Cognitive Diagnostic Modeling of L۲ Reading Comprehension Ability: Providing Feedback on the Reading Performance of Iranian Candidates for the University Entrance Examination

Research has been conducted on linguistic aspects of L۲ reading comprehension ability but studies which concern cognitive aspects of this skill are rather scarce. Efforts should be made to have sound understanding of the attributes and subskills needed for successful performance on L۲ reading comprehension tests. In this study the reading attributes underlying the reading comprehension section of the Iranian National University Entrance Examination (Konkoor) held in ۲۰۱۱are investigated. The G-DINA model, a general cognitive diagnostic model, is applied and the CDM package in R is used to run the analyses. The findings indicate problematic areas in reading comprehension at a national level. Students who desire to pursue their studies at national universities, the teachers who train the candidates at high schools and the ministry of education can benefit from such feedbacks.