In spite of the prevailing assumption that formal reading instruction is no longer needed once adolescents reach high school, students at the secondary level still benefit from explicit reading instruction to continue developing advanced literacy skills enabling them to access complex narrative texts. This article argues for the importance of teachers to scrutinize the texts they plan to teach to determine what instruction and supports are needed to promote reading comprehension for students with learning disabilities. Specifically, this article examines how nonlinear text structures can challenge adolescent reading comprehension and illustrates explicit text structure instruction with three exemplar texts which use unconventional narrative patterns. The article emphasizes the importance of considering the qualitative features of texts to inform instruction to support reading comprehension for students with learning disabilities.

尽管普遍认为一旦青少年进入高中就不再需要正式的阅读指导，中学学生仍然受益于明确的阅读指导，以继续发展高级读写技能，使他们能够访问复杂的叙事文本。本文论证了教师仔细检查他们计划教授的课文以确定需要哪些指导和支持来促进有学习障碍的学生的阅读理解能力的重要性。具体而言，本文研究了非线性文本结构如何挑战青少年阅读理解，并通过三个使用非常规叙事模式的示例文本来说明显式文本结构教学。