Running Head: TWIN TEXTS

TWIN TEXTS: A Marriage of Genres

[Type the document subtitle]

Elizabeth Sweet, Lisa LoPresti, Stefanie Mullane,and Jenna Ferrara Fall 2009

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Abstract

Incorporating nonfiction reading into the classroom has become a necessity for students to

develop into literate adults. Our adult lives are inundated with nonfiction, informational, and expository

reading. Students must be taught how to navigate this genre successfully to become critical readers.

The twin text strategy is an instructional approach that incorporates fiction and non fiction texts into

existing units of study. The successful marriage of these two genres will improve student

comprehension by targeting the development of background knowledge, vocabulary, and motivation.

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TWIN TEXTS: A Marriage of Genres

Is Nonfiction Important?

During her research, reading specialist Nell Duke showed that only 3.6 minutes per day is being

spent with nonfiction texts in primary classrooms. Why is this statistic so troubling? Standard testing

material being used to assess student performance is 50 – 85% nonfiction. Beyond our classrooms,

adult reading material is 85% nonfiction. These statistics demonstrate the prominent role nonfiction

plays in our adult lives. Therefore, the amount of time dedicated to nonfiction instruction needs to

increase to match the demands of this genre.

Increasing Non Fiction Reading

Recently, the children’s literature market has had an influx of quality nonfiction books. Wading

through new titles can be overwhelming. Choosing quality literature takes time, but is important when

developing units of study. Fortunately, having a plethora of books makes finding varied and quality texts

related to a topic easier. Books collected on one topic to be used for instruction is sometimes referred

to as text sets. Incorporating both fiction and informational texts into these sets promotes critical

literacy. For example, providing students with varied forms of fiction enables students to examine a

topic from numerous perspectives. Some examples may include fantasy, folktale, myths, or poetry

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(Camp, 2000). The nonfiction counterpart caters to children’s natural tendency to ask questions. The

informational text provides a means for students to explore the topic further and creates a more natural

means for promoting critical literacy. When provided the background knowledge necessary to

comprehend the fictional texts, students are able to approach the work with a different mindset or

topical overview (Camp,2000). Matching fiction and nonfiction texts in this manner is called twin texts

or text pairing.

Twin Texts

Twin texts are two books, a fiction and nonfiction text on the same or related topic (Camp,

2000). Using twin texts will improve students’ comprehension in all subject areas in three ways. When

used purposefully, twin texts will build background knowledge, develop text-related vocabulary, and

increase student motivation to explore the topic (Soalt, 2005). The following example, documented by

Soalt, demonstrates how twin texts address these three components of reading.

A group of fourth-grade students reads Coolies (Yin, 2001), a fictional picture book about two Chinese brothers who help to build the U.S. transcontinental railroad. When the group discusses the book with their teacher it becomes apparent that some of the students do not fully comprehend the narrative because they know little about the building of the transactional railroad or the lives of 19th –century Chinese immigrants. Here is the same scene but with one difference. Now the teacher reads aloud sections of two informational texts, Full Steam Ahead: The Race to Build a Transcontinental Railroad (Blumberg, 1995) and Chinese Immigrants 1850 – 1900 (Olson, 2001), before assigning Coolies and encourages students to compare and contrast them with the fictional text (p. 680).

Background Knowledge

At the beginning of any unit of study an effective teacher asks, “How will I activate my student’s

background knowledge, or supply knowledge for my students who lack these experiences or

information?” Using twin texts as a part of a unit of study addresses this concern. The use of

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informational texts prior to reading fictional stories on the same topic activates or supplies prior

knowledge for students (Soalt, 2005). On the other hand, using a fictional text first may help students

who have difficulty with content reading. The narrative is not laden with facts and vocabulary to learn.

It provides a contextual setting for a topic to be presented. In a predictable genre, teachers can

introduce the topic by activating background knowledge in a story structure that for many students is

less difficult to understand and tends to be less sterile than factual texts. Being aware of students

comfort level with genres and level of background knowledge enables teachers to make an informed

decision as to the most effective approach.

Vocabulary

Like background knowledge, vocabulary affects comprehension. Effective vocabulary instruction

provides opportunities for students to experience a new word in a variety of contexts. Units of study

that contain fictional and informational books provide opportunities for students to explore vocabulary

in multiple contexts. In addition, using varied genres exposes students to the use of synonyms or

identical words that convey a slightly different meaning (Soalt, 2005). These experiences strengthen a

student’s understanding of word meaning that overtime will enable him/her to use it in both oral and

written communication.

