The reading comprehension (RC) and sentence completion (SC) items from four forms of the Scholastic Aptitude Test (SAT) verbal sections were examined for differential item functioning (DIF) between male and female examinees. Forms 1, 2, 3, and 4 of the SAT-verbal were administered in January 1983, January 1984, October 1984, and June 1986, respectively. The sample included a total of 83,493 male and 92,482 female secondary school juniors and seniors. In general, minimal DIF was observed. However, among the relatively few items exhibiting substantial DIF, two trends related to science content were noted. An important factor that appears to be connected to DIF on RC items is the distinction between technical and non-technical reading passage material. There seems to be an interaction between the technical science factor and the passage location, although confirmation of this finding requires further study. The main factor that appears related to DIF on SC items is the distinction between non-science or surface science references and true science references. Items with true science references were more difficult for females. Findings also indicate the confounded nature of multiple factors thought to contribute to DIF. There is a need for experimental research in which item features and passage features can be controlled and counterbalanced in variable sections of the SAT. Thirteen data tables and 11 graphs are presented. Selected items and analyses and 136 graphs are appended. (TJH)