references

Vanichakorn, Neelwan. (2003).Constructivism in English as a foreign language secondary classrooms in Bangkok, Thailand. Published Doctor of Education Dissertation, University of Northern Colorado. Dreyer, Carism and Nel, Charl (2003). Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. System, 31, pp. 349-365 Pritchard, Rosalind, M.O. and Nasr, Atef (2004). Improving reading performance among Egyptian engineering students: Principles and practice. English for specific purposes, 23, pp. 425 Wurr, A.J.(2003). Reading in a second language: A reading problem or a language problem? Journal of college reading and learning, 33(2), pp. 157-169 Bensorssan, Marsha (1998). Schema effects in EFL reading comprehwnsion. Journal of research in reading, 21(3), pp. 213-227 National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, D.C.: U.S. Department of Health and Human Services.

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Vanichakorn, Neelwan. (2003).Constructivism in English as a foreign language secondary classrooms in Bangkok, Thailand. Published Doctor of Education Dissertation, University of Northern Colorado.

Dreyer, Carism and Nel, Charl (2003). Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. System, 31, pp. 349-365

Pritchard, Rosalind, M.O. and Nasr, Atef (2004). Improving reading performance among Egyptian engineering students: Principles and practice. English for specific purposes, 23, pp. 425

Wurr, A.J.(2003). Reading in a second language: A reading problem or a language problem? Journal of college reading and learning, 33(2), pp. 157-169

Bensorssan, Marsha (1998). Schema effects in EFL reading comprehwnsion. Journal of research in reading, 21(3), pp. 213-227

National Reading Panel. (2000). Teaching children to read: An evidence-based

assessment of the scientific research literature on reading and its implications for reading instruction. Washington, D.C.: U.S. Department of Health and Human Services.

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