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[4] Flanigan, K., & Greenwood, S. C. (2007). Overlapping vocabulary and comprehension: Context clues complement semantic gradients. The Reading Teacher , 61(3), 249-254.
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[6] Gina Biancarosa and others, “Assessing the Value-Added Effects of Literacy Collaborative Professional Development on Student Learning,” Elementary School Journal 111, no. 1 (2010): 7–34; Laurie ElishPiper and Susan K. Allier, “Examining the Relationship between Literacy Coaching and Student Reading
[7] Moran, Juan & Ferdig, Richard & Pearson, P. & Wardrop, James & Blomeyer, Robert. (2008). Technology and Reading Performance in the Middle-School Grades: A Meta-Analysis with Recommendations for Policy and Practice 1. Journal of Literacy Research. 40. 10.1080/10862960802070483.
[8] Lisa B. Hsin, Nan Mu, Robert L. Selman, Rights and Responsibilities With Tech: Students’ Take on Classroom Policies, The Reading Teacher, 10.1002/trtr.1986, 74, 5, (549-558), (2021).
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[10] https://harappa.education/harappa-diaries/types-of-reading/
[11] https://rewordify.com/
[12] https://www.readspeaker.com/
[13] https://www.microsoft.com/en-us/education/products/learning-tools
[14] https://content.cloudguides.com/en-us/guides/Help%20students%20read%20more%20effectively
[15] https://play.google.com/store/apps/details?id=livio.pack.lang.en_US&hl=en_IN&gl=US
[16] https://electronics.howstuffworks.com/gadgets/travel/amazon-kindle.htm
[17] https://www.englishclub.com/reading/test-start.htm?
[18] http://www.freeonlinetest.in/
[19] https://www.readingrockets.org/
[20] https://www.oxfordonlineenglish.com/english-level-test/reading