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The effect of students' academic discipline on their performance on ESP reading tests

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1988This test is unfair: I'm not an economist93 cited

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1998THE RELATIONSHIP BETWEEN PRIOR KNOWLEDGE AND TOPIC INTEREST IN SECOND LANGUAGE READING97 cited
1992The Meaning of Cloze Test Scores: An Item Difficulty Perspective93 cited
1992Differential item functioning on two tests of EFL proficiency89 cited
1992Field Independence/Dependence in Second‐Language Acquisition Research*87 cited
1990Providing relevant content in an EAP writing test77 cited
2010Investigating the contributions of background knowledge and reading comprehension strategies to L2 reading comprehension: an exploratory study77 cited
1990Cloze method: what difference does it make?75 cited
1999Assessment in English for academic purposes: putting content validity in its place69 cited
2006The Compensatory Nature of Discipline‐Related Knowledge and English‐Language Proficiency in Reading English for Academic Purposes64 cited
2008Research on good and poor reader characteristics: Implications for L2 reading research in China61 cited
2005Language for special academic purposes (LSAP) testing: the effect of background knowledge revisited60 cited
1988Student major field and text content: interactive effects on reading comprehension in the Test of English as a Foreign Language59 cited
2009

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HOW INVOLVED ARE AMERICAN L2 LEARNERS OF SPANISH IN LEXICAL INPUT PROCESSING TASKS DURING READING?

58 cited

2019Young L2 learners’ online processing of information in a graded reader during reading-only and reading-while-listening conditions: A study of eye-movements57 cited

2009Differential Functioning of Reading Subskills on the OSSLT for L1 and ELL Students: A Multidimensionality Model‐Based DBF/DIF Approach45 cited

2007Differential Item Functioning in Terms of Age in the Certificate in Advanced English Examination∗45 cited