Alderson, J. C. (2000). Assessing reading. Cambridge University Press.
Alderson, J. C. (2005). Diagnosing foreign language proficiency: The interface between learning and assessment. Continuum.
Alderson, J. C. (2010). Cognitive diagnosis and Q-Matrices in language assessment”: A commentary. Language Assessment Quarterly, 7(10), 96-103. https://doi.org/10.1080/15434300903426748
Alderson, J. C., Clapham, C. M., & Wall, D. (1995). Language test construction and evaluation. Cambridge University Press.
Alderson, J. C., & Huhta, A. (2005). The development of a suite of computer-based diagnostic tests based on the Common European Framework. Language Testing, 22(3), 301- 320. https://doi.org/10.1191/0265532205lt310oa
Alderson, J. C., & Huhta, A. (2011). Can research into the diagnostic testing of reading in a second or foreign language contribute to SLA research? In L. Roberts, G. Pallotti, & C. Bettoni (Eds.), EUROSLA Yearbook (pp. 30–52). Cambridge University Press. https://doi.org/10.1075/eurosla.11.04ald
Alderson, J. C., Brunfaut, T., & Harding, L. (2015). Towards a theory of diagnosis in second and Foreign language assessment: Insights from professional practice across diverse fields. Applied Linguistics, 36(2), 236- 260. https://doi.org/10.1093/applin/amt046
Alexander, L. G. (1968). For and against. Longman Group Ltd
Aryadoust, V. (2017). An integrated cognitive theory of comprehension. International Journal of Listening, 33(2), 71-100. https://doi.org10.1080/10904018.2017.1397519
Ashton, K. (2014). Using self-assessment to compare learners’ reading proficiency in a multilingual assessment framework, System 42, 105–119. https://doi.org/10.1016/j.system.2013.11.006
Bachman, L. F. (1990). Fundamental considerations in language testing. OxfordUniversity Press.
Birjandi, P., & Siyyari, M. (2010). Self-assessment and peer-assessment: A comparative study of their effect on writing performance and rating accuracy. IJAL, 13(1), 23- 45.
Butler, Y. G. (2018). The role of context in young learners’ processes for responding to self-assessment items. The Modern Language Journal, 102(1), 1-20.https://doi.org/10.111/modl.12459
Butler, Y. G., & Lee, J. (2010). The effects of self-assessment among young learners of English. Language Testing, 27(1) 5–31. https://doi.org/10.1177/0265532209346370
Carrell, P. L., & Connor, U. (1991). Reading and writing descriptive and persuasive texts. Modern Language Journal, 75(3), 314-324. https://doi.org/10.1111/j.1540- 4781.1991.tbo5361.x
Chen, H., & Chen, J. (2016). Retrofitting non-cognitive-diagnostic reading assessment under the generalized DINA model framework. Language Assessment Quarterly, 13 (3), 218-230. https://doi.org/10.1080/15434303.2016.1210610
Chen, H., Cai, Y., & Torre, J. (2023). Investigating second language (L2) reading subskill associations: A cognitive diagnosis approach. Language assessment quarterly, 20(2), 166-189. https: //doi.org/10.1080/15434303.2022.2140050
Davis, F. B. (1944). Fundamental factors of comprehension in reading. Psychometrika,9(3), 185- 197.
Denis, D. J. (2021). Applied univariate, bivariate, and multivariate statistics: Understanding statistics for social and natural scientists, with applications in SPSS and R. https://onlinelibrary.wiley.com
DuBravac, S., & Dalle, M. (2002). Reader question formation as a tool for measuring comprehension: Narrative and expository textual inferences in a second language. Journal of Research in Reading, 25(2), 217-231. https://doi.org/10.1111/1467-9817.00170
Elahi, M. S. (2016). Assessing and improving general English university students’ main sub-skills of reading comprehension: A case of university of Bojnord. Sino-US English Teaching, 13 (4), 245-260. https://doi.org/10.17265/1539-8072/2016.04.002
Esfandiari, R., & Jafari, H. (2021). Morphological complexity across descriptive expository, and narrative text types in Iranian lower- intermediate language learners. Issue in Language Teaching, 10(1), 237-267. https://doi.org/10.22054/ilt.2021.59736.580
Farhady, H. & Daftarifard, P. (2006). On the scalability of the components of the reading comprehension ability: A progress report. In H. Farhady (Ed.), Twenty-five years of living with applied linguistics: Collection of articles (pp. 189-204). Rahnama publisher.
Field, A. (2018). Discovering statistics using IBM SPSS, statistics for statistics. (5th ed.). SAGE Publications.
