Recent research using eye-tracking has posited that cloze/gapfill items where a selection of words are given as options may be testing different kinds of reading skills depending on the language abilities of the participants taking the test. Lower ability test takers are suggested to be more likely to be concentrating on the information contained in the words immediately surrounding the gap, while higher ability test takers are thought to be able to use more global information in their selection of a word to fit the gap. A number of the methodological problems pointed out by researchers regarding the open-ended type cloze item (readers must supply a correct word from long-term memory, how to score acceptable responses that are not the exact replacement, etc.) can be solved by the use of carefully designed multiple-choice cloze items. See sample test and practice activity from a pilot study in a rural Latin American community. Mostow and associates also showed how this approach is both practical and informative.