Students are frequently expected to deal with information that does not fit into their current schemata or cognitive structures. For example, students are often frustrated when asked to make sense out of challenging expository text. Such a high level demand often results in dissonance that may deter many learners. This may be due to a lack of knowing how to impose order on information found in text and often results in a lack of comprehension and understanding. Many in structors at all levels currently resort to round robin reading, lecturing, and reading texts aloud in their classes because of their frustration with the inability of students to read the texts.
Linek, W. M., Sampson, M. B., Sampson, M., Mohr, K. A., & Botha, L. (1996). EMPOWER: A Framework for Teaching and Learning with Text in High School and College Classrooms. Reading Horizons: A Journal of Literacy and Language Arts, 36 (5). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol36/iss5/3