Report (Rural) 2017. New

Delhi.

Asgharzadeh, R & Rashidi, N. (2009). The Effect of Teaching Critical Reading

through Critical Discourse Analysis on High School EFL Learner's
Reading Comprehension. (Unpublished master thesis), University of
Shiraz, Iran.
https://pdfs.semanticscholar.org/10f8/866e082a9e145a36bc1bead0ed73d2
b2b975.pdf retrieved on 07/01/18

Askildson, L. R. (2008). Phonological bootstrapping in word recognition &

whole language reading: a composite pedagogy for L2 reading
development via concurrent reading-listening protocols and the extensive
reading approach. (Unpublished doctoral dissertation). The University of
Arizona.Arizona.

Aslan, Y.(2011) . A study on the factors that affect Turkish students' reading
comprehension skills. Khazar Journal of Humanities and Social Sciences.
14 (1). 38-47. Retrieved from http://jhss-khazar.org/wp-
content/uploads/2011/05/03Aslan-Yasin-Baku-paper.pdf on 28/04/2015.

Aukerman, M. (2013). Rereading comprehension pedagogies: toward a dialogic

teaching ethic that honors student sense making. Dialogic Pedagogy: An
International Online Journal. 1 DOI:
.http://dpj.pitt.edu10.5195/dpj.2013.9 |

290
Bacon, F. (1966). Of studies. In O. Smeaton, Francis Bacon essays. (pp. 150-
151). London:Dent.

Baier, Rebecca J.(2005). Reading Comprehension and Reading Strategies.

(Master Dissertation). The Graduate School University of Wisconsin-
Stout.

Balikçi, G. (2012). Taking a critical step on the way to critical reading:

investigation into critical reading discourse of freshman FLE students in
an advanced reading and writing course.(Master dissertation). Middle
East Technical University, Ankara. Retrieved from
http://etd.lib.metu.edu.tr/upload/12614457/index.pdf 19/09/2016.

Batra, R, and Reio, T. G. Jr. (2016). Gender inequality issues in India. Advances
in Developing Human Resources, 18(1), 88–101.
https://doi.org/10.1177%2F1523422316630651

Bernhardt, E. B. (2009). Increasing reading opportunities for English language

learners. Journal of Reading Behaviour 26. 1-27.

Billig, M. (2003). Critical discourse analysis and the rhetoric of critique. In G.

Weiss and R. Wodak (Eds), Critical discourse analysis (pp. 35-46).
London: Palgrave Macmillan.

Blumberg, R. L. (2008). The invisible obstacle to educational equality: Gender

bias in textbooks. Prospects, 38(3), 345-361. DOI 10.1007/s11125-009-
9086-1.

Blumberg, R. L. (2007). Gender bias in textbooks: a hidden obstacle on the road

to gender equality in education. Paper commissioned for the EFA Global
Monitoring Report 2015, Education for All 2000-2015: achievements and
challenges”. Accessed from https://www.rosadoc.be/digidocs/dd-
000658_2007_gender_bias_in_textbooks.pdf on 22/05/2016.

291
Brown. and Yule, G. 2003. Discourse analysis. Cambridge: Cambridge
University Press.

Brubacher, K. (2013). Teachers’ discourses on teaching students of elementary

school English literacy. TESL Canada Journal/Revue TESL Du Canada
21. 30(2). DOI: https://doi.org/10.18806/tesl.v30i2.1139

Butler, J. (2011). Gender trouble: Feminism and the subversion of identity. New
York: Routledge

Cadena, C. (2006). Effectiveness of reading strategies and improving reading

comprehension in young ESL learners. (Master Dissertation). Universidad
Norte, Colombia.

Caldas-Coulthard, C. R., & Coulthard, M. (Eds.). (1996). Texts and practices:

Readings in critical discourse analysis. London: Routledge.

Cambria, J., & Guthrie, J. T. (2010). Motivating and engaging students in

reading. New England Reading Association Journal. 46(1), 16-29.

Canagrajah, S. Wurr, A. (2011). Multilingual communication and language

acquisition: New research directions. The Reading Matrix. Vol. 11(1).
Retrieved from https://www.researchgate.net/publication/268290312 on
12/04/2014

Carrell, P. L. (1991). Second language reading: Reading ability or language

proficiency?. Applied Linguistics, 12(2), 159-179.

Carrell, P. L., Devine, J., & Eskey, D. E. (Eds.). (1988). Interactive approaches
to second language reading. Cambridge: Cambridge University Press.

Case, R. (2005). How to conduct a critical discourse analysis of a text: A guide

for teachers. CATESOL Journal, 17(1), 145-146.

CBSE. (2013). Proficiency test for English. http//: cbse.nic.in.

292
Cervetti, G., & Pardales M.J., D. J. (2001). A tale of differences: Comparing the
tradition, perspectives, and educational goals of critical reading and
critical literacy. Reading Online. 4(9). Rerieved from
http://www.readingonline.org/articles/ art_index.a.sp ?HREF=/ar-
icles/cenretti/index Html on 21/04/2014.

Chalam, V.G. (2008). Sita enters fire. In P. Richman (Ed.), Ramayana stories in
modern south India: An anthology. (pp.58-62). Bloomington: Indiana
University Press.

Chapman, J. W., & Tunmer, W. E. (1999). Reading Self-Concept Scale. In R.

Burden (Ed.), Children’s self-perceptions (pp. 29–34). Windsor, England:
NFER-Nelson

Chapman, J.W., & Tunmer, W.E. (1997). A longitudinal study of beginning

reading achievement and reading self-concept. British Journal of
Educational Psychology, 67, 279-291.

