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Predicting item difficulty in a reading test: a construct identification study of the Austrian 2009 baseline English reading test
This study investigates how cognitive and contextual characteristics of multiple-choice reading tasks impact empirical difficulty in a reading test. Results provide evidence of construct validity and are also relevant for teaching practice aiming at the teaching of reading strategies.
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| Lenguaje: | eng |
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Peter Lang GmbH
2020
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| Acceso en línea: | http://cds.cern.ch/record/2763618 |