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The Contribution of Passage and No-Passage Factors to Item Performance on the SAT Reading Task

A regression analysis was carried out to assess the contributions of passage and no-passage factors to item variance on the Scholastic Aptitude Test reading comprehension task. Unlike earlier regression studies of multiple-choice reading tasks, no-passage factors were experimentally isolated from passage factors, and passage factors from the multiple-choice context. Results showed that no-passage factors play a larger role than do passage factors, accounting for as much as three fourths of systematic variance in item difficulty and more than half of total variance. The task, therefore, appears largely to reflect the systematic influence of factors having nothing to do with the comprehension of reading passages.