Finkbeiner, C., & Schluer, J. (2017). Developing prospective teachers’ diagnostic skillsthrough collaborative video analysis: Focus on L2 reading. Language Awareness, 26(4), 282-303. https://doi.org/10.1080/09658416.2017.1415
Fletcher, J. M. (2006). Measuring reading comprehension. Scientific Studies of Reading, 10(3), 323–330. https://doi.org/10.1207/s1532799xssr1003_7
George, D., & Mallery, P. (2020). IBM SPSS statistics 26 step by step: A simple guide and reference. Routledge.
Ghahraki, S., & Sharifian, F. (2005). The relationship between overall reading comprehension and determination of fact/ opinion in L2. The Reading Matrix, 5(1), 36-46.
Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6(4), 126-135. https://doi.
org/10.1080/19388076709556976
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press.
Gray, M. J. (1987). Comprehension: Process or product? Reading Horizons: A Journal of Literacy and Language Arts, 27 (2), 146-152.
Han, C., (2018). A longitudinal quantitative investigation into the concurrent validity of self and peer assessment applied to English- Chinese bidirectional interpretation in an undergraduate interpreting course. Studies in Educational Evaluation, 1-10. https://doi.org/ 10.1016/j.stueduc.2018.01.001
Han, C., & Riazi, M. (2018). The accuracy of student self-assessments of EnglishChinese bidirectional interpretation: a longitudinal quantitative study. Assessment and Evaluation in Higher Education, 43(3), 386-398. https://doi.org/ 10.1080/02602938.2017.1353062
Harding, L., Alderson, J. C., & Brunfaut, T. (2015). Diagnostic assessment of reading and listening in a second or foreign language: Elaborating on diagnostic principles. Language Testing, 32(3), 317- 336. https://doi.org/10.1177/0265532214564505
Jang, E. E. (2005). A validity narrative: Effects of reading skills diagnosis on teaching and learning in the context of NG TOEFL. (Unpublished doctoral dissertation, University of Illinois, Urbana-Champaign). https://www.researchgate.net/publication/33746641
Jang, E. E. (2009). Demystifying a Q-Matrix for making diagnostic inferences about L2 reading skills. Language Assessment Quarterly, 6(3), 210-238.https://doi.org/ 10.1080/ 15434300903071817
Javidanmehr, Z., & Anani Sarab, M. R. (2019). Retrofitting non- diagnostic reading comprehension assessment: Application of the G- DINA model to a high stakes reading comprehension test. Language Assessment Quarterly,16(3), 294-311. https://doi.org/ 10.1080/15434303.2019.1654479
Karakoc, A. I. (2019). Reading and listening comprehension Subskills: The match between theory, course books, and language proficiency tests. Advances in Language and Literary Studies, 10(4), 166-17. https://doi.org/ 10.7575/aiac.alls.v.10n.4p.166
Kim, A. (2015). Exploring ways to provide diagnostic feedback with an ESL placement test: Cognitive diagnostic assessment of L2
reading ability. Language Testing, 32(2) 227-258. https://doi.org/10.1177/0265532214558457
Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95 (2), 163–182. https://doi.org/10.1037/0033-295x.95.2.163
Kintsch, W. (2005). An overview of top-down and bottom-up effects in comprehension: The CI perspective. Discourse Processes, 39(2-3), 125-128. https://doi.org/10.1080/0163853X.2005.9651676
Lee, Y.-W., & Sawaki, Y. (2009). Application of three cognitive diagnosis models to ESL reading and listening assessments. Language Assessment Quarterly,6(3), 239-263. https://doi.org/10.10.80/15434300903079562
Liu, H. H.-T. (2014). The conceptualization and operationalization of diagnostic testing in second and foreign language assessment. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, 14, (1), 1-12. https://doi.org/10.7916/D84F23B7
Lu, L. (2018). An analysis of peer-assessment in Chinese as a second language classroom presentation. Chinese Language Teaching Methodology and Technology, 1(3), 18-30.
Ma, W., & Winke, P. (2019). Self-assessment: How reliable is it in assessing oral proficiency over time? Foreign Language Annals, 52(1), 66-86. https://doi.org/10.1111/flan.12379
Mackey, D., & Savage, A. (2010).Read this 2. Cambridge University Press.
Myers, S. S. (1991) Performance in reading comprehension -product or process? Educational Review, 43(3), 257-272. https://doi.org/
10.1080/0013191910430302
Nikmard, F., & Tavassoli, K. (2020). The effect of diagnostic assessment on EFL learners’ performance on selective and productive reading tasks. Journal of Modern Research in English Language Studies 7(1), 79-104. https://doi.org/ 10.30479/jmrels. 2019.11562.1437
Nuttall, C. (1996). Teaching reading skills in a foreign language (2nd ed.). Macmillan Heinemann.
