The International Research Foundation

for English Language Education

ASSESSING SECOND LANGUAGE READING SKILLS:
SELECTED REFERENCES

(Last updated 25 December 2016)

Alderson, J. C. (1993). The relationship between grammar and reading in an English for academic purposes test battery. In D. Douglas & C. Chapelle (Eds.), A new decade of language testing research (pp. 203-219). Alexandria, VA: TESOL.

Alderson, J. C. (2000). Assessing reading. Cambridge, UK: Cambridge University Press.

Alderson, C. J., & Urquhart, A. H. (1985). The effect of students’ academic discipline on their performance on ESP reading tests. Language Testing, 2(2), 192-204.

Allan, A. (1992). Development and validation of a scale to measure test-wiseness in EFL/ESL reading test takers. Language Testing, 9(2), 101-122.

Anderson, N. J., Bachman, L., Perkins, K., & Cohen, A. (1991). An exploratory study into the construct validity of a reading comprehension test: Triangulation of data scores. Language Testing, 8(1), 41-66.

Ardasheva, Y., & Tretter, T. R. (2013). Contributions of individual differences and contextual variables to reading achievement of English language learners: An empirical investigation using hierarchical linear modeling. TESOL Quarterly, 47(2), 323-351.

Bachman, L. F., & Palmer, A. S. (1981). A multi-method investigation into the construct validity of six tests of speaking and reading. In A. S. Palmer, P. Groot, & G. Trosper (Eds.), The construct validation of tests of communicative competence (pp. 149-165). Washington, DC: TESOL.

Bensoussan, M. (1982). Testing and the test of EFL reading comprehension: To what extent does the difficulty of a multiple-choice comprehension test reflect the difficulty of the text? System, 10(3), 285-290.

Bensoussan, M. (1984). A comparison of cloze and multiple-choice reading comprehension tests of English as a foreign language. Language Testing, 1(1), 105-108.

Bensoussan, M., & Ramraz, R. (1984). Testing EFL reading comprehension using a multiple-choice rational cloze. Modern Language Journal, 68(3), 230-39.

Bernhardt, E. B. (1999). If reading is reader-based, can there be a computer-adaptive test of reading? In M. Chalhoub-Deville (Ed.), Issues in computer-adaptive testing of reading proficiency (pp. 1-10). Cambridge, UK: UCLES-Cambridge University Press.

Bridgeman, B. (1985). Comments on Kyle Perkins and Barbara Jones’ “measuring passage contribution in ESL reading comprehension.” TESOL Quarterly, 19, 801-802.

Bussis, A. M., & Chittenden, E. A. (1987). Research currents: What the reading tests neglected. Language Arts, 64(3), 302-308.

Cabello, B. (1984). Cultural interference in reading comprehension: An alternative explanation. Bilingual Review, 11(1), 12-20.

Caldwell, J. S. (2008). Reading assessment: A primer for teachers and coaches (2nd ed.). New York, NY: Guilford.

Canale, M. (1986). The promise and threat of computerized adaptive assessment of reading comprehension. In C. W. Stansfield (Ed.), Technology and language testing (pp. 29-45). Washington, DC: TESOL.

Champeau de Lopez, C. L., Marchi, G. B., & Arreaza-Coyle, M. E. (1997). A taxonomy: Evaluating reading comprehension in EFL. Forum, 35(2), 30-45.

Cheng, L., & Gao, L. (2002). Passage dependence in standardized reading comprehension: Exploring the College English Test. Asian Journal of English Language Teaching, 12, 1-14.

Choi, I., & Bachman, L. F. (1992). An investigation into the adequacy of three IRT models for data from two EFL reading tests. Language Testing, 9(1), 51-78.

Coady, J., Magoto, J., Hubbard, P., Graney, J., & Mokhtari, K.(1993). High frequency vocabulary and reading proficiency in ESL readers. In T. Huckin, M. Haynes & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 217-228). Norwood, NJ: Ablex.

