Excluding negations, 7 of the 10 categories listed under hypothesis I generally show the expected significant relationship of the text, item, and/or text by item interaction variables with one or more of the reading item types. Thus these results taken together appear to confirm, for multiple-choice testing formats, that the variables reported as important for comprehension in the empirical literature are also important contributors affecting comprehension difficulty in a multiple-choice testing format.

This particular result suggests that a multiple-choice format does not interfere with assessing passage comprehension and yields results similar to those found in the experimental literature