Chapman, J.W., Prochnow, J.& Tunmer, W.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. DOI: 10.1037/0022-0663.92.4.703

Chaury, P. (2015). The effects of strategy instruction on reading comprehension

in English as a foreign language. Concordia Working Papers in Applied
Linguistics. 6, 20-29. Retrieved from
http://doe.concordia.ca/copal/documents/1_Chaury_Patrick.pdf . on
15/05/2016.

Chettri, K. & Rout, S.K. (2013). Reading habits-An overview. IOSR journal of
humanities and social science. 14(6). 13-17.
http://www.iosrjournals.org/iosr-jhss/papers/Vol14-issue6/C01461317.pdf
on 13/04/2017.

293
Chi, F. M. (2009). Reader Stance and a Focus on Gender Differences. English
Language Teaching, 2(4), 82-90.

Ciardiello, A. V. (2003). "To wander and wonder": Pathways to literacy and

inquiry through question-finding. Journal of Adolescent & Adult
Literacy, 47(3), 228-239.

Clark, R. (1992). Principles and practice of CLA in the classroom. In N.

Fairclough (Ed.) Critical Language Awareness. London: Longman.

Coady, J. (1979). A psycholinguistic model of the ESL reader. In R. Mackay, B.

Barkman, and R. R. Jordan (Eds.), Reading in a second language .(pp. 5-
12). Massachusetts: Newbury House Publisher.

Collins, C., & Jones, P. E. (2006). Analysis of discourse as" a form of history
writing": A critique of critical discourse analysis and an illustration of a
cultural-historical alternative. Atlantic Journal of Communication, 14(1-
2), 51-69.

Cook, G.( 1990) Discourse. In Widdowson, ed. Oxford University Press

Cook, G. (1994). Discourse and literature: The interplay of form and mind.
Oxford: Oxford University Press.

Cook, G. (1997). Schemas. ELT journal, 51(1), 86-86.

Cummins, J., & Sayers, D. (1997). Brave new schools: Challenging cultural
illiteracy through global learning networks. New York: Palgrave
Macmillan.

Danesh, A., Aghagolzadeh, F., & Maftoon, P. (2017). The Role of Critical
Discourse Analysis on Reading Comprehension Skills among Iranian EFL
Learners. The International Journal of Humanities, 23(4), 47-69.

294
Daniels, H., Creese, A., Hey, V., Leonard, D., & Smith, M. (2001). Gender and
learning: equity, equality and pedagogy. Support for learning, 16(3), 112-
116. https://doi.org/10.1111/1467-9604.00201

Daniel, O. C., Esoname, S. R., Chima, O. O. D., & Udoaku, O. S. (2017). Effect
of Reading Habits on the Academic Performance of Students: A Case
Study of the Students of Afe Babalola University, Ado-Ekiti, Ekiti
State. American Journal of Library and Information Science. 1, 27-33.
DOI: 10.11648/j.ajlis.20170101.15.

Dar, Z. K., Shams, M. R., & Rahimi, A. (2010). Teaching reading with a critical
attitude: Using critical discourse analysis (CDA) to raise EFL university
students’ critical language awareness (CLA). International Journal of
Criminology and Sociological Theory. 3(2). 457-476.

Darweesh, A.D. & Ghayad, H.H.(Eds.). (2017). Tracing ideological awareness

of students in reading comprehension in EFL context: One world or
different worlds? Hamburg: Anchor Academic Publishing.

Day, R. R., & Bamford, J. (2007). Extensive reading in the second language
classroom. Delhi: Cambridge University Press.

Deborah Schiffrin, D. T. (Ed.). (2001). The Handbook of Discourse Analysis.

Massachusetts: Blackwell.

Department of School Education & Literacy. Model School: Overview. Retrieved

from http://mhrd.gov.in/model_school

Duquette, R. J. ( 1973). Critical Reading—Can It Be Taught. Elementary

English, 50( 6), 925-928.

Fairclough,N.(1989). Language and power. New York: Longman.

295
Fairclough, N. (1992). Discourse and social change. Worcester: Billing and Sons
Ltd.

Fairclough, N. (1995). Critical discourse analysis: The critical study of language.

New York: Longman.

Fairclough , N. & Wodak, R.(1997). Critical discourse analysis. In Van Dijk

(Eds). Discourse as social interaction.(pp. 258-284). London: Sage.

Fairclough, N. (2001). Critical discourse analysis. In A. McHoul & M.

Rapley(Eds.), How to analyze talk in institutional settings: A casebook of
Methods.(pp.25-40). London: Continuum.

Fairclough, N. (2003). Analysing discourse: Textual analysis for social research.

London: Routledge.

Faulkner, T. (2010). The Use of Critical Discourse Analysis with Korean Adult
Learners. Retrieved January 22, 2015, from
http://www.birmingham.ac.uk/Documents/college-
artslaw/cels/essays/writtendiscourse/TerryFaulknerModule4.pdf

Fernando Naiditch, M. S. (2010). Critical pedagogy and the teaching of reading

for social action. Critical Questions in Education 1(2) , 94-106.

Fisher, A. (2008). Teaching comprehension and critical literacy: investigating

guided reading in three primary classrooms. Literacy, 42 (1), 19-28.
https://doi.org/10.1111/j.1467-9345.2008.00477.x

Fisher, A., & Scriven, M. (1997). Critical thinking: Its definition and assessment.
Point Reyes, CA: Edgepress.

