摘要：Due to inconclusive findings concerning the components responsible for the
difficulty of reading comprehension items, this paper attempts to set up an
item-generating system using hypothesis-driven modeling of item complexity
applying Fischer’s (1973) linear logistic test model (LLTM) to a German reading
comprehension test. This approach guarantees an evaluation of the postulated
item-generating system; moreover construct validity of the administered test is
investigated. Previous findings in this field are considered; additionally, some
text features are introduced to this debate and their impact on item difficulty
is discussed. Results once more show a strong influence of formal components
(e.g. the number of presented response options in a multiple-choice-format), but
also indicate how this effect can be minimized.