Motivation

Classrooms are full of individuals with their own opinions, preferences, and dislikes. They have

students who are attracted to the voice and passion of the characters in fictional narratives and the

ability of the author to illuminate human triumph and suffering. Then there are the fact hounds,

students who read to learn about their favorite insect or a life-altering invention. Both are bookworms,

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but neither venture out of their comfort zone. Creating units of study that contains both fictional and

informational texts motivates students to read more than one type of genre. By bringing the texts

together, students can experience the topic in their preferred genre and in the genre they typically

avoid.

Motivation and engagement factors are crucial to a student’s reading development. Linda

Gambrel’s research explains the role motivation plays in literacy development. She states that

motivation makes the difference between superficial learning and learning that is deep and internalized

(1996). Some of the influential factors that increases motivation are exposure to many demonstrations

of how books are used, opportunities to become familiar with lots of books, and being given

responsibility of what, when and how they read (Gambrell, 1996). Using twin texts promotes motivation

by creating instructional opportunities to implement these factors. These include exposure to varying

genres related to the same topic, demonstrations of how books are used, and controlled choice as to

how they will explore the topic. Twin texts increase motivation and will have a positive affect on

student’s learning.

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Examples of Twin Texts

Fiction NonfictionThe Underground Railroad – R. Bial If You Traveled on the Underground Railroad – E. LevineSwimming with Dolphins – L. Davis Encantado: Pink Dolphin of the Amazon – S.

MontgomeryStellaluna – J. Cannon Bats – C. BlandCloudy With a Chance of Meatballs – J. Burrett Comets, Meteors, and Asteroids – S. SimonRead Leaf, Yellow Leaf – L. Ehlert Why Do Leaves Change Color – B. MaestroThe Tree That Would Not Die – E. Levine A Tree is Growing – A. DorrosThe Apple Tree – Z. Hall Apple of Your Eye – A. FowlerAmazing Grace – M. Hoffman The Story of Ruby Bridges – R. ColesAunt Harriet’s Underground Railroad – F. Ringgold “Wanted Dead or Alive:” The True Story of Harriet

Tubman – A. McGovernThe Maestro Plays – B. Martin Jr. What Instrument Is This? R. HarrietListen Buddy – H. Lester Communication – AlikiPostcards From Pluto: A Tour of the Solar System – L. Leedy

Do Stars Have Points – M. Berger

Flatfoot Fox – E. Clifford Foxes – E. LepthienI’m Going to Be a Firefighter – E. Kunhardt Fire – J. MasoffThe Whales – C. Rylant Whales – J. WexoThe Foot Book – Dr. Seuss What Neat Feet – H. MachotkaThe Butter Battle Book – Dr. Seuss Always Remember: The Story of Vietnam – B.

AshabrannerA Happy Tale – D. Butler Sky Pioneer: A Photography of Amelia Earhart – C.

SzaboFor Older ReadersThunder on the Tennessee by G. Clifton Wisler A Nation Torn Apart by: Delia RayHiroshima by Lawrence Yep Sadako and the Thousand Paper Cranes by

Eleanor CoerrA Picture of Freedom: The Diary of Clotee, A Slave Girl by Patricia McKissack

Rosa Parks: My Story by Rosa Parks with Jim Haskins

West to Opportunity: The Diary of Teresa Angelino Viscardi by Jim Murphy

Children of the Wild West by Russell Freedman

Voyage on the Great Titanic: The Diary of Margaret Ann Brady by Ellen E. White

Ghost liners by Robert D. Ballard

The Egypt Game by Zilpha K. Snyder Pyramids by Ann Millard

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Twin Texts in the Primary Classroom

Early exposure to expositional text helps students to better understand the expository text that

takes over in later grades (Duke & Bennett-Arminstead, 2003). As quoted in Moss (2005), “If today’s

students are to meet the literacy demands of the future, they need authentic experiences with

expository texts from the beginning of their school careers.” (p. 50). Due to the differences of structure

between narrative and expository text structure, students benefit from increasing their understanding

at an early age (Moss).

