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 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 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. 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 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, 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. 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. 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. 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 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. 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. 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 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. 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. 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 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: Studies in language testing, 29. Cambridge, UK: 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). 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(2009). Assessment for reading instruction (2nd ed.). New York, NY: The Guilford Press. 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 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. 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Rodriguez-Brown (Eds.), Papers in applied linguistics, bilingual education. Series 6: Evaluating evaluation (pp. 29-48). Arlington, VA: Center for Applied Linguistics. Serafini, F. (2010). Classroom reading assessments: More efficient ways to view and evaluate your readers. Portsmouth, NH: Heinemann. 6 177 Webster St., #220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: info@tirfonline.org The International Research Foundation for English Language Education 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). 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Assessing writing, 9, 28-47. Weir, C.J. (2013). The measurement of reading ability 1913-2012. In C.J. Weir, I. Vidaković, & E.D. Galaczi (Eds.), Measured constructs: A history of English language examinations 1913-2012 . Studies in Language Testing 37. Cambridge, UK: Cambridge University Press. Williams, R. S., Ari, O., & Santamaria, C. N. (2011). Measuring college students' reading comprehension ability using cloze tests. Journal of Research in Reading, 34(2), 215-231. Wixson, K. K., Peters, C. W., Weber, E. M., & Roeber, E. (1987). New directions in statewide reading assessment. The Reading Teacher, 40, 749–754. Young, R., Shermis, M. D., Brutten, S. R., & Perkins, K. (1996). From conventional to computer-adaptive testing of ESL reading comprehension. System, 24(1), 23-40. 7 177 Webster St., #220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: info@tirfonline.org