This volume describes differing approaches to understanding academic
reading ability that have emerged in recent decades and goes on to
develop an empirically-grounded framework for validating tests of this
skill. The framework is then applied to the IELTS Academic Reading
module to investigate a number of different validity perspectives that
reflect the socio-cognitive nature of any assessment event. The authors
demonstrate how a systematic understanding and application of the
framework and its components can help test developers to operationalise
their tests so as to fulfill the validity requirements for an academic
reading test.