This research delves into the intricacies of the Reading Comprehension section in Iranian Ph.D. entrance exams, employing G-theory to analyze item types and text varieties. Titled "Navigating Cognitive Terrain," the study scrutinizes the cognitive demands posed by diverse item formats and text genres, shedding light on the nuanced complexities inherent in these assessments. By applying G-theory, the research aims to provide a comprehensive understanding of the reliability and consistency of these exams, offering valuable insights for educators, examiners, and policymakers seeking to enhance the efficacy of Ph.D. entrance assessments.

Reading Comprehension, G-theory, Cognitive Demands

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