ABSTRACT
For students today, pro cient informational text comprehension is critical. Informational texts-texts written with the purpose of conveying information about the natural or social world (Duke, 2000, p. 285) rather than, for example, to convey imagined experience, as with ctional narrative text-are often a primary means of teaching science and social studies content, whether through textbooks, trade books, web-based text, or some combination. Informational text comprehension and related skills are named in every standards document of which we are aware and comprise a signi cant portion of many reading assessments (e.g., Flood & Lapp, 1986; National Assessment Governing Board, 2007). Informational texts are also a preferred form of reading material for many students (e.g., Mohr, 2006), and a potential source of both enjoyment and knowledge building.