Flavell, J. H.(1979). Metacognition and cognitive monitoring: A new area of

cognitive-developmental inquiry. Stanford University.

296
Fletcher, J. K. (2001). Disappearing acts: Gender, power, and relational practice
at work. USA: MIT Press.

Forrest-Pressley, D.-L., & Waller, T. G. (1984). Cognition, metacognition, and

reading. Springer series in Language and Communications 18. New
York: Springer-Verlag.

Foucault,M. (1978) The History of Sexuality: An Introduction.1. New York:

Vintage.

Foucault, M. (1980). Body/power and truth and power. In Michel Foucault:

Power/Knowledge, 55-62.

Fowler, R. (1991). Language in the News. London: Routledge.

Fowler, R. (1996). On critical linguistics. In C. R., Caldas-Coulthard, &M,

Coulthard (Eds.). Texts and practices: Readings in critical discourse
analysis. pp. 3-13. London: Routledge.

Fowler, R. and Kress, G.(1979). Critical linguistics. In R.Fowler, , G.Kress,

B.Hodge, and T.Trew, (Eds.) Language and Control. (pp. 185-
213).London: Routledge & Kegan Paul.

Freebody, P., & Luke, A. (1990). Literacies programs: Debates and demands in
cultural context. Prospect: An Australian Journal of TESOL, 5(3), 7-16.

Freire, P.(2005). Pedagogy of the oppressed. (Myra Bergman Ramos, Trans.)

The Continuum London: International Publishing Group Ltd. (Originally
Published in 1968).

Freire, P., & Macedo, D. (1987). Literacy: Reading the word and the world.
London: Routledge.

García-Cueto, E., Rodríguez-Díaz, F. J., Bringas-Molleda, C., López-Cepero, J.,

Paíno-Quesada, S., & Rodríguez-Franco, L. (2015). Development of the

297
 gender role attitudes scale (GRAS) amongst young spanish
people. International Journal of Clinical and Health Psychology, 15(1),
61-68.

García, O., & Sylvan, C. E. (2011). Pedagogies and practices in multilingual

classrooms: Singularities in pluralities. The Modern Language
Journal, 95(3), 385-400.

Geddada, R.S.( 2006). The effect of strategy instruction on teaching ESL

reading. (Unpublished M.Phil Dissertation). CIEFL , Hyderabad.

Gee, J. P. (2011). An introduction to discourse analysis: Theory and method.

New York: Routledge.

Gertrude,W, (1959). Provisions for critical reading in basic readers. Elementary

English. 36(5). From https://www.jstor.org/stable/41384894 323-
331 on 23/07/2018.

Giroux, H. (2010). Teachers as transformative intellectuals. In Kevin, Reyan and

James, M. Cooper (Eds.) Kaleidoscope: Contemporary and Classic
readings in education. (pp. 35-40). Belmont, CA:Wadsworth Cengage
Learning.

Giroux, H. A. (1985). Teachers as transformative intellectuals. Social

Education, 49(5), 376-79.

Glaser, E. M. (1941). An experiment in the development of critical thinking (No.

843). Teachers College, Columbia University.

Główka, D. (2014). The impact of gender on attainment in learning English as a

foreign language. Studies in Second Language Learning and
Teaching, 4(4), 617-635. DOI: 10.14746/ssllt.2014.4.4.3

298
Goodman, K. S. (Ed.). (1968). The psycholinguistic nature of the reading
process. In K.S. Goodman (Ed.), The psycho- linguistic nature of the
reading process (pp. 13-26). Detroit, MI: Wayne State University Press.

Grabe, W. (2002). Dilemmas for the development of second language reading

abilities. Methodology in language teaching: An anthology of current
practice, 276-286.

Gupta,S.(2015).Tagore’s Chitra: A feminist study. Research Scholar: An

International Refereed e-Journal of Literary Explorations, 3(2), 287-290.

Hazaea, A. N., & Alzubi, A. A. (2017). Effects of CDA Instruction on EFL

Analytical Reading Practices. Novitas-ROYAL (Research on Youth and
Language), 11(2), 88-101.

Hall, L. (2014). Examining the relationship between reading ability and reading
self-concept in differing socio-economic schools. (Masters Thesis).
University of Rhode Island.

Hall, L. A., & Piazza, S. V. (2008). Critically reading texts: What students do and
how teachers can help. The Reading Teacher, 62(1), 32-41. 32
DOI:10.1598/RT.62.1.4

Halliday, M. A. (1989). Language, context, and text: Aspects of language in a

social-semiotic perspective. Oxford: Oxford University Press.

Hamston, J.(2006). Bakhtin’s Theory of Dialogue: A Construct for Pedagogy,

Methodology and Analysis. The Australian Educational Researcher,
33(1), 55-74.

Han, F. (2011). Relations among motivation, reading amount, awareness of

strategy use and achievement in foreign language reading. In Proceedings
of the 16th Conference of Pan-Pcific Association of Applied
Linguistics (pp. 232-236).

299
 http://www.paaljapan.org/conference2011/ProcNewest2011/pdf/oral/3D-
1.pdf on 15/04/2015

Hansen-Pauly, M. A. (2014). Teacher education: Language issues in multilingual

educational contexts: Sensitizing subject student teachers for language
issues and cultural perspectives. Luxembourg: Council of Europe.

Haromi, F. A. (2014). Teaching through appraisal: Developing critical reading in

Iranian EFL learners. Procedia-Social and Behavioral Sciences, 98, 127-
136.

