Research graph
References from Cross-national comparability of reading task formats in the DELE B2 test. Local targets link to admitted publications; unresolved targets remain external evidence.
Unresolved reference
2000 · External reference
Does washback exist?
10.1093/applin/14.2.115 · 1993 · External reference
Measurement invariance across information and communication technology development index and gender: The case of the pearson test of English academic reading
10.1016/j.stueduc.2019.100813 · 2020 · External reference
Multiple-group factor analysis alignment
10.1080/10705511.2014.919210 · 2014 · External reference
Multiple-group alignment for exploratory and structural equation models
10.1080/10705511.2022.2127100 · 2023 · External reference
Unresolved reference
1996 · External reference
Unresolved reference
1990 · External reference
Investigating learners’ cognitive reading processes during a computer-based CAE reading test
2012 · External reference
Investigating the effect of different selected-response item formats for reading comprehension
10.1080/10627197.2018.1517023 · 2018 · External reference
Co-activation of the L2 during L1 auditory processing: An ERP cross-modal priming study
10.1016/j.bandl.2019.104739 · 2020 · External reference
My twenty-five years of cloze testing research: So what
2013 · External reference
Unresolved reference
2022 · External reference
Effects of linguistic distance on second language brain activations in bilinguals: An exploratory coordinate-based meta-analysis
10.3389/fnhum.2021.744489 · 2022 · External reference
Cloze method: What difference does it make?
10.1177/026553229000700201 · 1990 · External reference
Linguistic distance: A quantitative measure of the distance between English and other languages
10.1080/14790710508668395 · 2005 · External reference
Evaluating goodness-of-fit indexes for testing measurement invariance
10.1207/s15328007sem0902_5 · 2002 · External reference
Making sense of reading comprehension assessments: Guidance for evaluating student performance
10.1177/1053451221994806 · 2021 · External reference
Unresolved reference
1987 · External reference
Linguistic interdependence and the educational development of bilingual children
10.3102/00346543049002222 · 1979 · External reference
The role of primary language development in promoting educational success for language minority students
1981 · External reference
Writing system variation and its consequences for reading and dyslexia
10.1080/10888438.2017.1379082 · 2018 · External reference
Cross-language semantic influences in different script bilinguals
10.1017/s1366728917000311 · 2018 · External reference
Unresolved reference
2004 · External reference
Test stakes and item format interactions
10.1207/s15324818ame1301_3 · 2000 · External reference
A three-step DIF analysis of a reading comprehension test across regional dialects to improve test score validity
2024 · External reference
Unresolved reference
External reference
A universal approach to modeling visual word recognition and reading: Not only possible, but also inevitable
10.1017/s0140525x12000635 · 2012 · External reference
Unresolved reference
2018 · External reference
How well can intelligibility of closely related languages in Europe be predicted by linguistic and non-linguistic variables?
10.1075/lab.17084.goo · 2020 · External reference
Unresolved reference
2009 · External reference
Unresolved reference
2022 · External reference
Deeper learning with advances in discourse science and technology
10.1177/2372732215600888 · 2015 · External reference
Unresolved reference
2013 · External reference
Unresolved reference
1974 · External reference
Unresolved reference
2007 · External reference
Comparing germanic, romance and slavic: Relationships among linguistic distances
2023 · External reference
The extrema of Japanese literacy: Beyond the bounds of average reading
10.1002/rrq.536 · 2024 · External reference
A meta-analysis of test format effects on reading and listening test performance: Focus on multiple-choice and open-ended formats
10.1177/0265532208101006 · 2009 · External reference
Cognitive predictors of literacy acquisition in syllabic Hiragana and morphographic Kanji
10.1007/s11145-017-9726-4 · 2017 · External reference
L2 reading comprehension and its correlates: A meta-analysis
10.1111/lang.12034 · 2014 · External reference
Improving on the basic egg: The m-c cloze
10.1111/j.1467-1770.1976.tb00276.x · 1976 · External reference
The reading process is different for different orthographies: The orthographic depth hypothesis
10.1016/s0166-4115(08)62789-2 · 1992 · External reference
Reading comprehension: Core components and processes