As a primary grade teacher, one way to start exposing students to expository text features is

through the use of twin texts. Introduction of a topic can occur through a fictional text followed by a

more in depth look at the subject using a nonfiction text (Camp, 2000). Since my school book closet has

both fiction and non-fiction, I went searching to find twin texts. I found two texts on estimation. The

texts were The Big Party (fiction) and Learn to Estimate (non-fiction) by Uma Krishnaswami. Both texts

are DRA level 24 or guided reading level L. Below is a sample lesson teachers can use in the primary

grades to incorporate non-fiction more into their curriculum.

Lesson Plan

Day One:

Purpose: The objective for day one is to first assess the background knowledge of students and get them

thinking about the topic. To build upon background knowledge and introduce students to the topic, the

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teacher starts with a fiction book. Fictional text structure is understood by students, so they can really

concentrate on the concept you are introducing.

1. To begin, teachers could create a K-W-L chart about estimation. Other activities that work well

with twin texts are Venn diagrams, directed reading thinking activities, webbing, or activating prior

knowledge (Camp, 2000).

2. The teacher may then use the fiction text as a read aloud or have students read the text

independently in small groups. This step depends on the reading levels of your students and text

availability.

3. If you are reading aloud, you can stop along the way and fill in “what we learned” on your chart

if sections of the text correspond with questions students had.

4. After the read aloud, you can ask students if they now have any further questions about

estimation.

Day Two:

Purpose: Due to the previously read fictional text, students have a greater background knowledge.

Today’s goal is to introduce a non-fiction text providing more information about the concept you are

working on.

1. You should start by reviewing the questions students have about estimation on the K-W-L chart.

2. Once again, you may read aloud or have students work in small groups to read the non-fiction

text.

3. Answers to questions and other interesting facts learned should be added to the K-W-L chart.

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4. If questions are still left unanswered, explain to students that sometimes one text does not

provide all the answers we desire.

5. You may then provide students with other texts or resources to help find the answers to their

questions.

Day Three:

Purpose: Now that students have heard/read both texts, they are able to compare and contrast the text

structure. This helps expose students to the expository text structure, while also seeing its similarities to

narrative structure. This aids students’ abilities to make connections between the two genres.

1. You can break students into groups and provide each group with copies of each text.

2. Ask students to go through texts to explore and write down differences they find between the

texts. Below are some differences between the two texts I have chosen.

Fiction Non-Fiction

Meet the characters in the beginning Words I need to know at the

beginning

Thought bubble Bold words

Captions

Text boxes

Try It activities

Application activities

Glossary

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Index

*Both texts have headings for different sections.*

1. Students then come together as a whole group to chart the elements of fiction and non-fiction.

Responses should be in a t-chart with fiction elements on one side and non-fiction on the other. As

students talk about the darker words (bold type) or the words below pictures, you can explain to

students what those features are called. On the t-chart, put the actual name of the text feature with an

explanation next to it so students can remember.

2. After reviewing the text features, talk with students about which features can be in both fiction

and non-fiction. Talk about texts that use both fiction and non-fiction (historical fiction, Magic School

Bus series, etc.). Place a star next to each feature that can be shared or used together between genres.

This activity, along with other twin text activities, gives students a chance to explore narrative

and expository text. Students learn to make connections between fiction and non-fiction which helps

them to make stronger connections to the vocabulary and concepts introduced in the non-fiction text.

In this lesson, the fiction text also serves as a real-life application of when and how you could apply

estimating. Students are seeing estimating as more than just something they need to know because you

said so.

Non-fiction in the Intermediate Grades

Traditionally, the language arts curriculum for the primary grades has centered on learning to

read by teaching decoding and word attack skills, while the intermediate grades have focused on the

comprehension of text. We now see that comprehension is a vital part of the curriculum for students at

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all grade levels and is being explicitly taught as early as kindergarten through shared and guided reading.

Students begin to analyze fictional characters and plot while developing prediction and connection

strategies through group discussions. In addition, students are introduced to non-fiction texts to

prepare them for the reading they will be required to do in the upper grades. A vast variety of non-

fiction trade books are being published to meet every readability level. These texts are colorful and

detailed to catch a young reader’s attention as well as written in easily understandable language. The

goal is to help students become familiar with the matter of fact language and the organized structure of

informational text at an early age.

