桂敏等编著的《中国大学英语考试阅读部分构念效度研究》通过考察大学英语考试阅读部分分数和参加考试者实际阅读水平之间的关系，研究大学英语考试阅读部分的构念效度。本研究展示了最新、最精确的语言测量手段以及最尖端的定量研究方法，运用了最权威的二语阅读理论及语言测试理论，研究结果对外语阅读的理论发展及实践教学有重要的启示作用。

桂敏等编著的《中国大学英语考试阅读部分构念效度研究》从心理语言学的视角，用验证性因子分析及结构方程模型的方法探究了中国大学英语四级考试阅读部分的构念效度。该研究对某高校181名本科生进行了测试，其中两项采用了实验心理语言学研究的最新技术、可以对受试者的反应时间进行精确到毫秒级测试的DMDX软件；共收集了44182个原始数据，用SPSS统计软件对数据进行了整理和分析，用Mplus软件进行了验证性因子分析及结构方程模型探索。研究结果显示“外语阅读能力”至“阅读考试成绩”之间的路径为0.75，说明大学英语四级考试阅读部分的成绩从很大程度上取决于考生的英语阅读能力，为大学英语四级考试阅读部分的构念效度提供了依据。其次，本研究结果还显示除了“词汇知识”、“句法知识”、“篇章结构知识”之外，“识词效率”和“工作记忆”对阅读能力具有显著性影响。这一结果具有较重要的理论和教学实践指导意义。

《中国大学英语考试阅读部分构念效度研究》展示了最新、最精确的语言测量手段以及最尖端的定量研究方法，运用了最权威的二语阅读理论及语言测试理论，研究结果对外语阅读的理论发展及实践教学有重要的启示作用。

List of Tables

List of Figures

Chapter I Introduction

1.1 Background

1.2 A Brief Introduction to the CET

1.3 Conceptualizing Reading and Reading Ability

 1.3.1 First Language Reading Research

 1.3.2 Conceptualizing L2 Reading and Reading Ability

1.4 Assessing Reading Ability

 1.4.I Purposes and Models of Reading Assessment

 1.4.2 Qualities of L2 Reading Assessment

1.5 A Validity Argument for Reading Assessments

1.6 Research Questions

1.7 Components Selected to Estimate Reading Ability in the

 Present Study

1.8 Confirmatory Models for Reading Ability

Chapter 2 Literature Review

2.1 Yang & Weir's (1998) Validation Study of the National College English Test

2.2 Studies on the CET Spoken English Test (CET-SET)

2.3 Studies on the CET Listening Section

2.4 Studies on the CET Reading Section

2.5 Studies on the CET Writing Section

2.6 Studies on the CET Translation Section

2.7 Studies on the Consequential Validity of the CET

Chapter 3 Research Methods

3.1 Recruitment of Participants

3.2 Instruments

 3.2.1 The Instrument for Measuring Word Recognition

 3.2.2 The Instrument for Measuring Working Memory

 3.2.3 The Instrument for Measuring Semantic Knowledge

 3.2.4 The Instrument for Syntactic Knowledge

 3.2.5 The Instrument for Discourse Knowledge

 3.2.6 The Instrument for Measuring Metacognitive Reading Strategy Use

3.3 Data Collection

 3.3.1 Administration of the Six Instruments for Measuring Reading Components

 3.3.2 Collection of the Scores in the CET Reading Section

3.4 Data Analysis

 3.4.1 Software

 3.4.2 Number of Items for Each Participant

 3.4.3 Scoring Methods for the Word Recognition Task

 3.4.4 Scoring Methods for the Working Memory Task

 3.4.5 Scoring Methods for the Semantic Knowledge Measurement Task

 3.4.6 Scoring Methods for Syntactic Knowledge Measurement Task

 3.4.7 Scoring Methods for Discourse Knowledge Measurement Tasks

 3.4.8 Scoring Methods for Metacognitive Reading Strategy Use Measurement Tasks

3.5 Variable Index

3.6 Statistical Procedures

 3.6.1 Item-Level Data Analysis

 3.6.2 Confirmatory Factor Analysis

 3.6.3 Structural Equation Modeling Analysis

 3.6.4 Model Evaluation

 3.6.5 Model Modification and Respccification

Chapter 4 Results

4.1 Missing Data Treatment

4.2 Participants

4.3 Descriptive Statistics of the Six Instruments

 4.3.1 Descriptive Statistics of the Word Recognition Measurement

 4.3.2 Reliability of the Word Recognition Measurement

 4.3.3 Descriptive Statistics for the Working Memory Measurement

 4.3.4 Reliability of the Working Memory Measurement

 4.3.5 Descriptive Statistics for the Semantic Knowledge Measurement

 4.3.6 Reliability of the Semantic Knowledge Measurement

 4.3.7 Descriptive Statistics for the Syntactic Knowledge Measurement

 4.3.8 Reliability of the Syntactic Knowledge Measurement

 4.3.9 Descriptive Statistics for the Discourse Knowledge Measurement

 4.3.10 Reliability of the Discourse Knowledge Measurement

 4.3.11 Descriptive Statistics for the Measurement of Metacognitivc Reading Strategy Use

 4.3.12 Reliability of the Measurement of Metacognitive Reading Strategy Use

4.4 Descriptive Statistics for the Scores in the CET Reading Section

4.5 Indicators of Word Recognition and Working Memory Variables

4.6 Confirmatory Factor Analysis with Nine Observed Variables

 4.6.1 Model Specification

 4.6.2 Model Identification

 4.6.3 Data Summary

 4.6.4 Model Estimation and Evaluation

 4.6.5 Model Respecification

 4.6.6 Parameter Estimates Interpretation

4.7 Competing CFA Models

 4.7.1 Six-observed-variable CFA Model for Reading Ability

 4.7.2 High Order CFA Model 1 for Reading Ability

 4.7.3 Higher Order CFA Model 2 for Reading Ability

4.8 Full Latent Variable Structural Model Analysis

 4.8.1 Model Specification

 4.8.2 Model Identification

 4.8.3 Data Summary

 4.8.4 Model Estimation and Evaluation

 4.8.5 Parameter Estimates Interpretation

Chapter 5 Conclusion

5.1 Construct Validity of the CET Reading Section as Revealed in the Present Study

5.2 Implications for Validation Studies of the CET

5.3 The Components of Reading Ability

5.4 Implications for L2 Reading Theories

 5.4.1 The Component Skills of L2 Reading

 5.4.2 Lower-level Processing Efficiency of L2 Reading

5.5 Implications for L2 Reading Pedagogy

5.6 Implications for L2 Reading Assessment

5.7 A Discussion of the Instruments for Measuring Word Recognition and Working Memory

5.8 Limitations

5.9 Future Research

5.10 Conclusion

Appendix A Participant Recruitment Flyer (Chinese Version)

Appendix B Participant Recruitment Flyer (English Version)

Appendix C Personal Information Sheet (Chinese Version)

Appendix D Personal Information Sheet (English Version)

Appendix E Measurement of Word Recognition

Appendix F Measurement of Working Memory

Appendix G Measurement of Semantic Knowledge

Appendix H Measurement of Syntactic Knowledge

Appendix I Measurement of Discourse Knowledge

Appendix J Measurement of Metacognitive Strategy in Reading

References