Our goal was to analyze and compare whether the properties of a test (say length, complexity, and inference) and the attributes of a test-taker (say test taking strategies, metacognitive awareness of reading strategies, and academic fields) have an effect on reading comprehension performance in native (Spanish) and foreign language (Italian).
Here, we address reading comprehension from the point of view of several disciplines: education (for assessment), logic (for inference), and linguistics (for foreign language), within an experimental framework. Multiple-choice Tests, Generalized Linear Mixed Models, Education, Logic, Linguistics AbstractĪs foreign language teachers, we have observed that reading comprehension is a complex phenomenon worth studying. Centre for Foreign Languages, Facultad de Lenguas, Benemérita Universidad Autónoma de Puebla, Pueblaįaculty of Philosophy, UPAEP Universidad, PueblaĬentro Tlaxcala de Biología de la Conducta, Universidad Autónoma de Tlaxcala, Tlaxcala D Student in Education, UPAEP Universidad, Puebla, Mexico.
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