10.1177/2372732215624707 · 2016 · External reference
The role of knowledge in discourse comprehension: A construction–integration model
10.1037/0033-295x.95.2.163 · 1988 · External reference
Cloze tests revisited: Exploring item characteristics with special attention to scoring methods
10.1111/1540-4781.00162 · 2002 · External reference
Method effects on reading comprehension test performance: Text organization and response format
10.1191/0265532202lt227oa · 2002 · External reference
Unresolved reference
2005 · External reference
Cognitive precursors of reading: A cross-linguistic perspective
10.1080/10888438.2021.1983820 · 2022 · External reference
Policy considerations based on a cost analysis of alternative test formats in large-scale science assessments
10.1002/1098-2736(200008)37:6<615::aid-tea7>3.0.co;2-a · 2000 · External reference
The use of generalizability theory in investigating the score dependability of classroom-based L2 reading assessment
10.1177/02655322211070840 · 2023 · External reference
Exploring the validity evidence of the TOEFL iBT reading test from a cognitive perspective
2014 · External reference
Test format effects: A componential approach to second language reading
10.1186/s40468-019-0082-y · 2019 · External reference
The effects of item format and cognitive domain on students’ science performance in TIMSS 2011
10.1007/s11165-017-9682-7 · 2020 · External reference
From framework to functionality: A cross-country analysis of PISA 2018 reading assessment framework’s item features as determinants of item difficulty
10.1186/s40536-025-00261-y · 2025 · External reference
Evaluating invariance in test performance for adolescent learners of English as a foreign language
10.1002/ets2.12208 · 2018 · External reference
Reading and writing words: A cross-linguistic perspective
10.1080/10888438.2021.1920595 · 2022 · External reference
Investigating the construct measured by banked gap-fill items: Evidence from eye-tracking
10.1177/0265532216677105 · 2018 · External reference
Measurement invariance, factor analysis and factorial invariance
10.1007/bf02294825 · 1993 · External reference
Validity
1989 · External reference
Validity of psychological assessment: Validation of inferences from persons' responses and performances as scientific inquiry into score meaning
10.1037/0003-066x.50.9.741 · 1995 · External reference
Factorial invariance: Historical perspectives and new problems
2007 · External reference
IRT studies of many groups: The alignment method
2014 · External reference
Recent methods for the study of measurement invariance with many groups
10.1177/0049124117701488 · 2018 · External reference
A matter of significance: Can sampling error invalidate cloze estimates of text readability?
10.1080/15434303.2010.515699 · 2010 · External reference
The deceptive mean: Conceptual scoring of cloze entries differentially advantages more able readers
10.1177/0265532210375687 · 2011 · External reference
Why cloze procedure
1994 · External reference
Comparing comprehension measured by multiple-choice and open-ended questions
10.1037/a0032918 · 2013 · External reference
Word knowledge in a theory of reading comprehension
10.1080/10888438.2013.827687 · 2014 · External reference
The factorial invariance of a test of reading comprehension across groups of limited English proficient students
10.1207/s15324818ame1403_4 · 2001 · External reference
The rediscovery of bifactor measurement models
10.1080/00273171.2012.715555 · 2012 · External reference
Assessing the hypothesis of measurement invariance in the context of large-scale international surveys
10.1177/0013164413498257 · 2014 · External reference
Matching-tests: Reduced anxiety and increased test effectiveness
10.1177/0013164484444009 · 1984 · External reference
Examining the potential influence of crosslinguistic lexical similarity on word-choice transfer in L2 English
10.1371/journal.pone.0281137 · 2023 · External reference
Gender bias in test item formats: Evidence from PISA 2009, 2012, and 2015 math and reading tests
10.1111/jedm.12372 · 2023 · External reference
Cross-scriptal orthographic influence on second language phonology
10.3390/languages9060210 · 2024 · External reference
Unresolved reference
2006 · External reference
The influence of passage cohesion on cloze test item difficulty
10.32038/ltrq.2023.37.08 · 2023 · External reference
Unresolved reference
2023 · External reference
Unresolved reference
2017 · External reference
Universals in learning to read across languages and writing systems
10.1080/10888438.2021.1938575 · 2022 · External reference
Sample size requirements for structural equation models: An evaluation of power, bias, and solution propriety
