Our team proposed a Reading Skills Test that assesses cognitive academic language skills from six perspectives: syntactic comprehension, referential resolution, paraphrasing, inference, matching textual and non-textual information, and reading and understanding definitions. Each test item consists of a 100-word description and a multiple-choice question that tests one of the abilities from the above six perspectives. Subjects solve the test items, which appear one after another on the browser based on item response theory. We have confirmed that this test meets the desirable properties of an assessment test and have demonstrated that the syntactic processing ability measured by this test has improved yearly from the fifth to the ninth grade. Furthermore, we found that the characteristics of the subjects as measured by this test reflect syntactic processing ability independent of vocabulary and academic knowledge.

A reading skill test to diagnose basic language skills is introduced. The test is designed to measure six component skills relevant to reading in comparison with those of state-of- the-art natural language processing technologies. The results of the first large-scale experiments using the test are reported. Surprisingly, almost half of Japanese junior high school students do no better than machines in dependency analysis. More than half of 7th grade students do no better than making random choices on questions involving inferences and definition understanding.