Upper elementary teachers may wonder why some of their students with no history of comprehension problems suddenly struggle with understanding their social studies, science and health texts. These teachers might correctly point to the more difficult concepts presented in these texts and to the more technical vocabulary that their students will now encounter. Yet these factors are only part of the problem that students face when they move from stories to content material.
Hays, D. (1989). Expository Text Structure and Student Learning. Reading Horizons: A Journal of Literacy and Language Arts, 30 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol30/iss1/7