1. Afflerbach, P., & Meuwissen, K. (2005). Teaching and learning self-assessment strategies in middle school. In S. E. Israel, C. Collins
2. Block, K. L. Bauserman, & K. Kinnucan-Welsch (Eds.), Metacognition in literacy learning: Theory, assessment, instruction, and professional development (pp. 141–164). Mahwah, NJ: Erlbaum.
Anastasiou, D., & Griva, E. (2009). Awareness of reading strategy use and reading comprehension among poor and good readers. Elementary Education Online, 8(2), 283–297.
3. Baker, L. (2017). The development of metacognitive knowledge and control of comprehension: Contributors and consequences. In K. Mokhtari (Ed.), Improving reading comprehension through metacognitive reading strategies instruction (pp. 1–31). Lanham, MD: Rowman & Littlefield.
4. Baker, L., & Brown, A. L. (1984a). Cognitive monitoring in reading. In J. Flood (Ed.), Understanding reading comprehension (pp. 21–44). International Reading Association.
5. Baker, L., & Brown, A. L. (1984b). Metacognitive skills and reading. In P. D. Pearson, R. Barr, J. L. Kamil, & P. Rosenthal (Eds.), Handbook of reading research (Vol. 1, pp. 353–394). New York: Longman.