Recent research in reading comprehension has focused on the processes of reading, while recent thinking in language testing has recognized the impor tance of gathering information on test taking processes as part of construct validation. And while there is a growing body of research on test-taking strate gies in language testing, as well as research into the relationship between item content and item performance, no research to date has attempted to examine the relationships among all three - test taking strategies, item content and item performance. This study thus serves as a methodological exploration in the use of information from both think-aloud protocols and more commonly used types of information on test content and test performance in the investigation of construct validity.
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