As students transition into the intermediate grades, there is an even stronger emphasis placed

on reading informational texts. Although non-fiction trade books are widely used and highly encouraged

as a way to help students learn factual information, students will need to be able to navigate their way

through textbooks. Similar to non-fiction trade books, textbooks include non-fiction text features such

as headings, subheadings, bold-face words, charts, graphs, diagrams, pictures with captions, as well as a

table of contents, glossary, and index. However, classroom textbooks tend to be a bit more visually

overwhelming than trade books and are usually written at a level or two above the readability of the

grade they were meant for. In addition, textbooks expose the students to select information that may

not provide a complete understanding of the topic. Specific details and important information may be

left out as the authors of the text try to assemble a resource that meets the needs of state curricula

instead of student curiosity.

Advantages to Linking Non-fiction and Fiction in Intermediate Social Studies

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According to Soalt (2005), “fictional and information texts on the same topic are like two parts

of a whole picture” (p. 682). She explains that non-fiction text gives objective factual information that is

important to know, but often lacks feeling. Conversely, fiction is subjective and includes human emotion

that the reader can interpret and relate to. By incorporating reading from both genres into the

curriculum, the students will acquire a more well-rounded understanding of the topic of study.

Depending on what the teacher’s learning objective is, he/she may introduce a fictional piece prior to

reading a difficult informational piece on the same topic in order to build background knowledge and

motivation, or introduce the informational reading prior to the fictional piece if the facts are necessary

in order understand what is happening in the story.

When teaching social studies in fifth grade, most teachers refer to their classroom social studies

textbook as one resource, if not the main resource. As previously discussed, textbooks tend to be

difficult to read and contain little that students can connect to. Therefore, it is very challenging to bring

social studies alive and make the concepts fully understandable. Following the non-fiction reading from

the textbook with a fictional work is one way to present a clearer picture of the concepts. It allows the

students to first get the basic facts, and then develop them through the lens of a fictional character’s

point of view showing how events truly affected individuals.

Activity: Building Background and Previewing Strategy

In fifth grade, students learn about the American Revolution. There are many broad concepts

that are difficult for students to comprehend. The textbook, American History, discusses the causes

leading up to the war in depth. It also creates a better understanding about the contributions of the

many groups who have often been ignored in the past such as women, Africans, and Native Americans.

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The focus of the text is mainly about the movement toward independence, but it fails to show the

students the battles of the war. In reading the text alone, the students would not understand the

magnitude of the war itself and how difficult it was for those involved in it. Therefore, to fill in the gaps

and make the war more real for the students, they can follow up the non-fiction text with the fictional

story by Avi entitled The Fighting Ground, in which a thirteen year old boy named Jonathan decides to

run away and join the fight for freedom.

In Nancy Boyles’ book, Constructing Meaning Through Kid Friendly Comprehension Strategy

Instruction (2004), she explains how to help students prepare for reading two texts from different

genres on the same topic. To introduce the building background and preview strategy, she suggests

using short paired texts such as the fictional story Stray from Every Living Thing by Cynthia Rylant and

the non-fiction piece What is a Dog? The Science of Living Things. Students receive a chart that focuses

on reading strategies used when reading both kinds of text. The reading strategies help the students to

focus on what they will be reading and to begin to make predictions and connections about each text. As

the students write out their answers to preview questions on the chart, they will begin to see the

relationship between how the strategies are used in both fiction and non-fiction. They will also start to

see some connections between the two texts. This preview strategy not only builds background, but also

provides a purpose for reading.

Since the non-fiction and fiction readings for the American Revolution will not be completed

within the same lesson, the chart can be made into two separate charts so students can focus on

previewing the non-fiction reading of the textbook first and then filling out a separate chart for the

fiction reading of Fighting Ground when appropriate.

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Strategy

Getting My Mind Ready to Read Fiction

Getting My Mind Ready to Read Non-

Fiction

Predicting

What will the story probably be about?

What will I probably learn from this text?

Connecting

What experiences have I had or what other books have I read that might relate to this story?

What do I already know about his topic?

Wondering

What will the problem be? How will the problem get solved?

What questions will this text probably answer? Are there subheadings I can turn into questions?

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Noticing

What other clues do I know about the story that can help me? Is there information about the author? Are there lots of pages or chapters?

What clues in the text can help me? Subheadings? Bold face words? Main idea statements?

Visualizing

Are there illustrations that can help me predict the story?

