Several previous factor-analytic studies on the construct validity of grammaticality judgment tests (GJTs) concluded that untimed GJTs measure explicit knowledge (EK) and timed GJTs measure implicit knowledge (IK) (Bowles, 2011; R. Ellis, 2005; R. Ellis & Loewen, 2007). It has also been shown that, irrespective of the time condition chosen,…

The purpose of this study was to validate a new inventory designed to measure epistemic beliefs concerning the justification of knowledge claims encountered on the Internet. Confirmatory factor analysis of the scores of 394 preservice teachers showed that a three-factor model including justification by authority, justification by multiple sources,…

We review the Simple View of Reading (SVR) model and examine its nature, applicability and validity. We describe the SVR as an abstract framework for understanding the relationship between global linguistic comprehension and word-reading abilities in reading comprehension (RC). We argue that the SVR is neither a full theory of reading nor a…

Many programs designed to compute the readability of texts are narrowly based on surface-level linguistic features and take too little account of the processes which a reader brings to the text. This study is an exploratory examination of the use of Coh-Metrix, a computational tool that measures cohesion and text difficulty at various levels of…

Despite a significant increase in test usage, numerous issues surrounding reading assessment remain unresolved. Construct validity--whether the test actually measures aspects of the behavior under consideration--is of particular importance if one is to rely on test scores to direct instruction, predict performance, or determine accountability. A…