In this article we present a new method for estimating children's total vocabulary size based on a language corpus in German. We drew a virtual sample of different lexicon sizes from a corpus and let the virtual sample "take" a vocabulary test by comparing whether the items were included in the virtual lexicons or not. This enabled us to…

This paper provides a summary of a novel and integrated way to think about the item response models (most often used in measurement applications in social science areas such as psychology, education, and especially testing of various kinds) from the viewpoint of the statistical theory of generalized linear and nonlinear mixed models. In addition,…

This study investigated the validity of having English-as-a-Second-Language test-takers select from a checklist the strategies they believe they use when answering multiple choice reading comprehension questions. Results suggest that the self-report checklist discussed above exercised to an unknown extent an instrument effect on the readers who…

This article reports the results of using a three-layer back propagation artificial neural network to predict item difficulty in a reading comprehension test. Three classes of variables were examined: text structure, propositional analysis, and cognitive demand. Results demonstrate that the networks can consistently predict item difficulty. (JL)

Responds to a previous article in which the author of this article's work on reading subskills is critiqued. The author states that, despite the criticism of his work, he feels the critique offers a useful contribution to the debate about subskills and judgments. (JL)

This article deals with the linking of examinations to the Common European Framework of Reference (CEFR). Following the rapid adoption of the CEFR by the Council of Europe and the European Union as well as many national and local actors, there have been calls for guidance on how examinations could be made more transparent by means of the CEFR,…