“…Research has provided evidence for the so-called "passage-independence, that is, the likelihood that on some items, an examinee could respond correctly : : : without having read the accompanying passage" (Coleman, Lindstrom, Nelson, Lindstrom, & Gregg, 2010, p. 244). Consequentially, there is a long history of criticism on multiple-choice reading comprehension test items as well (e.g., Coleman et al, 2010;Drum et al, 1981;Katz, Blackburn, & Lautenschlager, 1991;Katz, Lautenschlager, Blackburn, & Harris, 1990;Katz, Marsh, Johnson, & Pohl, 2001;Keenan & Betjemann, 2006;Lifson, Scruggs, & Bennion, 1984;Powers & Leung, 1995;Preston, 1964;Pyrczak, 1972Pyrczak, , 1974Pyrczak, , 1976Rost & Sparfeldt, 2007;Samuels, 1968;Tian, 2006;Tuinman, 1973Tuinman, -1974. Katz et al (1990, Experiment 1), for example, administered 100 multiple-choice reading comprehension test items stemming from the verbal reasoning task of the Scholastic Aptitude Test (SAT) without presenting the corresponding text passages to college students.…”