Harris, Z. (1952). Discourse Analysis. Language, 28(1), 1-30.

Hart, C. (2008). Critical discourse analysis and metaphor: Toward a theoretical

framework. Critical discourse studies, 5(2), 91-106.

Hazaea, N, A. & Alzubi, A.A.(2017). Effects of CDA instruction on EFL

analytical reading practices. Novitas-ROYAL (Research on Youth and
Language), 11(2), 88-101.

Heberle, V. (2000). Critical reading: Integrating principles of critical discourse

analysis and gender studies. Ilha do Desterro A Journal of English
Language, Literatures in English and Cultural Studies, 38, 115-138.

Heinzmann, S. (2009). "Girls are better at language learning than boys": Do

stereotypic beliefs about language learning contribute to girls' higher
motivation to learn English in primary school?. Bulletin VALS-ASLA
(Swiss association of applied linguistics) 89, 19-36.

Holloway, I. (1997). Basic concepts for qualitative research. Oxford: Blackwell

science.

Huckin, T. (1997). Critical Discourse Analysis. The journal of TESOL-FRANCE,

95-111.

300
International Centre for Research on Women. (2016). Gender equitable attitudes
measurement scale. https://www.icrw.org/wp-
content/uploads/2017/04/Priya-Nanda.pdf

Ismail,N. &Elias, S.(2009). An analysis of the reading attitudes and habits among
ESL part one diploma students in Mara University of Technology
Malaysia, Johor branch. The International Journal of Interdisciplinary
Social Sciences, 4(8).

Ivanov, S.(2009). Discourse analysis in EFL reading. retrieved from

https://muep.mau.se/bitstream/handle/2043/8453/Sergej%20Ivanov%20d
egree%20project.pdf on 25/04/2017.

Jäger, S. (2001). Discourse and knowledge: Theoretical and methodological

aspects of a critical discourse and dispositive analysis. Methods of critical
discourse analysis, 1, 32-63.

Janks, H. (1997). Critical discourse analysis as a research tool. Discourse: Studies

in the Cultural Politics of Education, 18(3), 329-342.

Janks, H. (2000). Domination, access, diversity and design: A synthesis for

critical literacy education. Educational review, 52(2), 175-186.

Jauss, H. R. (1982) . Toward an aesthetic of reception: Theory and history of

literature. 2. (T. Bahti Trans.) Minneapolis: Univ. Minn. Press.

Jayachandran, S. (2015). The roots of gender inequality in developing countries.

Annual Review of Economics. 7. DOI: 10.1146/annurev-economics-
080614-115404.

Jones, A.M., Kitetu, C. & Sunderland, J. (1997). Discourse roles, gender and
language textbook dialogues: Who learns what from John and
Sally?.Gender and Education, 9(4), 469-490. DOI:
10.1080/09540259721204

301
Jørgensen, M. & Phillips, L.(2002). Discourse analysis as theory and method.
New Delhi: Sage.

Karadağ, R. (2014). Primary school teacher candidates’ views towards critical

reading skills and perceptions of their competence. Procedia-Social and
Behavioral Sciences, 152, 889-896.

Karbalaei, A. (2010). A comparison of the metacognitive reading strategies used

by EFL and ESL readers. The Reading Matrix, 10(2).

Khan, S. R., Benda, T., & Stagnaro, M. N. (2012). Stereotyping from the
perspective of perceivers and targets. Online Readings in Psychology and
Culture, 5(1), 1.

Khruawan, P. & Dennis, N. (2017). A Study of English Reading Comprehension

Using Content-Based Instruction Approach. International journal of
research-Granthalaayah. 5 (1). 368-375. DOI: 10.5281/zenodo.266416.

Ko, M. Y. (2013a). A case study of an EFL teacher’s critical literacy teaching in

a reading class in Taiwan. Language Teaching Research, 17(1), 91-108.

Ko, M. Y. (2013b). A critical discourse analysis of EFL learners’ post-reading

reflections in a critical literacy-based class. English Linguistics
Research, 2(2), 1-14.

Kochiyama, A.(2013). Teaching gender awareness through fairy tales in the EFL
classroom. English Review: Journal of English Education. 2(1),1-7. Retrieved from
https://journal.uniku.ac.id/index.php/ERJEE/article/viewFile/86/47 on
15/10/2017.

Kottmeyer, W. ( 1944). Classroom activities in critical reading. The School

Review, 52(.9). 557-564

Krashen, S. D.( 1982). Principles and Practice in Second Language Acquisition.

Pergamon Press Inc.

Kress, G. (1989). Linguistic processes in sociocultural practices. Oxford: Oxford

University Press.
302
Kuldip Kaur, N. A. (2013). Beauty Product Advertisements: A Critical Discourse
Analysis. Asian Social Science , 9 (3).

Kumaravadivelu B.(1999). Critical classroom discourse analysis. TESOL

Quarterly: Critical Approaches to TESOL,. 33( 3), 453-484.

Lemmer, R, J. (2010). Do they see what we see? : Student reading habits and
perceptions of extensive reading. Chugokugakuen Journal.9. 1-6.

Lestari, Z. W. (2015). The Teaching of Critical Reading in an EFL

Classroom. People: International Journal of Social Sciences, 1(1).

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. New Delhi: Sage
Publications.

Liu, Y. (2017). Critical Literacy Practices in EFL Reading Classroom--An

Experimental Study towards Chinese University Students. English
Language Teaching, 10(5), 133-138.