Cohen, A. D., & Upton, T. A. (2007). `I want to go back to the text’: Response strategies on the reading subtest of the new TOEFL(R). Language Testing, 24(2), 209–250. doi:10.1177/0265532207076364

Connor, U., & Read, C. (1978). Passage dependency in ESL reading comprehension tests. Language Learning, 28(1), 149-157.

Cooper, J. D., & Kiger, N. D. (2008). Literacy assessment: Helping teachers plan instruction. Boston, MA: Houghton Mifflin.

Daneman, M., & Hannon, B. (2001). Using working memory theory to investigate the construct validity of multiple-choice reading comprehension tests such as the SAT. Journal of Experimental Psychology: General, 130(2), 208.

Davies, A. (1975). Two tests of speeded reading. In R. L. Jones & B. Spolsky (Eds.), Testing language proficiency (pp. 119-131). Arlington, VA: Center for Applied Linguistics.

Deville, C., & Chalhoub-Deville, M. (1993). Modified scoring, traditional item analysis and Sato’s caution index used to investigate the reading recall protocol. Language Testing, 10(2), 117-132.

Doerr, N. (1980). The effects of agreement/disagreement on cloze scores. In J. W. Oller & K. Perkins (Eds.), Research in language testing (pp. 134-141). Rowley, MA: Newbury House.

Dollerup, C., Glahn, E., & Hansen, C. R. (1994). ‘Sprogtest’: A smart test (or how to develop a reliable and anonymous EFL reading test). Language Testing, 11(1), 65-81.

Dollerup, C., Glahn, E., & Rosenberg-Hansen, C. (1981). Reading strategies and test-solving techniques in an EFL-reading comprehension test—a preliminary report. Journal of Applied Language Study, 1, 93-99.

Douglas, D., (1978). Gain in reading proficiency in English as a foreign language measured by three cloze scoring methods. Journal of Research in Reading 1(1), 67-73.

Douglas, D. (2000). Assessing languages for specific purposes. Cambridge, UK: Cambridge University Press.

Esmaeili, H. (2002). Integrating reading and writing tasks and ESL students’ reading and writing performance in an English language test. The Canadian Modern Language Review, 58(4), 599-622.

Farr, R., Pritchard, R., & Smitten, B. (1990). A description of what happens when an examinee takes a multiple-choice reading comprehension test. Journal of Educational Measurement, 209-226.

Fox, J., & Cheng, L. (2007). Did we take the same test? Differing accounts of the Ontario Secondary School Literacy Test by first and second language test-takers. Assessment in Education: Principles, Policy and Practice, 14(1), 9-26.

Freedle, R., & Kostin, I. (1993). The prediction of TOEFL reading item difficulty: Implications for construct validity. Language Testing, 10(2), 133-170.

Fuchs, L., Fuchs, D., Hosp, M., & Jenkins, J. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239-256.

Fung, K., & ElAtia, S. (2015). Using hierarchical linear modelling to examine factors predicting English language students’ reading achievement. TESL Canada, 32(9), 24-42

Gellert, A., & Carsten, E., (2013). Cloze tests may be quick, but are they dirty? Development and preliminary validation of a cloze test of reading comprehension. Journal of Psychoeducational Assessment, 31(1), 16-28.

Guoxing, Y. (2008). Reading to summarize in English and Chinese: A tale of two languages?

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Grabe, W. (1999). Reading research and its implications for reading assessment. In A. Kunnan & M. Milanovich (Eds.), Language proficiency assessment: Proceedings of the eighth LTRC (pp. 227-263). Cambridge, UK: Cambridge University Press.

Grabe, W. (2007). Reading assessment: Issues and opportunities. In C. Irvine-Niakaris & A. Nebel, (Eds.), 2nd language testing & evaluation forum, Teaching and testing: Opportunities for learning (pp. 52-69). Athens, Greece: Hellenic American Union.

Grabe, W. (2009). Teaching and testing reading. In M. H. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp. 441-462). West Sussex, England: Wiley-Blackwell.

Hale, G. A. (1988). Student major field and text content: Interactive effects on reading comprehension in the Test of English as a Foreign Language. Language Testing, 5(1), 49-61.

