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.

�ber die Autorin bzw. den Autor

Klaus Siller is a Senior Lecturer in English as a Foreign Language in the English Department at the Salzburg University of Education Stefan Zweig. His research interests are in all areas of foreign language teacher education and particularly in foreign language testing and assessment.

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