The International Research Foundation
for English Language Education
ASSESSING SECOND LANGUAGE READING SKILLS:
SELECTED REFERENCES
(last updated 25 December 2012)
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.
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 multiplechoice 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.
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.
1
177 Webster St., #220, Monterey, CA 93940 USA
Web: www.tirfonline.org / Email: info@tirfonline.org
The International Research Foundation
for English Language Education
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, 114.
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.
Connor, U., & Read, C. (1978). Passage dependency in ESL reading comprehension tests.
Language Learning, 28(1), 149-157.
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. (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.
2
177 Webster St., #220, Monterey, CA 93940 USA
Web: www.tirfonline.org / Email: info@tirfonline.org
The International Research Foundation
for English Language Education
Freedle, R., & Kostin, I. (1993). The prediction of TOEFL reading item difficulty: Implications
for construct validity. Language Testing, 10(2), 133-170.
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:
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), 4961.
Henning, G., Anbar, M., Helm, C., & D'Arcy, S. (1993). Computer-assisted testing of reading
comprehension: Comparisons among multiple-choice and open-ended scoring methods.
In D. Douglas & C. Chapelle (Eds.), A new decade of language testing research pages.
Alexandria, VA: TESOL.
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.
3
177 Webster St., #220, Monterey, CA 93940 USA
Web: www.tirfonline.org / Email: info@tirfonline.org
The International Research Foundation
for English Language Education
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.
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, 1925.
Khalifa, H., & Weir, C. J. (2009). Examining reading: Research and practice in assessing
second language reading. Cambridge: Cambridge University Press.
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
Learning, 59(4).
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.
4
177 Webster St., #220, Monterey, CA 93940 USA
Web: www.tirfonline.org / Email: info@tirfonline.org
The International Research Foundation
for English Language Education
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.
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.
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: Criterionreferenced 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.
5
177 Webster St., #220, Monterey, CA 93940 USA
Web: www.tirfonline.org / Email: info@tirfonline.org
The International Research Foundation
for English Language Education
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.
Weigle, S. C. (2004). Integrating reading and writing in a competency test for non-native
speakers of English. Assessing writing, 9, 28-47.
Wixson, K. K., Peters, C. W., Weber, E. M., & Roeber, E. (1987). New directions in statewide
reading assessment. The Reading Teacher, 40, 749–754.
6
177 Webster St., #220, Monterey, CA 93940 USA
Web: www.tirfonline.org / Email: info@tirfonline.org