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