Papaleontiou-Louca, E. (2008). Metacognition and theory of mind. Newcastle:

Cambridge Scholars.

Logan, S., & Medford, E. (2011). Gender differences in the strength of

association between motivation, competency beliefs and reading
skill. Educational Research, 53(1), 85-94. DOI:
10.1080/00131881.2011.552242.

Logan, S., & Johnston, R. (2009). Sex differences in reading ability and attitudes:
Examining where these differences lie. Journal of Research in Reading,
32(2), 199–214. DOI:10.1111/j.1467-9817.2008.01389.x

Luke, A. (2000). Critical literacy in Australia: a matter of context and

standpoint. Journal of Adolescent & Adult Literacy, 43(5), 448-61.
Retrieved from

303
 https://www.jstor.org/stable/pdf/40017081.pdf?refreqid=search%3A182ca
69afcbf88d87395b45849da6380 on 08/08/2017.

Lundgren, B. (2013). Bridging discourses in a writing classroom. Education

Inquiry, 4(2), 315-332.

Machin, D. & Mayr, A. (2012). How to do critical discourse analysis: A

multimodal introduction. LA: Sage.

Madhumathi, P., & Ghosh, A. (2012). Awareness of Reading Strategy Use of

Indian ESL Students and the Relationship with Reading Comprehension
Achievement. English Language Teaching, 5(12), 131-140.

Madoda, C. (2013). Gender stereotypes in selected fairy tales: Implications for

teaching reading in the foundation phase in South Africa. Journal of
Sociology and Social Anthropology. 4 (3). 201-
206, DOI: 10.1080/09766634.2013.11885597

Majumdar, S. (1958). Sita’s ordeal. In The Ramayana. (pp. 161-162). Bombay:

Orient.

Martínez, D. F. (2012). Critical Learning: Critical Discourse Analysis in EFL

Teaching. Journal of Language Teaching & Research, 3(2). 283-288.

Martin-Jones, M., Blackledge, A., & Creese, A. (Eds.). (2012). The Routledge
handbook of multilingualism. Oxon: Routledge.

McDaniel, C. (2004). Critical literacy: A questioning stance and the possibility

for change. The Reading Teacher, 57(5), 472-481.

McGeown, S. P., Duncan, L. G., Griffiths, Y. M., & Stothard, S. E. (2015).

Exploring the relationship between adolescent’s reading skills, reading
motivation and reading habits. Reading and Writing, 28(4), 545-569.

304
McGeown, S., Goodwin, H., Henderson, N., & Wright, P. (2012). Gender
differences in reading motivation: does sex or gender identity provide a
better account?. Journal of Research in Reading, 35(3), 328-336.

McNeil, L. (2012). Extending the compensatory model of second language

reading. System, 40(1), 64-76.

Menard‐Warwick, J., Mori, M., & Williams, S. (2014). Language and gender in
educational contexts. In Susan, E. Miriam, M. and Janet H. The handbook
of language, gender, and sexuality, 471-490.
https://doi.org/10.1002/9781118584248.ch24

Mills, S. (2003). Michel Foucault. London, UK: Routledge

Mistar, J., Yanti, N.,& Zuhairi, A (2016). Strategies training in the teaching of
reading comprehension for EFL learners in Indonesia. English Language
Teaching, 9(2), 49-56.

Mohtadi, P., & Kuhi, D. (2016). An investigation of Iranian EFL learners'

attitudes towards the use of critical awareness techniques in reading
English academic texts. Theory and Practice in Language Studies, 6(4),
810-818.

Mokhtari, K., & Reichard, C. A. (2002). Assessing students' metacognitive

awareness of reading strategies. Journal of educational psychology, 94(2),
249-259.

Molden, K. (2007). Critical literacy, the right answer for the reading classroom:
Strategies to move beyond comprehension for reading
improvement. Reading improvement, 44(1), 50-57.

Muthulakshmi, R. (1997). Female infanticide, its causes and solutions. New

Delhi: Discovery Publishing House.

305
Naiditch, F. (2010). Critical pedagogy and the teaching of reading for social
action. Critical Questions in Education, 1(2), 94-107.

Narayana, R.K.(1973). Interlude. In The Ramayana: Shortened modern prose

version of the Indian epic (pp. 161-162). Mysore: Wesley Press.

National Council of Educational Research and Training. (2005). National

Curriculum Framework. New Delhi.

National Council of Educational Research and Training. (2006). Position Paper

National Focus Group on Teaching of English.

Naussbaum, M.(2011) Creating capabilities: The human development approach.

USA: Harvard University Press.

Richardson, N. (2010). Guided reading strategies for reading comprehension.

(MS Dissertation) St. John Fisher College,Rochester.
http://fisherpub.sjfc.edu/education_ETD_masters?utm_source=fisherpub.s
jfc.edu%2Feducation_ETD_masters%2F19&utm_medium=PDF&utm_ca
mpaign=PDFCoverPages

Nimasari, E. P. (2016). Critical discourse analysis in teaching reading. Journal on

English as a Foreign Language, 6(2), 119-130.

Nkosha, D.(1992). Effect of the Discourse Analysis Strategies and the

Conventional Approach on pupils’ Performance in Reading
Comprehension in Bemba.( M.Ed Disseration) The university of Jambia,
Lusaka. http://dspace.unza.zm:8080/xmlui/handle/123456789/496

Northedge, A. (2003). Rethinking teaching in the context of diversity. Teaching

in higher education, 8(1), 17-32.