Are there any graphics such as maps, charts, photos, graphs? How do these relate to the text?

Figuring Out

Does it look like this story will be easy or difficult to read? Should I read quickly or slowly?

Does it look like this text will be easy or difficult to read? Should I read quickly or slowly?

Getting My Mind Ready to Read

Applying Comprehension Strategies to Fiction and Nonfiction Reading

During and After Reading Activities with Twin Texts

During the reading of the textbook, students will encounter bold face words such as regiment, militia,

allegiance, and grievances. These vocabulary words, or synonyms for these words, appear in the fiction

story as well and will help to build a more concrete understanding of the words. Students will be able to

connect the words between texts as they see them in different contexts.

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One idea for an after reading activity that comes from readwritethink.org is to use the two texts to

develop critical writing skills. First, create a class chart similar to a Venn diagram with fiction elements

on one side and nonfiction elements on the opposite side, with a space in the middle to blend the

elements from both sides (see the chart below.) The class will discuss how some texts can have both

fiction and non-fiction elements. Some examples of these types of texts are letters, diaries, comic strips,

realistic fiction and historical fiction stories. After the discussion and completion of the chart, students

will be able to create their own piece of writing that incorporates fiction and non-fiction elements. They

can focus their writing on the topic they have recently learned about, which in this case would be the

American Revolution. To make the final product more interactive, readwritethink.org suggests students

create a short story, diary, comic strip, cartoon, or letter using the interactive forms from their website.

These after reading activities would tie the two genres together while recognizing their differences.

Sample Genre Chart

Fiction Elements Blended Elements Non-fiction ElementsBeginning, middle, end

Details

Character

Setting

Problem and solution

Title and author

Interesting

Beginning, middle, end

Characters

Setting

Problem and solution

Details

Important facts

Learn information

Introduction, body, conclusion

Details

Title and author

Important facts

Learn information

Using Twin Texts at the Middle School Level

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While maintaining the same purposes and ideas as at the elementary level, the use of twin texts

can be just as successful at the middle school level. In the middle school world language classroom, the

integration of non-fiction and fiction text is used quite frequently. Specifically, in learning a second

language, fiction and non-fiction material helps drive lessons that focus on vocabulary objectives. That

is, by exposing students to the same words and meanings in a variety of text, the more authentic the

experience for them. After all, a student must be exposed to a word on at least fifty meaningful

occasions in order have the understanding to use the word correctly at an independent level. In the

Spanish 1 course, one of the twin texts uses is during the chapter that teaches students about family.

In the unit entitled, “Fiesta en Familia” students cover two major themes: family and celebration.

Using non-fiction and fictional material helps students reach several curricular goals. These curricular

goals include meaning and use of vocabulary words for family members, and objects/actions necessary

for celebration as well as cultural concepts including importance of family and the transition from

childhood to adulthood in both the American and Latin American cultures. For vocabulary learning, the

students first experience the vocabulary from their textbooks from a non-fictional text as they read a

fourteen year old girl’s journal entry telling about her family’s preparation for her quinceañera party.

From this written piece, students are able to extract vocabulary words that correspond to the members

of the family that are involved in the girl’s narration of her experience. The class is engaged in activities

that use this vocabulary in order to first begin how to name members of a family in the Spanish

language. The second focus of the lesson introduces students to see past the words and look to

understanding the differences between the notion of a fifteenth birthday celebration in contrast to the

American conception of a sixteenth birthday. From the journal entry they read, students begin to see

how distinctly the two different cultures view the rite of passage into womanhood.

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At this point, students have only experienced family themed words and the idea of a

quinceañera through the use of non-fiction reading. After students have created a basis of knowledge

for family words and the purpose of the quinceañera itself, the lessons move to incorporate fictional

material to help further involve students in concept knowledge of this culturally based celebration.

Students read a fictional text supporting the family and celebration themes from a book that has

a collection of short stories. Fifteen Candles: 15 Tales of Taffeta, Hairspray, Drunk Uncles, and other

Quinceañera Stories, edited by Adriana Lopez, includes stories that are written from the perspective of

adolescents that describe their experiences of the quinceañera milestone. Using their choice of a

fictional short story students are able to further practice their vocabulary skills as they re-discover the

Spanish terms for family members, party words, and finally, the significance of the quinceañera

occasion. Together the fiction and non-fiction materials help support one another as they go from

introducing students to vocabulary terms to exposing them to the cultural experiences of Latin American

teenagers through the eyes of kids of similar age.

