بسطامی، حیدر، ابراهیمی قوام، صغری، شیخی، سعیدریا، داودی، محمد (1396). مقایسه عزت نفس، مهارتهای اجتماعی و خود کار آمدی تحصیلی بین کودکان دو زبانه و تک زبانه پایه ششم ابتدایی شهر ایلام. مطالعات روانشناسی و علوم تربیتی ، 22(14)، 164-151.
پورطاهریان، زبیده؛ خسروی، معصومه؛ محمدی فر، محمد علی (1393). نقش راهبردهای فراشناختی خواندن و عادت های مطالعه در انگیزش پیشرفت دانش آموزان دختر. روان شناسی مدرسه ، 1(15)، 36-22.
صلحی، مهناز، صالح فرد، اشرف، حسینی، آغا فاطمه و گنجی، مرسله (1394). بررسی رابطه راهبردهای خودتنظیمی و خلاقیت با عملکرد تحصیلی دانشجویان علوم پزشکی. ره آورد سلامت، 1(2)، 63-53.
طالب زاه نوبریان، محسن، ابولقاسمی، محمود، عشوری نژاد، فاطمه و موسوی، سید حسین (1390). بررسی روابط ساختاری خود پنداره، یادگیری خود تنظیمی و موفقیت تحصیلی دانشجویان. فصلنامه روش ها و مدل های روانشناختی. 1(4)، 72-59.
عیسی نژاد، امید و علیدادی، حسن (1397). رابطه ی خودتنظیمی یادگیری و راهبردهای فراشناختی خواندن با مشکلات یادگیری به زبان دوم در دانش آموزان دو زبانه (برازش مدل ساختاری). مجله روانشناسی و روان پزشکی شناخت، 5(5)،29-15.
فیاضی بارجینی، لیلا (1389). رابطه دوزبانگی و اختلال های گفتار وزبان. تعلیم و تربیت اسلامی، 102(3)، 67-62.
کدیور، پروین (1382). بررسی سهم باورهای خود کارامدی، خودگردانی، هوش و پیشرفت درسی دانش آموزان به منظور الگویی برای یادگیری بهینه. مجله علوم تربیتی و روانشناسی، 10(1)، 59-46.
گلستانی فرد، مونا، نیکو گفتار، منصوره و شمس اسفندآباد، حسن (1395). ﻣﻘﺎیﺴﻪ ﮐﺎرﮐﺮدﻫﺎی اﺟﺮایﯽ و ﺣﺎﻓﻈﻪ داﻧﺶ آﻣﻮزان دوزﺑﺎﻧﻪ و یﮏ زبانه. دو ﻓﺼﻠﻨﺎﻣﻪ ﻋﻠﻤﯽ ـ ﭘﮋوﻫﺸﯽ ﺷﻨﺎﺧﺖ اﺟﺘﻤﺎﻋﯽ، 5(1)، 67-52.
واحدی، شهرام و جنگی، هانیه (1394). تاثیر آموزش راهبرد خواندن ریاضی و راهبردهای فراشناختی بر حل مساله ریاضی دانش آموزان ابتدایی. تفکر و کودک، 6(1)، 129-113.
هادی، مریم (1395). بررسی رابطه سبک های مدیریت کلاس معلمان با خود تنظیمی و پیشرفت تحصیلی دانش آموزان. مطالعات مدیریت و کارآفرینی، 2(3)، 234-225.
Baker, C. (2011). Foundations of Bilingual Education and Bilingualism 5th edition.
Clevedon: Multilingual Matters.
Barac, R, & Bialystok, E.(2011). Cognitive development of bilingual children. Language Teaching, 44 (1), 36-54.
Bardel, C. & Falk Y. (2007). The role of the second language in third language acquisition: the case of Germanic syntax. Second Language Research, 23(4), 459-484.
Bardel, C. and Falk, Y. (2010). The Study of the Role of the Background Languages in Third Language Acquisition. The State of the Art. International Review of Applied Linguistics in Language Teaching, 48(2): 185-219.
Bhatia, T. and Ritchie, W. (2013). The Handbook of Bilingualism and Multilingualism. UK: Blackwell Publishing.
Blom, E, Kuntay, A. C, Messer, M, Verhagen, J, & Leseman, P. (2014). The benefits of being bilingual: Working memory in bilingual Turkish–Dutch children. Journal of Experimental Child Psychology, 128(5), 105-119.
Bouffard, B. J. Vezeau, C. & Larouche, C. (1995). The impact of goal orientation on self-regulation and performanse among college student. British journal of educational psychology. 65(4), 317- 329.
Busari, A. O. (2013). Assessing the relationship of self-regulation, motivation and anxiety on mathematics achievement of elementary school children in south- western Nigeria, An international multidisciplinary journal Ethiopia, 7(3), 110-126.
Calvo, A, & Bialystok, E. (2014). Independent effects of bilingualism and socioeconomic status on language ability and executive functioning. Cognition, 13 (3), 278-288.
Cenoz, J., Jessner U. (2000). English in Europe: The Acquisition of a Third Language. Clevedon: Multilingual Matters.
Ceylan, E, & Harputlu, L. (2015). Metacognition in reading comprehension. The Literacy Trek,1(1), 5-14.
Chaves-Barboza, E, Trujillo-Torres, J. M, & LopezNunez, J. A. (2015). Accomplishments in learning self-regulation in personal environments. Creative Education, 6(11), 1108-1120.
