It is well-established in reading assessment that the same reading skills may vary in difficulty, which makes it almost impossible to come to a definite conclusion on the hierarchy of skills. This is primarily due to the influences of test or item characteristics on the difficulty level of an item. These include the item format, context type, question type, explicitness or implicitness of information, students’ test-taking skills, text type and text length. Given the critical role that reading plays in literacy development and learning, this research is hoped to