LAUSR

Multiple text integration is a challenging task, but it is essential for studying and developing digital literacy, and is therefore critical to promote among students. However, the conditions that may support multiple text integration for different reader profiles have not been thoroughly studied. Therefore, based on single text research, the current study examined whether adding reading comprehension questions in-between texts would improve subsequent text integration for good versus poor readers. Another aim was to assess multiple text integration of complementary texts, where information does not conflict, but supplements, and to examine separately two components of integration: selecting the relevant information and forming inter-text links. Two experiments were carried out: in the first, 124 university students read multiple texts with or without embedded multiple-choice questions. Results showed that adding comprehension questions promoted inter-text links, but hindered references to single text ideas. In the second experiment, 59 university students read multiple texts paired with either open-ended questions or multiple-choice questions embedded between texts. Open-ended questions resulted in higher integration scores compared to multiple-choice questions only among participants with low comprehension scores. Overall, reading comprehension skills uniquely contributed to text integration. Theoretical and practical implications are discussed.