Cheng, E. C. K. (2011). The role of self-regulated learning in enhancing learning performance. The international journal of research and review, 2(4), 165-181.
Dugan, R. F. & Andrade, H. L. (2011). Exploring the construct validity of academic self-regulation using a new self-report questionnaire-the survey of academic self-regulation. The international journal of educational & psychological assessment, 7(1), 45-63
Foley, C. and Keegan, N. (2009). Pied-piping in embedded contexts in the acquisition of English: A qualitative study of comprehension. Online Proceedings of BUCLD, 33(7), 1-11.
Grosjean, F., & Li, P. (2013). Bilingualism: A short introduction. In F. Grosjean & P. Li (Eds.), The Psycholinguistics of Bilingualism (pp. 5–25). Malden, MA: Wiley-Blackwell.
Guglielmi, R.S. (2008). Native language proficiency, English literacy, academic achievement, and occupational attainment in limited-English-proficient students: A latent growth modeling perspective. Journal of Educational Psychology, 100(2), 322-342.
Hernandez, M., Costa, A., & Humphreys, G. W. (2012). Escaping capture: Bilingualism modulates distraction from working memory. Cognition, 122(1), 37-50.
Hernandez, A., Ding, Li. & Brian, M. (2005). The emergence of competing modules in bilingualism. TESOL Quarterly, 14(4), 56-69.
Kohnert, K. (2010). Bilingual Children with Primary Language Impairment: Issues, Evidence and Implications for Clinical Actions. Journal of communication disorder, 43(6), 456-473.
Lawanto, O. and H. Santoso, (2013). Self-regulated learning strategies of engineering college students while learning electric circuit concepts with enhanced guided notes. International Educational Studies, 6(3): 88-104.
Lee, W., Lee, M. & Bang, M, (2014). Testing interest and self-efficacy as predicators of academic self-regulation and achievement. Contemporary educational psychology, 36 (2), 86-99.
Maghsoudi, M. (2012). Bilingualism: Advantage or disadvantage? Germany: Lap Lambert Academic Publish.
Mahmoodi, M. H, Kalantari, B, & Ghaslani, R. (2014). Self-regulated learning, motivation and language achievement of Iranian EFL learners. Procedia- Social and Behavioral Sciences, 98(2), 1062-1068.
Malmberg, J. (2014). Tracing the process of self-regulated learning students’ strategic activity in g/n Study learning environment. Faculty of Education Acta Univ. Oul. E., 142. 7-96.
Martin, C. D, Molnar, M, & Carreiras, M. (2016). The proactive bilingual brain: Using interlocutor identity to generate predictions for language processing. Scientific Reports, 6(2), 26-39.
Mayin Adeline VA. (2010). Cross-linguistic Influence in a Third Language: The case of Hmong-English bilingual learners of French. United States: UMI Dissertation Publishing.
Montrul, S. (2000). Transitivity Alternations in L2 Acquisition. Studies in Second
Language Acquisition, 22(5), 229-243.
Nayak, N., N. Hansen, N. Krueger & B. McLaughlin (1990). Language-learning strategies in monolingual and multilingual adults. Language Learning 40(5), 221–244.
Pei, L. (2014). Does metacognitive strategy instruction indeed improve Chinese EFL learners' reading comprehension performance and metacognitive awareness? Journal of Language Teaching & Research, 5(5), 1147.
Pour Mohammad, Z., Esmaeilpour, K. (2015). Effectiveness of self-regulation training on the Academic Achievement of mental students in Tabriz technical high school. Journal of Instruction and evaluation, 8(31), 93-102.
Radford, A. (2004). English Syntax: An Introduction. Cambridge: Cambridge University Press.
Rivers, W. P. and Golonka E. M. (2009). Third Language Acquisition Theory and Practice. The Handbook of Teaching. Malden: Wiley-Blackwell.
Rothman, J. (2015). Linguistic and cognitive motivations for the typological primacy model (TPM) of third language (L3) transfer: Timing of acquisition and proficiency considered. Bilingualism 18(2), 179- 190.
Samadi, F, and Maghsoudi, M. (2013). Bilingual versus Monolingual learners’ Reading Comprehension Ability Regarding their Interest in Reading Comprehension Topics. European online journal of natural and social sciences, 2(2), 23-34.
Tajalli, P, and Satari, S. (2013). Effectiveness of metacognitive strategies on reading skills of students with hearing disorders. Procedia - Social and Behavioral Sciences, 84(5), 139-143.
Talebi, H. And Maghsoudi, M. (2007). Monolingual and bilingual English learners in one classroom: ‘Who is at a disadvantage?’ Asian EFL Journal, 7(6), 231-252.
Zare, M. and Davoudi, S. (2013). Effects of Bilingualism on L3 Vocabulary Learning Among Iranian EFL Learners. Journal of Language Studies, 13(1), 127-138.
Zhang, L, and Seepho, S. (2013). Metacognitive strategy use and academic reading achievement: Insights from a Chinese context. Electronic Journal of Foreign Language Teaching, 10(1), 54-69.
Yi Chung, L. (2015). Exploring the effectiveness of self-regulated learning in massive open online courses on non-native English speakers. International Journal of Distance Education Technologies (IJDET), 13(3), 61-73.