Norton, B., & Pavlenko, A. (2004). Addressing gender in the ESL/EFL

classroom. TESOL Quarterly, 38(3), 504-514.

306
Nystrand, M. (2006). Research on the role of classroom discourse as it affects
reading comprehension. Research in the Teaching of English , 40(4), 393-
412. https://www.jstor.org/stable/40171709

O'Halloran, K. (2000). Mystifying discourse: a critique of current assumptions

and an alternative framework for analysis. (Doctoral dissertation).
Institute of Education: University of London.
http://discovery.ucl.ac.uk/10019790/

Okeke, R. (2010). Improving disadvantaged adolescents’ critical reading skills

using direct instruction. University of Maryland. Retrieved on
February11, 2017 from
https://drum.lib.umd.edu/bitstream/handle/1903/10724/Okeke.pdf?sequen
ce=1&isAllowed=y

Oosterwegel, A., & Oppenheimer, L. (1990). Concepts within the self-concept: A

developmental study on differentiation. In L. Opperheimer (Ed.), The
Self-Concept: European perspectives on its development, aspects and
applications (pp. 9-21). New York: Springer Verlag .

Owusu-Acheaw, M. (2014). Reading habits among students and its effect on

academic performance: A study of students of Koforidua Polytechnic.
Library Philosophy and Practice (e-journal),1130,1-22. DOI:
http://digitalcommons.unl.edu/libphilprac/1130

Painter, H. W. (1965). Critical reading in the primary grades. The Reading

Teacher, 19(1), 35-39.

Pakuła, Ł., Pawelczyk, J., & Sunderland, J. (2015). Gender and sexuality in
English language education: Focus on Poland. British Council.
Papleontiou-louca, E. (2003). The concept and instruction of
metacognition. Teacher Development, 7(1), 9-30. Retrieved from
https://www.tandfonline.com/doi/pdf/10.1080/13664530300200184?need
Access=true on 25/05/2018.

307
Paterson, K. (2014). “It’s harder to catch a boy because they’re tougher”: Using
fairytales in the classroom to explore children’s understandings of gender.
Alberta Journal of Educational Research, 60 (3), 474-490.

Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative

analysis. Health Services Research, 34(5 Pt 2), 1189-1208.

Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative

analysis. Health Services Research, 34(5 Pt 2), 1189-1208. Pennycook,
A. (2001). Critical applied linguistics: A critical introduction. London:
LEA.

Pennycook, A. (2004). Critical moments in a TESOL praxicum. Critical

pedagogies and language learning, 327-345.
https://opus.lib.uts.edu.au/bitstream/10453/1268/3/2004001321.pdf on
14/01/2017.

Piaget,J.(1958). The growth of logical thinking from childhood to adolescence.

Psychology Press.

Pluddemann, P., Mati, X., & Mahlalela-Thusi, B. (2000). Problems and

possibilities in multilingual classrooms in the Western Cape. University
of Cape Town.

Prasad,A.N.(2014). Recent pedagogical approaches and methodologies in English

language teaching. International Journal of English Language, Literature
and Humanities. 2(1).

Queensland Studies Authorities. (2011) Approaches to reading practices. A

resource for English Extension. Melbourne, Australia.

308
Rahimi, F., & Riasati, M. J. (2011). Critical discourse analysis: Scrutinizing
ideologically-driven discourses. International Journal of Humanities and
Social Science, 1(16), 107-112.

Rahimi,,E. & Sharififar, M. (2015). Critical discourse analysis and its

implication in English language teaching: a case study of political text.
Theory and Practice in Language Studies. 5(3). 504-511. DOI:
http://dx.doi.org/10.17507/tpls.0503.08.

Ramanujan, A. K. (1991). Three hundred Ramayanas: Five examples and three

thoughts on translation. Many Ramayanas: The diversity of a narrative
tradition in South Asia, 22-49. http://abhisays.com/wp-
content/uploads/2012/02/Three_Hundred_Ramayanas.pdf on 18/06/2016

Rastogi, R. K. (1995). Interpretive and critical reading: theoretical explorations

in text, textuality and textual gradation. (Doctoral Dissertation ) CIEFL,
India.

Reece, A.( 2009). A critical discourse analysis of ELL student and teacher
interaction during reading comprehension literacy events in a
multilingual classroom. (Doctoral Dissertation). University of
Washington.

Renn, C.E. (1999). The effects of the directed reading thinking activity on second
grade reading comprehension. (Masters Theses). Grand Valley State
University, Michigan.

Richards, J. C., & Rodgers, T. S. (2005). Approaches and methods in language

teaching. Cambridge: Cambridge University Press.

Richardson, K. (1987). Critical linguistics and textual diagnosis. Text-

Interdisciplinary Journal for the Study of Discourse, 7(2), 145-164.

309
Rider, N., & Colmar, S. (2005). Reading achievement and reading self-concept in
year 3 children. Australia: Association For Research in Education: NSW,
COL05347. https://www.aare.edu.au/data/publications/2005/col05347.pdf

Robinson, E, & Robinson, S. (2003). What does it mean? Discourse, text,

culture: An Introduction. Sydney: McGraw-Hill Book Company.

Rogers, R., Schaenen, I., Schott, C., O’Brien, K., Trigos-Carrillo, L., Starkey, K.,
& Chasteen, C. C. (2016). Critical discourse analysis in education: A
review of the literature, 2004 to 2012. Review of Educational
Research, 86(4), 1-35. DOI: 10.3102/0034654316628993

Rumelhart, D. E. (1994). Toward an interactive model of reading. In R. B.

Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and
processes of reading (pp. 864-894). Newark, DE, US: International
Reading Association.

Russell, D. H. (1956). Children's thinking. Boston: Ginn.

Russell, D. H. (1960). Higher mental processes. In C. W. Harris (ed.),

Encyclopedia of Educational Research. New York: The Macmillan
Company.

Sani, B.B., Wan C.M., Awg, N.Y. & Reslee, N.A. (2011). The reading
motivation and reading strategies used by undergraduates in university
Teknologi MARA Dungun, Terengganu. Journal of Language Teaching
and Research, 2(1), 32–39. DOI:10.4304/jltr.2.1.32-39

Schmenk, B. (2004). Language learning: A feminine domain? The role of

stereotyping in constructing gendered learner identities. TESOL
quarterly, 38(3), 514-524.

310
Gupta, S. (2015). A feminist reading of Tagore's selected stories. Ars Artium: An
International Peer Reviewed-cum-Refereed Research Journal of
Humanities and Social Sciences. 3. 56-59.

Sen,A. (1989). Development as capability expansion. Journal of Development

Planning, 19, 41–58.

Sen, A. (1993). Capability and well being. In M. Nussbaum and A.Sen, The
quality of life. Oxford: Clarendon Press.

Sen, A. (1999). Development as Freedom. Oxford: Oxford University Press.

Sharma, B. K. (2011). Using Critical Discourse Analysis for understanding

knowledge construction in English pedagogy. Bodhi: An Interdisciplinary
Journal, 5(1), 53-79.

Shermila A.J. (2006). A study of the skills of reading comprehension in english

developed by students of standard IX in the schools in Tuticorin district,
Tamilnadu.(Published Doctoral Dissertation). The Manonmaniam
Sundaranar University, Tirunelveli:. Language in India 6 (5).

Sidek, H. M., & Rahim, H. A. (2015). The role of vocabulary knowledge in

reading comprehension: a cross-linguistic study. Procedia-Social and
Behavioral Sciences, 197, 50-56.
https://doi.org/10.1016/j.sbspro.2015.07.046

Siegel, M., & Fernandez, S. (1996). Critical approaches. In R. Barr, Handbook of

Reading Research 3, (pp. 141-151). Mahwah, N.J.: L. Erlbaum Associates

Siegel, M., & Fernandez, S. L. (2000). Critical approaches. In M. Kamil,

P.Mosenthal, D, Pearson & R. Barr. Methods of literacy research: The
methodology chapters from the handbook of reading research, 3, 65-
75.NewYork: Routledge.

311
Silvia, A. (2012). Discourse-based approach in teaching Reading and speaking
skills Development in Ontario. (M.Ed Dissertation).Faculty of Teacher
Training and Education, Syarif Hidayatullah Jakarta.
https://www.academia.edu/2344315/Discourse-
Based_Approach_in_Teaching_Speaking_and_Reading_Skills

Simla, I. (2005). The impact of a critical reading course in the Turkish high
school context. (Doctoral Dissertation). The University of Warwick.
https://www.researchgate.net/publication/49300217_The_impact_of_a_cr
itical_reading_course_in_the_Turkish_High_School_context

Singh. M. G. (2018). A study on critical pedagogy adopted by English teachers

with reference to receptive skills of students at the elementary stage in
Manipur. Language in India. 18(4).135-162.

Smith, F., Hardman, F., & Tooley, J. (2005). Classroom interaction in private
schools serving low-income families in Hyderabad, India. International
Education Journal, 6(5), 607-618.

Srivastava, S. Singh, A. Tewari, A. Datt, et.al.(2014). National Achievement

Survey. Class VIII.New Delhi: NCERT

Stephens, J. (1992). Language and ideology in children's fiction. London:

Longman.

Sultan, A. R., & Nurhadi, E. T. P.(2017). The development of a critical reading

learning model to promote university students’ critical awareness. The
New Educational Review, 48(2) 76-86.

Sumalatha, K. and Ramakrishnaiah, D. (2004). Sex bias in secondary school

social studies textbooks: a case study in India. American Journal of
Applied Science, 1 (1), 62-63.

312
Tagore, R.N. (1994). Profit and loss. In W. Radice(Trans.), Rabindra Nath
Tagore: Selected short stories,(pp. 48-53). London: Penguine Books.

Tahira, B. (2009).The contemporary Hindu women of India: An overview. South

Asian Studies A Research Journal of South Asian Studies, 24(2), 242-249.
Retrieved
https://pdfs.semanticscholar.org/0029/e5c92d2cdb2499473f1d8b93d0649
930e833.pdf

UNESCO. (2017). Accountability in education: Meeting our commitment. Global

education monitoring report 2017-18. Paris: UNESCO

UN Women. (2013). Making Women Count: An Annual Publication on Gender

and Evaluation by UN Women Multi Country Office for India, Bhutan, Sri
Lanka and Maldives. New Delhi: UN Women. http://www.unwomen.org/

Van Dijk, T. A. (1993). Principles of critical discourse analysis. Discourse &

society, 4(2), 249-283.

Van Djik,T .A. (1997). Discourse as socal change. New Delhi: Sage
Publications.

Van Dijk, T. A. (1998). Ideology: A multidisciplinary approach. New Delhi:

Sage.

Van Dijk, T. A. (2000). Ideology and Discourse: A Multidisciplinary

Introduction. Pompeu Fabra University, Barcelona.

