Deep‐Level Comprehension of Science Texts: The Role of the Reader and the Text

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The Multidimensional Knowledge in Text Comprehension framework (2021, background): “…of prior knowledge in other nonacademic domains (e.g., Wang et al., under review) as well as across a variety of academic domains (e.g., Johnston, 1984; McNamara et al., 1996; Voss & Silfies, 1996) and across many age groups (e.g., Adams et al., 1995; Best et al., 2005; McNamara et al., 2011).”
Elementary Teachers’ Use of Graphical Representations in Science Teaching (2011, background): “Although science textbooks frequently are attacked in terms of comprehensibility and accuracy of representation (e.g., Best et al. 2005; Hubisz 2000; Kesidou and Roseman 2002), they nonetheless provide guidance for teachers’ use of graphics in science instruction.”