Abstract
<p><em>There is a growing body of thought and research on strategy use on tests of reading comprehension. Nevertheless, there have been few research reviews that have treated major themes involved in thought and research on test-taking strategies, specifically in the context of reading comprehension. Hence, this paper reviews the themes that are central to the discussion of strategy choice and use on reading comprehension tests. Research themes that form the foci of the paper include discussion of test-taking strategies as they relate to the process of reading test-taking, formats of reading tests, validation of reading tests, level of language proficiency, and performance on tests of reading comprehension.</em></p>
Highlights
The last three decades have witnessed a proliferation of research on both language learning and language use strategies
As manifested throughout the discussion of test-taking strategy use on a variety of reading test formats, even highly proficient test takers cannot spare the use of strategies at all times, especially those strategies that can make a difference in test scores
The process of reading test-taking may call upon the use of both test-taking strategies as well as reading strategies; the former are used with the question items whereas the latter are used with the text
Summary
The last three decades have witnessed a proliferation of research on both language learning and language use strategies. Cohen and Upton (2006) observed that the choice of language to report the use of certain test-taking strategies among their respondents, while performing the TOEFL-iBT reading tasks, reflected the level of difficulty of the items with which these strategies were associated (e.g., wrestling with the question intent).
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