Predict reading item difficulty for section of GRE reading passage questions that assess:
- Main ideas
- Inferences (eg. One can infer from the passage that x means ….)
- Explicit statement ("According to the passage, x occurs when ….) items 

75% of questions on GRE dataset fall into these item types

Purpose of Study

This paper explores how well variables, which contribute to reading comprehension passage and item difficulty, predict the complexity of text structure and multiple-choice items on the GRE reading test. It also seeks to disprove claims made in previous literature that question the adequacy of reading comprehension assessment through multiple-choice format. 

Boston University

Measuring reading comprehension is historically a complex process where researchers used many different mechanisms to assess outcomes. More recently, measurements have been one-dimensional and just focus on specific response formats such as multiple-choice or fill in the blank. The challenge with assessing reading comprehension is making inferences about how well the reader understands the text because researchers are not directly observing the process of the reader retaining information; they can only measure the outcomes of reading comprehension and the processes through which readers were able to reach a certain level of understanding.

Measuring reading comprehension

Fletcher, J. M. (2006). Measuring reading comprehension. Scientific studies of reading, 10(3), 323-330. https://www.tandfonline.com/doi/abs/10.1207/s1532799xssr1003_7

- Millis, K., Magliano, J., & Todaro, S. (2006). Measuring discourse-level processes with verbal protocols and latent semantic analysis. Scientific Studies of Reading, 10(3), 225-240. 
- Deane, P., Sheehan, K. M., Sabatini, J., Futagi, Y., & Kostin, I. (2006). Differences in text structure and its implications for assessment of struggling readers. Scientific Studies of Reading, 10(3), 257-275. 
- Rayner, K., Chace, K. H., Slattery, T. J., & Ashby, J. (2006). Eye movements as reflections of comprehension processes in reading. Scientific studies of reading, 10(3), 241-255. 
- Cutting, L. E., & Scarborough, H. S. (2006). Prediction of reading comprehension: Relative contributions of word recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured. Scientific studies of reading, 10(3), 277-299. 
- Francis, D. J., Snow, C. E., August, D., Carlson, C. D., Miller, J., & Iglesias, A. (2006). Measures of reading comprehension: A latent variable analysis of the diagnostic assessment of reading comprehension. Scientific Studies of Reading, 10(3), 301-322. 

Measuring reading comprehension - studies discussed

- Nature of the text
- Response formats
- Individual differences 

Measuring reading comprehension - issues with measuring and assessing reading comprehension

- Measuring reading comprehension involves several factors that yield more precise results than latent variables currently used to minimize mono-operation bias 
- Need to address construct underrepresentation, meaning that one variable is not at all sufficient in dealing with how complex the issue is
- Further research needs to incorporate different methods to study different formats on reading comprehension and cognitive skills 

Measuring reading comprehension - conclusion

The IMREC model shows how reading comprehension involves multiple different aspects; it also aids in determining differences in reading comprehension across individuals. Significant parts of different models related to reading comprehension are put together to form a single model, while taking into accounts the difficulties in integrating these theories into assessments.

Integrated Model of Reading Comprehension

"The prediction of GRE reading comprehension item difficulty for expository prose passages for each of three item types: Main ideas, inferences and explicit statements"

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