The International Research Foundation

for English Language Education

ASSESSING SECOND LANGUAGE READING SKILLS:

SELECTED REFERENCES
(last updated 17 May 2014)

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
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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.

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 The International Research Foundation
for English Language Education

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-
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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), 209250.
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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.

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 Satos
caution index used to investigate the reading recall protocol. Language Testing, 10(2),
117-132.

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 The International Research Foundation
for English Language Education

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 testa preliminary report. Journal of
Applied Language Study, 1, 93-99.

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.

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.

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?
Language Testing, 25, 521-551.

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:
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Grabe, W. (2009). Teaching and testing reading. In M. H. Long & C. J. Doughty (Eds.), The
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177 Webster St., #220, Monterey, CA 93940 USA
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 The International Research Foundation
for English Language Education

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,
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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.

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177 Webster St., #220, Monterey, CA 93940 USA
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 The International Research Foundation
for English Language Education

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
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Kim, Y-H., & Jang., E. (in press). Differential functioning of reading subskills on the OSSLT for
L1 and ELL students: A multidimensionality model-based DBF/DIF approach. Language
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organization and response format. Language Testing, 19(2), 193-220.

Lee, G. (2002). The influence of several factors on reliability for complex reading comprehension
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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
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Mariotti, A. S., & Homan, S. P. (2001). Linking reading assessment to instruction (3rd ed.).
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Perkins, K., Gupta, L., & Tammana, R. (1995). Predicting item difficulty in a reading
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177 Webster St., #220, Monterey, CA 93940 USA
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 The International Research Foundation
for English Language Education

Perkins, K., & Jones, B. (1985). Measuring passage contribution in ESL reading comprehension.
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 The International Research Foundation
for English Language Education

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177 Webster St., #220, Monterey, CA 93940 USA
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