A study was undertaken to identify the prerequisite relations (or hierarchies among the items) existing in the item responses of a sample of 86 foreign students who took the Test of English as a Foreign Language (TOEFL) vocabulary and reading comprehension test, Form 3JTF1. The form contains 30 vocabulary items and 30 reading comprehension items. The average TOEFL total score for these students was 463.19, with a standard deviation of 59.96. The average vocabulary and reading comprehension scaled score for these students was 44.60, with a standard deviation of 7.03. Results were submitted to ordering-theoretic analyses. Four significant prerequisite relations were described in terms of their frequency of occurrence and distribution across subject matter categories. Text structure, facet theory, and comprehension category characteristics were used to describe the reading comprehension items found in the significant prerequisite relations. Factor-analytic procedures indicated that there was only one content factor underlying the data to account for the paucity of prerequisite relations in the data set. Three figures are included. (TJH)