Oscarson, M. (1989). Self-assessment of language proficiency: Rationale and applications. Language Testing, 6(1), 1-13. https://doi.org/
10.1177/026553228900600103
Paleczek, L., Seifert, S., Schwab, S., & Gasteiger-Klicpera, B. (2015). Assessing reading and spelling abilities from three different angles–correlations between test scores, teachers’ assessment and children’s self-assessments in L1 and L2 children. Procedia - Social and Behavioral Sciences, 174, 2200 – 2210. https://doi.org/ 10. 1016/j.sbspro.2015.01.876
Paris, S.G., & Paris, A. H. (2001). Classroom applications of research on selfregulated learning. Educational Psychology, 36(2), 89–101. https://doi.org/ 10.1207/S15326985EP3602_4
Poulaki, S., Dowlatabadi, H., Ahmadian, M., & Yazdani, H. (2020). Dynamic assessment: A diagnostic tool to capture academic second language reading difficulties in the IELTS context. Journal of Modern Research in English Language Studies 7(4), 55-87. https://doi. Org/10.30479/jmrels.2020.11998.1494
Ravand, H. (2016). Application of a cognitive diagnostic model to a high-stakes reading comprehension test. Journal of Psychoeducational Assessment, 34(8), 782–799. https://doi.org/ 10.1177/0734282915623053
Rost, D. H. (1993). Assessing different components of reading comprehension: Fact or fiction? Language Testing, 10(1), 79–92. https://doi.org/10.1177/026553229301000105
Şahin, A. (2013). The effect of text types on reading comprehension. Mevlana International Journal of Education, 3(2), 57-67. https://doi.org/ 10.13054/mije.13.27.3.2
Sawaki, Y., Kim, H. J., & Gentile, C. (2009). Q-matrix construction: Defining the link between constructs and test items in large-scale reading and listening comprehension assessments. Language Assessment Quarterly, 6(3), 190–209. https://doi.org/10.1080/15434300902801917
Shefelbine, J., & Shiel, G. (1990). Pre service teachers’ schemata for a diagnostic framework in Reading. Reading Research and Instruction, 30(1), 30-43. https://doi.org/ 10.1080/19388079009558031
Song, M.Y. (2008). Do divisible subskills exist in second language (L2) comprehension? A structural equation modeling approach. Language Testing, 25(4), 435–464. https://10.1177/0265532208094272
Spearritt, D (1972). Identification of subskills of reading comprehension by maximum likelihood factor analysis. Reading Research Quarterly, 8(1), 92-111. https://doi.org/ 10.1002/j.2333-8504.1972.tb00192.x
Tengberg, M. (2018): Validation of sub-constructs in reading comprehension tests using teachers’ classification of cognitive targets. Language Assessment Quarterly, 15(2), 169-182. https://doi.org/10.1080/15434303.2018.1448820
Toledo, P. F. (2005). Genre analysis and reading of English as a foreign language: Genre schemata beyond text typologies. Journal of Pragmatics, 37, 1059–1079. https://doi.org/ 10.1016/j.pragma.2005.01.002
Toprak, T. E., & Cakir, A. (2020). Examining the L2 reading comprehension ability of adult ELLs: Developing a diagnostic test within the cognitive diagnostic assessment framework. Language Testing, 1–26. https://doi.org/ 10.1177/0265532220941470
Urmston, A., Raquel, M., & Tsang, C. (2013). Diagnostic testing of Hong Kong tertiary students’ English language proficiency: The development and validation of DELTA. Hong Kong Journal of Applied Linguistics 14(2), 60–82.
Vacca, R. T. (1980). A study of holistic and subskill instructional approaches to reading comprehension. Journal of Reading, 23(6), 512–518.
Yang, S. (2021). Constructing diagnostic reading assessment instruments for low-level Chinese as second language learners. Reading in a Foreign Language, 33(2), 212–237.
Yin, J. (2018). A review on researches of “genre-based teaching approaches” in recent 20 years in China. International Journal of Secondary Education, 6(1), 16-23. https://doi.org/ 10.11648/j.ijsedu.20180601.14
Yoshida, M. (2012). The interplay of processing task, text type, and proficiency in L2 reading. Reading in a Foreign Language, 24 (1), 1-29. https://doi.org/ 10125/66671
Zhou, L., & Siriyothin, P. (2011). Effects of text types on advanced EFL learners’ reading comprehension. Journal of Language and Culture, 30(2), 45-66.