10.1177/0013164413495237 · 2013 · External reference
A within-subject experiment of item format effects on early primary students’ language, reading, and numeracy assessment results
10.1037/spq0000340 · 2020 · External reference
Effects of sentence processing strategy proximity on the comprehension of second languages
2008 · External reference
The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis
10.1177/1362168820913998 · 2022 · External reference
An item response theory model of matching test performance
10.1016/j.jmp.2020.102327 · 2020 · External reference
Policy considerations based on a cost analysis of alternative test formats in large-scale science assessments
10.1002/1098-2736(200008)37:6<615::aid-tea7>3.0.co;2-a · ExternalCitation · doi-reference
Evaluating invariance in test performance for adolescent learners of English as a foreign language
10.1002/ets2.12208 · ExternalCitation · doi-reference
The extrema of Japanese literacy: Beyond the bounds of average reading
10.1002/rrq.536 · ExternalCitation · doi-reference
Measurement invariance, factor analysis and factorial invariance
10.1007/bf02294825 · ExternalCitation · doi-reference
Cognitive predictors of literacy acquisition in syllabic Hiragana and morphographic Kanji
10.1007/s11145-017-9726-4 · ExternalCitation · doi-reference
The effects of item format and cognitive domain on students’ science performance in TIMSS 2011
10.1007/s11165-017-9682-7 · ExternalCitation · doi-reference
Co-activation of the L2 during L1 auditory processing: An ERP cross-modal priming study
10.1016/j.bandl.2019.104739 · ExternalCitation · doi-reference
An item response theory model of matching test performance
10.1016/j.jmp.2020.102327 · ExternalCitation · doi-reference
Measurement invariance across information and communication technology development index and gender: The case of the pearson test of English academic reading
10.1016/j.stueduc.2019.100813 · ExternalCitation · doi-reference
The reading process is different for different orthographies: The orthographic depth hypothesis
10.1016/s0166-4115(08)62789-2 · ExternalCitation · doi-reference
A universal approach to modeling visual word recognition and reading: Not only possible, but also inevitable
10.1017/s0140525x12000635 · ExternalCitation · doi-reference
Cross-language semantic influences in different script bilinguals
10.1017/s1366728917000311 · ExternalCitation · doi-reference
Validity of psychological assessment: Validation of inferences from persons' responses and performances as scientific inquiry into score meaning
10.1037/0003-066x.50.9.741 · ExternalCitation · doi-reference
The role of knowledge in discourse comprehension: A construction–integration model
10.1037/0033-295x.95.2.163 · ExternalCitation · doi-reference
Comparing comprehension measured by multiple-choice and open-ended questions
10.1037/a0032918 · ExternalCitation · doi-reference
A within-subject experiment of item format effects on early primary students’ language, reading, and numeracy assessment results
10.1037/spq0000340 · ExternalCitation · doi-reference
How well can intelligibility of closely related languages in Europe be predicted by linguistic and non-linguistic variables?
10.1075/lab.17084.goo · ExternalCitation · doi-reference
The rediscovery of bifactor measurement models
10.1080/00273171.2012.715555 · ExternalCitation · doi-reference
Investigating the effect of different selected-response item formats for reading comprehension
10.1080/10627197.2018.1517023 · ExternalCitation · doi-reference
Multiple-group factor analysis alignment
10.1080/10705511.2014.919210 · ExternalCitation · doi-reference
Multiple-group alignment for exploratory and structural equation models
10.1080/10705511.2022.2127100 · ExternalCitation · doi-reference
Word knowledge in a theory of reading comprehension
10.1080/10888438.2013.827687 · ExternalCitation · doi-reference
Writing system variation and its consequences for reading and dyslexia
10.1080/10888438.2017.1379082 · ExternalCitation · doi-reference
Reading and writing words: A cross-linguistic perspective
10.1080/10888438.2021.1920595 · ExternalCitation · doi-reference
Universals in learning to read across languages and writing systems
10.1080/10888438.2021.1938575 · ExternalCitation · doi-reference
Cognitive precursors of reading: A cross-linguistic perspective
10.1080/10888438.2021.1983820 · ExternalCitation · doi-reference
Linguistic distance: A quantitative measure of the distance between English and other languages
10.1080/14790710508668395 · ExternalCitation · doi-reference
A matter of significance: Can sampling error invalidate cloze estimates of text readability?
