Investigating the Role of Test Methods in Testing Reading Comprehension : A Process-Focused Perspective / Jufang Kong.

Intro; Preface; Contents; List of Figures; List of Tables; 1 Introduction; 1.1 Research Background; 1.2 Research Focus; 1.3 Book Structure; 1.4 Summary; References; 2 Theories of Reading Comprehension; 2.1 Nature of Reading Comprehension; 2.1.1 Psycholinguistic Perspective of Reading Comprehension; 2.1.2 Cognitive Perspective of Reading Comprehension; 2.1.3 Processing Patterns of Reading Comprehension; 2.1.3.1 Bottom-Up Processing; 2.1.3.2 Top-Down Processing; 2.1.3.3 Interactive Processing; 2.2 Factors Involved in Reading Comprehension; 2.2.1 Reader; 2.2.2 Text; 2.2.3 Interaction

2.2.3.1 Purpose of Reading Comprehension2.2.3.2 Skills; 2.2.3.3 Strategies and Metacognitive Strategies; 2.3 Khalifa and Weir's Model of Reading Comprehension; 2.4 Summary; References; 3 Construct and Validity; 3.1 Construct; 3.1.1 A Trait Theorist View; 3.1.2 A Behaviourist View; 3.1.3 An Interactionalist View; 3.2 Validity; 3.3 Validation; 3.3.1 Messick's Validation Framework; 3.3.2 Kane's Interpretive Argument Framework; 3.3.3 Bachman and Palmer's AUA Framework; 3.3.4 Campbell and Fiske's MTMM Approach; 3.4 A Process-Focused Construct Validation Framework; 3.5 Summary; References

4 Test Method and Response Format4.1 Test Method; 4.2 Response Format; 4.2.1 Response Formats Most Commonly Used in Reading Comprehension Tests; 4.2.1.1 MCQ Format; 4.2.1.2 SAQ Format; 4.2.2 Response Format Effect(s) on Test Takers' Reading Comprehension Performances; 4.3 Summary; References; 5 Methodology; 5.1 Quantitative Approach; 5.2 Qualitative Approach; 5.3 Mixed Methods Approach; 5.4 A Qualitative Dominant Mixed Methods Approach; 5.5 Summary; References; 6 Quantitative Strand; 6.1 Research Design; 6.1.1 Research Procedures; 6.1.2 Participants; 6.1.3 Research Instruments; 6.2 Findings

6.2.1 Descriptive Statistics6.2.1.1 Item Statistics; 6.2.1.2 Passage Statistics; 6.2.1.3 Total Score Statistics; 6.2.2 Inferential Statistics; 6.2.2.1 Paired-Sample T-Test; 6.2.2.2 MTMM CFA; 6.2.3 Summary of Findings; 6.3 Summary; References; 7 Employing TAPs to Explore Test Takers' Cognitive Processes; 7.1 TAPs Paradigm; 7.1.1 Rationale and Concerns of TAPs; 7.1.2 TAPs in Reading Research; 7.1.3 TAPs in Language Testing and Assessment Research; 7.2 Research Design; 7.2.1 Research Procedures; 7.2.2 Pilot Study; 7.2.3 Formal Data Collection; 7.2.4 TAPs Data Transcription and Coding

7.2.5 Cognitive Process Route Map7.3 Findings; 7.3.1 Test Level Analysis; 7.3.2 Question Type Level Analysis; 7.3.2.1 Question Type 1 TAPs Data Analysis; 7.3.2.2 Question Type 2 TAPs Data Analysis; 7.3.2.3 Question Type 3 TAPs Data Analysis; 7.3.2.4 Question Type 4 TAPs Data Analysis; 7.3.2.5 Question Type 5 TAPs Data Analysis; 7.4 Summary of Findings; 7.5 Summary; References; 8 Employing ET to Explore Test Takers' Cognitive Processes; 8.1 ET Paradigm; 8.1.1 Rationale and Concerns of ET; 8.1.2 ET in Reading Research; 8.1.3 ET in Language Testing and Assessment Research; 8.2 Research Design