Van Dijk, T. A. (2001). Critical Discourse Analysis. In D. Schiffrin, D. Tannen,

& H. E. Hamilton (Eds.), The Handbook of Discourse Analysis (pp. 352–
371). Maiden, MA: Blackwell.

Van Dijk, T. A. (2006). Ideology and discourse analysis. Journal of political

ideologies, 11(2), 115-140.

313
Villanueva de Debat, E. (2006). Applying current approaches to the teaching of
reading. English Teaching Forum, 44(1), 8-15.

Wagner, S. (2002). The reading habits of teams. Journal of Reading Today, 46. 3-
4

Wallace, C. (1995). Reading with a suspicious eye: Critical reading in the foreign
language classroom. In G.Cook & B. Seidlhofer (Eds.), Principle and
practice in applied linguistics: Studies in honour of Henry Widdowson.
Oxford: Oxford University Press

Wallace,C.(1998). Critical language awareness in the foreign language

classroom. (Doctoral Dissertation). University of London.

Wallace, C. (2003). Critical reading in language classroom. .UK.: Palgrave

Macmillan.

Wallace, C. (2013). Critical literacy awareness in the EFL classroom. In N.

Fairclough, Critical language awareness. (pp. 59-92).New York:
Routledge.

White, B. (2007). Are girls better readers than boys? Which boys? Which
girls?. Canadian Journal of Education/Revue canadienne de
l'éducation, 554-581. Retrieved from
https://www.jstor.org/stable/pdf/20466650.pdf?casa_token=9jiSui
ovJU0AAAAA:Q-j9sB2IEMiKlG2cxbDedTU4aH-
1nEXsRS_LFIH9n_yoNz0NX1tfLe1JSTUPMACyNUPLk2rusaT
Oaw7TQvyDh0FlnphPCJnP02MXk13M8peQTmhLbpI on
30/07/2018.

White, B. (2007). Are girls better readers than boys? Which boys? Which
girls?. Canadian Journal of Education/Revue canadienne de
l'éducation, 554-581. Retrieved from

314
 https://www.jstor.org/stable/pdf/20466650.pdf?casa_token=9jiSui
ovJU0AAAAA:Q-j9sB2IEMiKlG2cxbDedTU4aH-
1nEXsRS_LFIH9n_yoNz0NX1tfLe1JSTUPMACyNUPLk2rusaT
Oaw7TQvyDh0FlnphPCJnP02MXk13M8peQTmhLbpI on
30/07/2018.

Whitley, B. E. (2001). Gender-role variables and attitudes toward homosexuality.

Sex Roles, 45, 691–721.

Widdowson, H. G. (1995). Discourse analysis: a critical view. Language and

literature, 4(3), 157-172.

Widdowson, H. G. (2004). Text, context, pretext. Victoria, Australia: Blackwell

Publishing.

Widdowson, H. G. (2007). Discourse analysis (Vol. 133). Oxford: Oxford

University Press.

Wigfield, A. and Gutherie, J. (2010). Motivations for Reading Questionnaire

(MRQ).
Retrieved from http://www.cori.umd.edu/measures/MRQ.pdf on
18/04/2015.

Williams, G. (1959). Provisions for Critical Reading in Basic Readers.

Elementary English, 36(5), 323-331.

Wodak, R. (1996). Disorders of discourse. London: Longman.

Wodak, R. (2001). The discourse-historical approach. In Wodak, R. &

Meyer,M.(Eds.), Methods of Critical Discourse Analysis (pp.63-94),
London: Sage Publications.

Wodak, R., & Ludwig, C. (Ed.) (1999). Challenges in a changing world: Issues
in Critical Discourse Analysis. Vienna: Passagenverlag.

315
Wodak, R., & Meyer, M. (2009). Critical discourse analysis: History, agenda,
theory, and methodology. In R. Wodak, & M. Meyer, (Eds.), Methods of
Critical Discourse Analysis (pp. 1-33). Los Angeles, CA: Sage.

Wodak, R., & Reisigl, M. (2001). Discourse and racism: European

perspectives. In Schiffrin,D. Tannen,D. and Hamilton, H. (Eds.) The
Handbook of Discourse Analysis (pp. 372-397). Massachusetts, USA:
Blackwell Publishers Inc.

Wodak,R. & Reisigl,M.(2009). The discourse historical approach. In R. Wodak

& M. Meyer, Methods of critical discourse analysis (pp. 87-121). LA:
Sage.

Wolfe, P. (2000). Gender and language in four secondary, ESL

classrooms. Equity & Excellence in Education, 33(1), 57-66. DOI:
10.1080/1066568000330109

World Bank. (2018). World development report 2018: Learning to realize

education’s promise. Washington, DC: World Bank Publications.

Wray, M. W. (2006). Critical reading and writing for postgraduates. London:

Sage Publications.

Xiangying, J. (2012). Effects of discourse structure graphic organizers on EFL

reading comprehension. Reading in a Foreign Language. 24(1). 84-105.

Yan, H. (2009). Empirical study on relations between gender differences and

English vocabulary and the overall proficiency level. Asian Social
Science, 5(10), 109-114.

Yanklowitz, R. S. (2013). A society with poor critical thinking skills: the case for
‘argument’ in education. Huffpost. https://www.huffingtonpost.com/rabbi-

316
 shmuly-yanklowitz/a-society-with-poor-criti_b_3754401.html retrieved
on 11/02/2016.

Yee, N. (2010). Understanding Reading Comprehension: Multiple and Focused

Strategy Interventions for Struggling Adolescent Readers. (Master
Dissertation) .University of Saskatchewan.

317