“…The question of what role DDS background knowledge plays in academic reading has interested many researchers in reading comprehension and practitioners in the field of language testing (Alderson & Urquhart, 1985a, 1985bBrown, 1984;Chen & Donin, 1997;Clapham, 1996;Erickson & Molloy, 1983;Hale, 1988;Hock, 1990;Park, 2004;Peretz & Shoham, 1990;Salager-Meyeer, 1994;Usó-Juan, 2006). Very often researchers have found the effect of DDS knowledge to be significant, and when such an effect has been identified, it has been found to facilitate reading comprehension (Alderson & Urquhart, 1985b;Chen & Donin, 1997;Clapham, 1996;Hale, 1988;Hock, 1990;Peretz & Shoham, 1990;Salager-Meyeer, 1994;Usó-Juan, 2006).…”