After interviewing a middle school level colleague, Cheryl Hoffman of East Granby Middle

School, it was discovered how the social studies department has used the idea of twin texts, or text set,

to teach the theme of “revolution”, sequencing, cause and effect, and perspective. This unit, taught in

the 6th grade social studies classroom, began with building students’ prior knowledge by using the

classroom textbook as a means of describing the premises of the Revolutionary War. Using primary

sources from soldiers of the Revolutionary War - also called the American Revolution, the basics of

revolution, the before, during, and after happenings of the war, how people were affected by the

happenings of the war, and the first-hand experiences of being in a war were examined. These non-

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fiction pieces were the foundation for which students could connect to when reading to learn the

fictional novel, Johnny Tremain by Esther Forbes.

In the historical fiction novel Johnny Tremain, students continued to learn about the theme of

“revolution”, the idea of sequencing, cause and effect, and perspective. The incidents that the character

Johnny Tremain endured allowed students to make further connections to the concept of “revolution”,

the events of the Revolutionary War, and the emotions of a young man living through a war

environment - all from a fictionally structured text. With the use of both non-fiction and fiction text,

students were able to learn about a variety of literary elements and how they, as readers, can observe

those writing techniques in both non-fictional and fictional types of written material.

Conclusion

Pairing texts provides a complete overview of a subject for students. The fictional component

offers a personal, subjective, and affective perspective and the nonfiction offers a more public,

objective, and factual perspective. When a teacher uses these two opposing lenses to examine the

same topic, they offer a more holistic vision of a topic and provide a wider array of potential hooks and

opportunities for student engagement (Soalt, 2005). To conclude, Camp summarizes the benefits of

paired texts in her book Pairing fiction & nonfiction: Strategies to build comprehension in the content

areas. She lists eight benefits of using twin texts in the classroom. They are:

1. To meet state standards and school curricular goals

2. Students become excited about what they are learning and retention is increased

3. Develop students' background knowledge and create more meaningful connections while reading

4. Improve student reading comprehension

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5. Increase student vocabulary

6. Improve critical thinking / higher order thinking skills

7. Enhance student writing

8. Meet two goals at once: expose students to high quality literature and present students content area

information

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References

Avi. (1984). Fighting ground. New York: Harper Collins Publishers Inc.

Boyles, N. N. (2004). Constructing meaning through kid friendly comprehension strategy

instruction. Gainsville: Maupin House Publishing Inc.

Boyles, P.P., Met, M., Sayers, R.S., & Wargin, C.E. (2004). Realidades Uno. New Jersey: Pearson

Education, Inc.

Camp, D. (2006). Fiction & Nonfiction: Strategies to build comprehension in the content areas. Boston,

MA: Teaching Strategies.

Camp, D. (2000). It takes two: teaching with twin texts of fact and fiction, The Reading Teacher, 53, 400-

408.

Duke, N.K., & Bennett-Arminstead, V.S. (2003). Reading and writing informational texts in the primary

grades: Research-based practices. New York: Scholastic.

Gambrell, L.(1996). Creating classroom cultures that foster reading motivation. In N. Padak, T.V.

Rasinski, J.K. Peck, B.W.Church, G. Fawcett, J.M. Hendershot, J.M. Henry, B.G. Moss, E, Pryor,

K.A. Roskos, J.F. Baumann, D. R. Dillon, C. J. Hopkins, J.W. Humphrey& D.G.O’Brien

(Eds.),Distinguished educators on reading contributions that have shaped effective literacy

instruction (pp.432-433). Delaware: International Reading Association.

Kalman B. (1998). What is a dog? The science of living things. New York: Crabtree Publishing

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Co.

Lopez, Adriana. (2004). Fifteen Candles: 15 Tales of Taffeta, Hairspray, Drunk Uncles, and other

Quinceañera Stories. New York: HarperCollins.

Moss, B. (2005). Making a case and a place for effective content area literacy instruction in the

elementary grades. International Reading Association, (pp. 46-55).

Rylant, C. (1985). Every living thing. New York: Simon & Schuster.

readwritethink.org

Soalt, J. (2005). Bringing together fictional and informational texts to improve comprehension, The

Reading Teacher, 58, 680-683.

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