Abstract
The purpose of this brief literature review is to introduce journal readers to the cognitive psychology of multiple text comprehension. Relatively little is known about how advanced readers effectively synthesize and comprehend ideas when, for example, they must read multiple sources to prepare for a college exam. Both cognitive-psychological theory and empirical work that has been done on this topic is summarized. From this nascent literature base, recommendations are made to educators of secondary and post-secondary students regarding how to facilitate the integration and comprehension of information across multiple texts.
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