“…We found a lack of specific guidelines in the literature for formulating or assessing items for reading comprehension tests at a high-proficiency level, where authentic academic texts are used. Furthermore, the recommendations that we did find (e.g., Hughes, 1989;Nuttall, 1982;Perkins & Jones, 1985;Shohamy, 1985) were not, on the whole, accompanied by a comprehensive theoretical framework which could be relayed to teachers, thus eliciting their cooperation.…”