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