Hill, C., & Parry, K. (1992). The test at the gate: Models of literacy in reading assessment. TESOL Quarterly, 26(3), 433-461.

Hinofotis, F. B. (1980). Cloze as an alternative method of ESL placement and proficiency testing. In J. W. Oller & K. Perkins, (Eds.), Research in language testing (pp. 121-128). Rowley, MA: Newbury House.

Hinofotis, F. B., & Snow, B. G. (1980). An alternative cloze testing procedure: Multiple choice format. In J.W. Oller & K. Perkins (Eds.), Research in language testing (pp. 129-133). Rowley, MA: Newbury House.

Homburg, T. J., & Spaan, M.C. (1982). ESL reading proficiency assessment: Testing strategies. In M. Hines & W. Rutherford (Eds.), On TESOL ’81 (pp. 25-33). Washington, DC: TESOL.

Jafarpur, A. (1987). The short-context technique: an alternative for testing reading comprehension. Language Testing, 4(2), 195-220.

Jang, E. E. (2009). Cognitive diagnostic assessment of L2 reading comprehension ability: Validity arguments for Fusion Model application to LanguEdge assessment. Language Testing, 26(1), 31-73.

Jia, Y., Elsami, Z. R., & Burlbaw, L. M. (2006). ESL teachers’ perceptions and factors influencing their use of classroom-based reading assessment. Bilingual Research Journal, 30, 407-430.

Johnson, P. (1981). Effects on reading comprehension of language complexity and cultural background of a test. TESOL Quarterly, 15, 169-181.

Jones, R. L. (1984). Testing the receptive skills: Some basic considerations. Foreign Language Annals, 17(4), 365-367.

Kahn, M. A. (2005). Reality versus intention: A qualitative and quantitative investigation into a reading test. In P. Davidson, C. Coombe, & W. Jones (Eds.), Assessment in the Arab world (pp. 251-273). Dubai: TESOL Arabia.

Khalifa, H. (2010). Construct validation of the reading module of an EAP proficiency test battery. Cambridge ESOL Research Notes, 42, 8-14.

Khalifa, H., & Schmitt, N. (2010). A mixed-methods approach towards investigating lexical progression in main suite reading test papers. Cambridge ESOL Research Notes, 41, 19-25.

Khalifa, H., & Weir, C. J. (2009). Examining reading: Research and practice in assessing second language reading: Studies in language testing, 29. Cambridge, UK: Cambridge University Press.

Kim, Y. M., Yun, J. H., Lee, B. C., & Park, J. S. (2012). Validating 2012 English reading and listening test items for College Scholastic Ability Test. Seoul, Korea: Korea Institute for Curriculum and Evaluation.

Kobayashi, H., & Rinnert, C. (1996). Factors affecting composition evaluation in an EFL context: Cultural rhetorical pattern and readers’ background. Language Learning, 46(3), 397-437.

Kobayashi, M. (2002). Method effects on reading comprehension test performance: Text organization and response format. Language Testing, 19(2), 193-220.

Lee, G. (2002). The influence of several factors on reliability for complex reading comprehension texts. Journal of Educational Measurement, 39(2), 149-64.

Lukmani, Y. (1982). The communicational testing of reading. ELT Journal, 36(4), 217-225.

Lutje Spelberg, H. C., de Boer, P., & van den Bos, K. P. (2000). Item type comparisons of language comprehension tests. Language Testing, 17(3), 311-322.

Mariotti, A. S., & Homan, S. P. (2001). Linking reading assessment to instruction (3rd ed.). Mahwah, NJ: Lawrence Erlbaum.

McIntyre, S. (1987). Investigations into the appropriate use of various item types for testing specific levels of reading proficiency. In K.M. Bailey, T.L. Dale, & R.T. Clifford, (Eds.), Language testing research: Selected papers from the 1986 Colloquium (pp. 93-110). Monterey, CA: Defense Language Institute.

McKenna, M. C., & Stahl, K. A. D. (2009). Assessment for reading instruction (2nd ed.). New York, NY: The Guilford Press.

