《中国高中生英语阅读能力诊断性量表的构建与验证》一书在综述国际和国内已有语言能力量表的基础之上，以中国英语能力等级量表阅读分量表的理论框架为出发点，构建了面向中国学习者的英语阅读能力诊断性量表。该量表通过挖掘区分高中学生英语阅读能力的关键参数，展示了学生在英语阅读学习上的优势与不足，能够为语言学习提供指导。本书对诊断性量表的理论基础、研制方法和过程及研究结果进行了详细探索，并对量表的效度进行了系统验证。本书的读者对象包括从事语言测试研究的相关科研人员、国内英语教师和教育管理人员及对语言能力量表和诊断测试研究感兴趣的学生。

Chaoter 1 Introduction
1.1 Background of the Study
1.2 Research Purpose and Research Questions
1.3 Significance of the Study
1.3.1 Theoretical Significance
1.3.2 Methodological Significance
1.3.3 Practical Significance
1.4 Definition of Key Terms
1.5 Overview of the Book
Chapter 2 Literature Review
2.1 Reading Scales
2.1 1 Definitions of Language Proficiency Scales
2.1 2 Origins of Scales
2.1 3 Functions of Scales
2.1 4 Approaches for Scale Construction
2.1 5 Exemplars of Major Reading Proficiency Scales
2.1 6 Discussion
2.2 Cognitive Diagnostic Assessment
2.2.1 A Brief Introduction to CDA
2.2.2 Basic Steps of CDA
2.2.3 Applications of CDA on Perceived Proficiency
2.2.4 Discussion
2.3 Summary of the Chapter
Chapter 3 Theoretical Rationale
3.1 Definition of Reading Comprehension
3.2 Dimensionality of Reading Comprehension
3.2.1 The Uni-Dimensional View
3.2.2 The Multi-Dimensional View
3.3 Reading Models
3.3.1 Definition of Reading Models
3.3.2 Classification of Reading Models
3.4 Major Models for Explaining Reading Proficiency
3.4.1 Communicative Language Ability (CLA)
3.4.2 Dual Coding Theory
3.4.3 Schemata
3.4.4 Lexical Quality Hypothesis and Verbal Ef[iciency Theory
3.4.5 The Construction-Integration Model
3.4.6 Cognitive Processing Model for Reading Comprehension
3.4.7 The Taxonomy of Educational Objectives
3.5 Summary of the Chapter
Chapter 4 Research Methodology
4.1 Research Questions Reformulated
4.2 Context of the Study
4.3 The Mixed Methods Design: A Brief Overview
4.4 Data Collection
4.4.1 Participants
4.4.2 Instruments
4.4.3 Pilot Studies in Refining the Working Framework
4.4.4 Procedures of the Main Study
4.5 Data Analysis of the Main Study
4.5.1 Coding Data
4.5.2 Think-Aloud Protocols
4.5.3 Students' Test Performance
4.5.4 Model Fit
4.5.5 Text Type
4.6 Summary of the Chapter
Chapter 5 Research Results
5.1 Results of Research Question One
5.1.1 Development of the Initial Q-Matrix
5.1.2 Empirical Validation of the Q-Matrix
5.1.3 Estimation of the Model Fit
5.1.4 Diagnostic Patterns of High School EFL Learners' Reading
Proficiency
5.2 Results of Research Question Two
5.2.1 Results of Text Analysis
5.2.2 The Influence of Text Type on Reader Performance
5.3 Summary of the Chapter
Chapter 6 Discussion
6.1 The Diagnostic Scale for High School Readers
6.2 Parameters That Differentiate Students' Reading Proficiency in High
School
6.2.1 Cognitive Processes
6.2.2 Processing Scopes
6.3 Parameters That Influence Students' Reading Performance
6.3.1 Differences of Text Features
6.3.2 Different Mastery Levels of Texts
6.4 Reliability and Validity of the Diagnostic Scale
6.4.1 Identification and Validation of Parameters on Reading Proficiency
6.4.2 Reliability and Validity Estimation of the Diagnosis
6.4 Summary of the Chapter
Chapter 7 Conclusion
7.1 Summary of the Findings
7.2 Implications of the Study
7.2.1 Theoretical Implications
7.2.2 Methodological Implications
7.2.3 Practical Implications
7.3 Limitations and Directions for Future Research
7.3.1 Design of Reading Items
7.3.2 Generalization of Research Results
7.3.3 Exploration of Reading Processes
7.4 Summary of the Chapter
References
Appendix A Examples of Reading Items
Appendix B The Confidence Questionnaire
Appendix C The Self-Assessment Questionnaire
Appendix D The Coding Framework
Appendix E Coding Guideline for Verbal Reports Data
Appendix F The Final Q-Matrix
Appendix G Item Parameters in the Final Q-Matrix