Using working memory theory to investigate the construct validity of multiple-choice reading comprehension tests such as the SAT

When taking multiple-choice tests of reading comprehension such as the Scho lastic Assessment Test (SAT), test takers use a range of strategies that va ry in the extent to which they emphasize reading the questions versus readi ng the passages. Researchers have challenged the construct validity of thes e tests because test takers can achieve better-than-chance performance even if they do not read the passages at all. By using an individual-difference s approach that compares the relative power of working memory span to predi ct SAT performance for different test-taking strategies, the authors show t hat the SAT appears to be tapping reading comprehension processes as long a s test takers engage in at least some reading of the passages themselves.