Nelson, G., & Schmid, T. (1989). ESL reading: Schema theory and standardized tests. TESOL Quarterly, 23(3), 539-543.

Peretz, A. S., & Shoham, M. (1990). Testing reading comprehension in LSP: Does topic familiarity affect assessed difficulty and actual performance? Reading in a Foreign Language, 7(1), 447-455.

Perkins, K. (1992). The effect of passage topical structure types on ESL reading comprehension difficulty. Language Testing, 9(2), 163-172.

Perkins, K., Gupta, L., & Tammana, R. (1995). Predicting item difficulty in a reading comprehension test with an artificial neural network. Language Testing, 12(1), 34-53.

Perkins, K., & Jones, B. (1985). Measuring passage contribution in ESL reading comprehension. TESOL Quarterly, 19(1), 137-153.

Perkins, K., & Miller, L. D. (1984). Comparative analyses of English as a second language reading comprehension data: Classical test theory and latent trait measurement. Language Testing, 1(1), 21-32.

Phakiti, A. (2003). A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance. Language Testing, 20(1), 26-56.

Porter, D. (1976). Modified cloze procedure: A more valid reading comprehension test. English Language Teaching, 30(2), 151-155.

Pressley, M., Ghatala, E. S., Woloshyn, V., & Pirie, J. (1990). Sometimes adults miss the main ideas and do not realize it: Confidence in responses to short-answer and multiple-choice comprehension questions. Reading Research Quarterly, 232-249.

Rhodes, L. K. (Ed.). (1993). Literacy assessment: A handbook of instruments. Portsmouth, NH: Heinemann.

Riley, G. L., & Lee, J. F. (1996). A comparison of recall and summary protocols as measures of second language reading comprehension. Language Testing, 13(2), 173-187.

Rodriguez-Brown, F. V., & Cohen, A. D. (1979). Assessing bilingual reading skills: Criterion-referenced versus norm-referenced testing of Spanish reading. In A. D. Cohen, M. Bruch, & F.V. Rodriguez-Brown (Eds.), Papers in applied linguistics, bilingual education. Series 6: Evaluating evaluation (pp. 29-48). Arlington, VA: Center for Applied Linguistics.

Rupp, A. A., Ferne, T., & Choi, H. (2006). How assessing reading comprehension with multiple-choice questions shapes the construct: A cognitive processing perspective. Language testing, 23(4), 441-474.

Serafini, F. (2010). Classroom reading assessments: More efficient ways to view and evaluate your readers. Portsmouth, NH: Heinemann.

Shell, D. F., Colvin, C., & Bruning, R. H. (1995). Self-efficacy, attribution, and outcome expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences. Journal of Educational Psychology, 87(3), 386.

Shin, S. (2002). Effects of subskills and text types on Korean EFL reading scores. Second Language Studies (Working Papers), 20(2), 107-130. Available online at http://www.hawaii.edu/sls/uhwpesl/on-line_cat.html.

Shiotsu, T. (2010). Components of L2 reading: Linguistic and processing factors in the reading test performance of Japanese EFL learners. Studies in Language Testing 32. Cambridge, UK: Cambridge University Press

Shiotsu, T., & Weir, C. J. (2007). The relative significance of syntactic knowledge and vocabulary breadth in the prediction of reading comprehension test performance. Language Testing, 24, 99-128.

Shohamy, E. (1984). Does the testing method make a difference: The case of reading comprehension. Language Testing, 1(2), 147-170.

Stoeckel, T., Reagan, N., & Hann, F. (2012). Extensive reading quizzes and reading attitudes. TESOL Quarterly, 46(1), 187-198.

Taylor, B., Harris, L. A., & Pearson, P. D. (1988). Reading difficulties: Instruction and assessment. New York, NY: McGraw-Hill Publishing Company.

Tierney, R.J., Carter, M.A., & Desai, L.E. (1991). Portfolio assessment in the reading-writing classroom. Norwood, MA: Christopher Gordon.