10.1080/15434303.2010.515699 · ExternalCitation · doi-reference
Does washback exist?
10.1093/applin/14.2.115 · ExternalCitation · doi-reference
Cloze tests revisited: Exploring item characteristics with special attention to scoring methods
10.1111/1540-4781.00162 · ExternalCitation · doi-reference
Improving on the basic egg: The m-c cloze
10.1111/j.1467-1770.1976.tb00276.x · ExternalCitation · doi-reference
Gender bias in test item formats: Evidence from PISA 2009, 2012, and 2015 math and reading tests
10.1111/jedm.12372 · ExternalCitation · doi-reference
L2 reading comprehension and its correlates: A meta-analysis
10.1111/lang.12034 · ExternalCitation · doi-reference
Sample size requirements for structural equation models: An evaluation of power, bias, and solution propriety
10.1177/0013164413495237 · ExternalCitation · doi-reference
Assessing the hypothesis of measurement invariance in the context of large-scale international surveys
10.1177/0013164413498257 · ExternalCitation · doi-reference
Matching-tests: Reduced anxiety and increased test effectiveness
10.1177/0013164484444009 · ExternalCitation · doi-reference
Recent methods for the study of measurement invariance with many groups
10.1177/0049124117701488 · ExternalCitation · doi-reference
A meta-analysis of test format effects on reading and listening test performance: Focus on multiple-choice and open-ended formats
10.1177/0265532208101006 · ExternalCitation · doi-reference
The deceptive mean: Conceptual scoring of cloze entries differentially advantages more able readers
10.1177/0265532210375687 · ExternalCitation · doi-reference
Investigating the construct measured by banked gap-fill items: Evidence from eye-tracking
10.1177/0265532216677105 · ExternalCitation · doi-reference
The use of generalizability theory in investigating the score dependability of classroom-based L2 reading assessment
10.1177/02655322211070840 · ExternalCitation · doi-reference
Cloze method: What difference does it make?
10.1177/026553229000700201 · ExternalCitation · doi-reference
Making sense of reading comprehension assessments: Guidance for evaluating student performance
10.1177/1053451221994806 · ExternalCitation · doi-reference
The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis
10.1177/1362168820913998 · ExternalCitation · doi-reference
Deeper learning with advances in discourse science and technology
10.1177/2372732215600888 · ExternalCitation · doi-reference
Reading comprehension: Core components and processes
10.1177/2372732215624707 · ExternalCitation · doi-reference
Test format effects: A componential approach to second language reading
10.1186/s40468-019-0082-y · ExternalCitation · doi-reference
From framework to functionality: A cross-country analysis of PISA 2018 reading assessment framework’s item features as determinants of item difficulty
10.1186/s40536-025-00261-y · ExternalCitation · doi-reference
Method effects on reading comprehension test performance: Text organization and response format
10.1191/0265532202lt227oa · ExternalCitation · doi-reference
Test stakes and item format interactions
10.1207/s15324818ame1301_3 · ExternalCitation · doi-reference
The factorial invariance of a test of reading comprehension across groups of limited English proficient students
10.1207/s15324818ame1403_4 · ExternalCitation · doi-reference
Evaluating goodness-of-fit indexes for testing measurement invariance
10.1207/s15328007sem0902_5 · ExternalCitation · doi-reference
Examining the potential influence of crosslinguistic lexical similarity on word-choice transfer in L2 English
10.1371/journal.pone.0281137 · ExternalCitation · doi-reference
Linguistic interdependence and the educational development of bilingual children
10.3102/00346543049002222 · ExternalCitation · doi-reference
The influence of passage cohesion on cloze test item difficulty
10.32038/ltrq.2023.37.08 · ExternalCitation · doi-reference
Effects of linguistic distance on second language brain activations in bilinguals: An exploratory coordinate-based meta-analysis
10.3389/fnhum.2021.744489 · ExternalCitation · doi-reference
Cross-scriptal orthographic influence on second language phonology
10.3390/languages9060210 · ExternalCitation · doi-reference
