Berk, L. (2002). Child Development (5th ed). Boston: Allyn and Bacon.
Celce-Murcia, M. (Ed.). (2001). Teaching English as a second or foreign language (3rd ed.)
Boston: Thomson Heinle.
Donato, R., (1994). Collective scaffolding in second language learning. In: J. P. Lantolf (Ed.), Vygotskian approaches to second language research (pp. 33-56). London: Ablex Publishing.
Field, J. (2004). Psycholinguistics: The key concepts. London: Routledge.
Huggins, G. E., & Edwards, R. (2011). Scaffolding to Improve Reading Comprehension and to Write a Scholarly Research Paper. International Journal of Humanities and Social Science, 1 (16), 30-36.
Hui-Ling, W. (2010). Scaffolding in technology-enhanced science education. (Unpublished Doctoral Dissertation). Texas A&M University.
Iiskala,T, Vauras,M. & Lehtinen, E. (2004). Socially-shared metacognition in peer learning? Hellenic Journal of Psychology, 1(2), 147-178.
Jalili, S. A. (2017). Assessing Advanced Persian Language Learners’ Written Production: Developing a Detailed Rubric. Journal of Teaching Persian to Speakers of Other Languages, 6(13), 29-56.
Jermann, P. (2002). Task and interaction regulation in controlling a traffic simulation.
In G. Stahl (ed.), Paper presented at the Computer support for collaborative learning: foundations for a CSCL community. Proceedings of CSCL 2002. Boulder, Co. Proceedings, pp. 601-602.
Lipponen, L. (2001). Computer-supported collaborative learning: From promises to reality. (Unpublished Doctoral Dissertation). University of Turku, Turku, Finland: Turun Yliopisto
Ohta, A. S., (2000). Rethinking interaction in SLA: developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar. In: J. P. Lantolf, (ed.), Sociocultural theory and second language learning (pp. 51-78). Oxford University Press.
Pata, K., Lehtinen, E., & Sarapuu, T. (2006). Inter-relations of tutor's and peers' scaffolding and decision-making discourse acts. Instructional Science, 34(4), 313-341.
Peregoy, S & Boyle, O. (2001). Reading, writing and learning in ESL (3rd ed.) New York: Addison Wesley Longman.
Poorahmadi, M. (2009). The Effect of Employing Scaffolding Strategies and
Classroom Tasks in Teaching Reading Comprehension. Journal of Teaching English as a Foreign Language and Literature, 1(3), 87-106.
Pourjamshidi, M., (2014). Scaffolding techniques and the effect of that on learning Persian language. Proceedings of the Sixth International Conference of the Learning Sciences, 310-317.
Rabari, M. N., Ameri, H., Monshizadeh, M., Golfam, A. (2018). Comparing speaking skill between normal and dyslexic students. Journal of Teaching Persian to Speakers of Other Languages, 7(15), 1-23.
Sawyer, R. K. (2006). The Cambridge Handbook of the Learning Sciences. New York: Cambridge University Press.
Schumm, J.S. (Ed.). (2006). Reading assessment and instruction for all learners. New York: Guilford Press.
Tabak, I. (2004). Synergy: A complement to emerging patterns of distributed scaffolding. Journal of the Learning Sciences, 13(3), 305-335.
Greene, B. A., & Land, S. M. (2000). A qualitative analysis of scaffolding use in a resource-based learning environment involving the World Wide Web. Journal of Educational Computing Research, 23(2), 151–179.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology & Psychiatry & Allied Disciplines, 17, 89-100.
Xu, Y., Gelfer, J., & Perkins, P. (2005). Using peer tutoring to increase social interactions in early schooling. TESOL Quarterly, 39(1), 83-99.